ELO 0.05 A207 Coaching, Counseling, and Mentorship



THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course NCO Common Core CompetenciesA207: Coaching, Counseling, and MentorshipLesson PlanLesson Author: Mr. Carl W. Carlson Course Manager: MSG Paul E. CaswellDate Prepared: March 2, 2020REQUIRED TRAINING AID(S) AND RESOURCE(S):ALC Assessment PlanAppendix A, Advance Sheet and Learner HandoutsAppendix B, Facilitator MaterialsSCOPE:At the end of this five-hour lesson, learners will have demonstrated effective coaching, counseling, and mentorship techniques, as well as, their understanding of the NCOER and the Instructor Certification Program. As a result, learners will have a better understanding of how to interact with subordinates, as well as, how the NCOER and Instructor Certification Program benefits their professional development.LEARNING OBJECTIVES:TLO: This lesson supports TLO 400-ALC-NCO C3-A200.2 "Model Army leader attributes and competencies and characteristics of the Army Profession.”ELO: 400-ALC-NCO C3-A207Action: Demonstrate effective coaching, counseling, and mentorship techniques.Condition: As a learner and leader attending the ALC-NCO C3, acting as a squad leader using an organizational-level leadership perspective in a classroom environment, given references, activities, and classroom discussions.Standard: Demonstration includes—Effective coaching techniquesEffective counseling techniquesThe NCOERInstructor Certification ProgramEffective mentoring techniquesLearning Domain: CognitiveLevel of Learning: ApplyingFacilitator Note: The definition of the action statement verb ‘demonstrate’ is to show by reasoning. NCO Common Core Competencies (NCO C3): Leadership.ISSUE MATERIAL(S)/REFERENCE(S):Advance/Previous Class Issue: A207 Advance Sheet. During Class: NCOER Evaluation Counseling Tips (SGT to SSG). NCOER Evaluation Report Support Form (DA Form 2166-9-1A). The Algorithm of Strong NCOER Statements. Writing NCOER Impact Statements Activity. Role Play Activity Scenarios. Observer Tool #1. Observer Tool #2. ASSIGNED LEARNER REQUIREMENT(S):Study: None. Read: RA: FM 6-22, Leader Development, 30 June 2015, Section III, para 3-57 thru 3-76 (7 pages) [14 minutes] RB: FM 6-22, Leader Development, 30 June 2015, Section III, para 3-105 thru 3-108 (1 page) [2 minutes] RC: FM 6-22, Leader Development, 30 June 2015, Section III, para 7-60 and Table 7-42 (2 pages) [4 minutes] RD: Coaching Newsletter, January 2011 (4 pages) [8 minutes] Review: The Army Mentorship Handbook, January 2005 (36 pages) [6 minutes] Scan: DA Pam 623-3, Evaluation Reporting System, 27 September 2019, pages 77 thru 100 (23 pages) [8 minutes] FACILITIATOR ADDITIONAL READING(S)/MATERIAL(S):AR 600-8-19, Enlisted Promotions and Reductions, 16 May 2019DA Pam 623-3, Evaluation Reporting System, 27 September 2019 FM 6-22, Leader Development, 30 June 2015 TRADOC Regulation 600-21, Faculty Development and Recognition Program, 2 May 2018Coach’s Playbook Job Aid (Every Leader as a Coach) Coaching Newsletter, January 2011 The Army Mentorship Handbook, January 2005 CONDUCT OF LESSON:Facilitator Note: The times listed below reflect the total time allocated for the lesson. The facilitator should pace the lesson according to learners’ needs. Keep in mind that TRADOC PAM 350-70-9, Appendix B dictates a 10-minute administrative/break time after 50 minutes of instruction. While breaks may be written into the lesson plan at their anticipated time, each class may progress through the lesson at a different rate. Lesson Timeline:First Hour: 05 minutes: CE (Slide 1) 05 minutes: Publish & Process 40 minutes: GNI (Slides 2 thru 6) 10 minutes: Break Second Hour:50 minutes: GNI (Slide 6) 10 minutes: Break Third Hour:50 minutes: GNI (Slides 7 thru 14) 10 minutes: Break Fourth Hour:05 minutes: GNI (Slides 15 and 16) 05 minutes: Develop 40 minutes: Apply 10 minutes: Break Fifth Hour:50 minutes: Apply (Slide 17) 10 minutes: Break Concrete experience (05 minutes): Facilitator Note: Do not introduce the lesson or discuss it before exposing learners to the Concrete Experience (CE). Only give the instructions required to execute the CE. The intent is to put learners in their affective domain. This prepares the learners to enter the cognitive domain and in turn allows learners to focus on the topic and retain knowledge gained. [Show slide]Slide 1, Concrete ExperienceFacilitator Note: Play the video ‘Just Sign It’ (0:47). Publish and Process (P&P) (05 minutes):Facilitator Note: Suggest to learners that good notetaking during this portion of the lesson (P&P /Develop) can aid in effective reflection and retention of material while journaling. Facilitator Note: Questions are designed to get after what the learner felt during the CE. It is very important that you observe the learners reactions [an act (i.e. smirking, rolling eyes, smiling, or shaking head)] during the CE. Learners should share their emotions [what is felt (i.e. frustration, anger, irritation, happiness, or fear)] regarding the CE. Every learner should contribute to the P&P. Agreeing with another learner’s remark(s) is not an acceptable contribution. Facilitate the discussion using the following questions:Who has this happened to? -- pause -- Even worse, are you guilty of it? Please try to justify that. If that ever happened to you as a young Soldier, how did that make you feel? Elaborate. How would you