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COUNSELING

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Title: COUNSELING


1
  • COUNSELING

2
Terminal Learning Objective
  • Action Counsel Subordinates
  • Condition Given a counseling situation,
    references, notes, a Counseling Preparation Form
    and a Developmental Counseling Form.
  • Standard Prepared a Counseling Preparation Form
    prior to the counseling session, conducted a
    subordinate-centered counseling session and
    developed a Developmental Counseling Form during
    the session.

3
Administrative Data
  • Safety Considerations None
  • Risk Assessment Low
  • Environmental Considerations None

4
Counseling
  • Subordinate-centered communication that outlines
    actions necessary for subordinates to achieve
    individual and organizational goals
  • Why should counseling lead to achievement of
    goals?
  • How is counseling related to leadership?

5
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
  • Why should the subordinate be active in the
    session?

6
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?
  • How can a leader be an evaluator and a counselor?

7
The Leader as a Counselor
  • The following qualities help the leader to assume
    an effective role during counseling
  • Respect for subordinates
  • Self and Cultural Awareness
  • Credibility
  • Empathy

How do these qualities assist leaders in
counseling?
8
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.

9
Approaches to Counseling
  • Directive
  • Nondirective
  • Combined

10
Counseling Cycle
ARRIVE AT UNIT
EXIT INTERVIEW
OER / NCOER
- Sponsorship
- Reception and Integration
Initial OER / NCOER Counseling (30 days)
PATHWAY TO SUCCESS
Personal Issues
JODSF / NCOER Checklist
JODSF / NCOER Checklist
Event Non-select for school / promotion
Periodic Review of OER Support Form (Rater/ SR
Rater)
JODSF/NCOER Checklist
MIDPOINT 6 MONTHS
11
Categories of Counseling
  • Personal - Event Oriented
  • Reception and Integration (Crisis / Separation)
  • Positive Performance (Promotion Counseling)
  • Referrals (Corrective Training)
  • Performance and Professional Growth
  • OER/NCOER
  • Pathway to Success
  • Developmental Process Based on Potential
  • Near Term lt1 year
  • Long Term gt 2-5 years

12
Common Counseling Mistakes
  • Leaders
  • Likes
  • Dislikes
  • Biases
  • Prejudices

13
The Counseling Session
  • 1. Open the session
  • 2. Discuss the issue
  • 3. Develop a plan of action
  • 4. Close the session

14
(1) Open the Session
  • State the purpose of the session
  • Establish a subordinate-centered tone
  • How do you establish a subordinate centered tone?
  • Why is it important to state the purpose of the
    session?

15
(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 do you jointly develop an understanding of
    the situation?
  • Why is it important to support points with fact?

16
(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?
  • When should the plan include a referral?

17
(4) Close the Session
  • Summarize the counseling session
  • Discuss implementation of the plan
  • Check for understanding and acceptance
  • Identify leaders responsibilities
  • A soldier rejects the plan of action...now what?
  • What is follow-up and why is it necessary?
  • What is the leaders role in implementing the
    plan?

18
Preparation for Counseling
  • 1. Select a suitable place
  • 2. Schedule the time
  • 3. Notify the subordinate well in advance
  • 4. Organize the information
  • Can counseling occur without formal preparation?
  • What is an appropriate time?
  • What should a leader tell the subordinate?

19
Preparation for Counseling
  • 5. Outline the components of the counseling
  • session
  • 6. Plan a counseling strategy
  • 7. Establish the right atmosphere
  • Why should a leader prepare an outline?
  • What is a counseling strategy?

20
Recording Counseling
  • Why should a leader document a counseling
    session?
  • What type of counseling sessions require written
    records of counseling?

21
DEVELOPMENTAL COUNSELING FORM
NAME (Last, First, MI)
Rank/Grade Date of Counseling
Organization


Name and Title of Counselor
PART II - BACKGROUND INFORMATION
Purpose of Counseling
PART III - Summary of Counseling
Key Points of Discussion
22
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 22
23
Counseling Demonstration
  • Observe the counseling session and evaluate the
    session using the Observers Worksheet

24
(No Transcript)
25
(No Transcript)
26
Observe Behavior
  • All acts (verbal and nonverbal), appearances, and
    actions are valid opportunities for assessment
  • Ensure observations are complete
  • Observations must be objective

27
Record Behavior
  • Note and record elapsed time
  • Note actions not taken. They are 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

28
EXAMPLESUsing the START Form
  • RIGHT
  • FTX AT THE LDR REACTION CRS
  • EXECUTE LEADER REACTION CRS
  • SGT SMITH ANALYZED THE REQTS,
  • DEVELOPED A PLAN, AND BRIEFED
  • IT TO SQD MEMBERS
  • PLAN WAS ISSUED SQD MEMBERS
  • HAD CLEAR TASKS TO DO. SQD
  • EXECUTED TO STANDARD
  • 12 SEPT 97 2200-2300 HRS.
  • WRONG
  • RAINY, COLD, NO SLEEP
  • HARD PHYSICAL AND MENTAL TASK
  • SQD FAILED TO ACCOMPLISH
  • TASK IN ALLOTTED TIME
  • SQD HAD TO RE-DO THE TASK TWICE
  • NIGHT TIME

START
29
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

30
Rate Behavior
E S NI
Excellent. Exceeds Requirements For Successful
Task Accomplishment Satisfactory. Meets
Requirements For Successful Task
Accomplishment Needs Improvement. Does Not Meet
Requirements For Successful Task Accomplishment
31
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

32
Summary
  • Counsel Subordinates
  • Counseling Sessions
  • Subordinate Centered Strategy
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