feel if the Soldier told you, “No way, sergeant! I’m not signing that! That’s not right!” How might this situation affect you as leader? How can you be the agent of change? Facilitator Note: Before showing slide 2, transition to Generalize New Information (GNI) by using a learner’s comment, and saying, “That is a great point and brings us to this lesson.” Then show the lesson title slide and introduce the lesson.Generalize New Information (GNI) (145 minutes):Facilitator Note: The GNI consists of facilitation, collaboration, and activities. The information in this lesson plan is provided to help you facilitate the GNI. You must study the lesson plan to understand the learning outcome, study the facilitator materials to understand the content, and prepare a plan to facilitate the lesson and achieve the learning outcome. Facilitate from the lesson plan not the slides. Facilitating from the slides will cause you to miss critical information. The advance sheet assigns the learner reading requirements. If you enforce the reading requirements, the learners are able to participate in the class discussion. The facilitator must generate new information for the learners by asking questions aimed at leading the learner’s conversation down the path of self-discovery. Ensure that learners are actively engaged in the discussion of all topics unless otherwise noted. Intervene only to get the learners back on track, or if the learners do not know the answers to the questions asked. Link the information back to the CE whenever possible.[Show slide]Slide 2, A207 Coaching, Counseling, and Mentorship Facilitator Note: Introduce the lesson.[Show slide]Slide 3, Lesson ScopeFacilitator Note: Allow learners to read lesson scope. [Show slide]Slide 4, Learning ObjectiveFacilitator Note: Read the action, condition, and standard statement to the learners. Effective coaching techniques (90 minutes): ASK: When does coaching occur? (Allow time for several learners to respond.) ANSWER: Coaching occurs when you guide another’s development in new or existing skills during the practice of those skills. For coaching to be effective, the leader and coach must be able to build a relationship of mutual trust and respect through open communication. As opposed to simply telling or instructing subordinates on how to best behave in a particular situation, a coach steps back, and actively listens to what the leader is saying with his or her words and physical reactions. [Show slide]Slide 5, Effective Coaching TechniquesFacilitator Note: Use the information below to facilitate a discussion of effective coaching techniques. Using Active Listening to Convey UnderstandingSummarizes or mirrors back the meaning of what the leader has said to ensure mutual understanding Distinguishes between the leader’s words, tone of voice, and nonverbal cues (see example) Allows the leader to vent about the situation without judgmentUsing Powerful Questioning to Challenge AssumptionsAsks questions that reflect active listening and understanding of the leader’s perspective Asks thoughtful questions that challenge the leader’s assumptions without seeming to demand a justification for past actions Asks open‐ended questions that create greater clarity or new learning Is clear and articulate in stating coaching objectives and providing feedback Communicating Directly for Positive ImpactHelps leader see his or her current situation from another perspective that is meaningful Uses language and non‐verbal behaviors that are appropriate, respectful, and sensitive to the leader (e.g., non‐sexist, non‐racist, and nontechnical language) Facilitator Note: A coach will use powerful questioning to challenge the leader’s assumptions in a non-combative way and stimulates them to think in new ways. Both listening and questioning help build direction communication in the coaching relationship, which means using language that is clear and direct while maintaining a nonjudgmental stance. Just as a Soldier knows when to apply certain aspects of their training, an effective coach may use each of these techniques individually and together with another for maximum positive impact. [Show slide]Slide 6, Activity – Every Leader as a CoachFacilitator Note: Conduct the Coaching Activity by having the learners open the link listed in the slide. Direct learners to the ‘Coach’s Playbook -Every Leader a Coach 2011’ guide (located in Appendix A) as a guide for navigating the activity. Estimated time to complete: 80 minutes.Facilitator Note: Learners may save/print the completion certificate if desired. Ask learners if they have any questions or comments concerning coaching and answer appropriately. If you are unable to open the MSAF link, encourage learners to complete the activity on their own at a later time.Transitional lead-in to next topic: Counseling is one of the principal ways by which leaders provide others with knowledge and feedback. Effective counseling techniques (10 minutes): ASK: So, when does counseling happen? (Allow learners time to respond) ANSWER: Counseling occurs when leaders review with the subordinate their demonstrated performance and potential. [Show slide] Slide 7, Effective Counseling TechniquesFacilitator Note: Facilitate a discussion of each of the techniques on the slide. Information to help guide the discussion is provided below. ACTIVE LISTENINGKey elements of active listening include:Eye contact. Maintaining eye contact without staring helps show sincere interest. Occasional breaks of eye contact are normal and acceptable, while excessive breaks, paper shuffling, clockwatching, and repeated mobile telephone checks may indicate a lack of interest or concern. Body posture. Being relaxed and comfortable will help put the subordinate at ease. However, an overly relaxed position or slouching may be interpreted as a lack of interest. Head nods. Occasional nodding indicates attention and encourages the subordinate to continue. Facial expressions. Keep facial expressions natural and relaxed to signal a sincere interest. Verbal expressions. Refrain from talking too much and avoid interrupting. Let the subordinate do the talking, while keeping the discussion on the counseling subject. Check for understanding. Paraphrase or summarize points back to the subordinate for confirmation; for example, “What I heard was…” Nonverbal indicators of leader and subordinate attitude include:Interest, friendliness, and openness. Be aware that counselor actions must be context and situation specific. For example, leaning toward the subordinate may be considered as expressing interest or being aggressive—the counselor must be able to understand how the subordinate will interpret this action. Self-confidence. Standing tall, leaning back with hands behind the head, and maintaining steady eye contact. Anxiety. Sitting on the edge of the chair with arms uncrossed and hands open. Boredom. Drumming on the table, doodling, clicking a ballpoint pen, or resting the head in the palm of the hand.Defensiveness. Pushing deeply into a chair, glaring, or making sarcastic comments as well as crossing or folding arms in front of the chest. Frustration. Rubbing eyes, pulling on an ear, taking short breaths, wringing the hands, or frequently changing total body position. RESPONDINGVerballySummarizing the subordinate’s messageInterpreting the subordinate’s messageClarifying the subordinate’s messageNonverballyInterest, friendliness, and opennessEye contactHead nodsAPPROPRIATE QUESTIONINGAsk open-ended questions to obtain information. Questions should evoke more than a yes or no answer and not lead toward a specific answer or conclusion. Well-posed question deepen understanding, encourage further discussion, and create a constructive experience. Too many questions can aggravate the power differential between a leader and a subordinate and place the subordinate in a passive mode. They may also react to excessive questioning, especially if it resembles an interrogation, as an intrusion of privacy and become defensive. BEST PRACTICESDetermine the subordinate’s role in the situation and what has been done to resolve the issue. Focus attention on the subordinate. Listen to what is said and how it is said to understand what the subordinate says and feels. Encourage the subordinate to take the initiative and speak aloud. Remain objective; avoid confirming a subordinate’s prejudices. Display empathy when discussing the issue. Be receptive to the subordinate’s emotions without feeling responsible. Ask open-ended questions for relevant information; avoid interrogating the subordinate. Listen more and talk less; avoid interrupting. Keep personal experiences out of the counseling session. Draw conclusions based on all available information, not just the subordinate’s statement. Enable the subordinate to help himself or herself. Know what information to keep confidential and what to present to the chain of command, if necessary. Facilitator Note: Army leaders cannot help everyone in every situation. Army leaders should recognize their personal limitations and seek outside assistance when required. When necessary, leaders refer a subordinate to an agency more qualified to help (i.e., Behavioral Health, Chaplain, etc.). Facilitator Note: Resistance in counseling may stem from either the leader or subordinate and may occur in several ways. Can you name some? (Allow learners time to answer.)Recognizing resistance Leader Subordinate Employ techniques to overcome resistance in subordinates Reconfirm the counseling session purpose Keep the discussion professional and balanced in tone Discuss the suspected resistance openly with the subordinate and respect his or her response Facilitator Note: Now that we discussed the basic skills of effective counseling, let’s take a closer look at very specific type of counseling, NCOER Counseling.The NCOER (35 minutes):[Show slide]Slide 8, NCOER Counseling Facilitator Note: Direct learners to ‘NCOER Evaluation Counseling Tips’ handout (A-3).Briefly show this slide to the learners. Allow them to read it. Answer any questions briefly, as the explanation is forthcoming. Refer learners to the DA Form 2166-9-1A handout on pages A-4 and A-5. Facilitator Note: Remind the learners about the importance of counseling. Counseling provides the rated NCO with a report card via DA Form 2166-9-1A about his or her progress during scheduled intervals of the rated period. The rater and senior rater provide the input for each scheduled counseling session. With this input, the rated NCO knows what areas need improvement, how he or she did during the scheduled counseling period, and what he or she must do to meet or exceed the standard. Ultimately, the rater with help of the senior rater writes the NCOER for the rated NCO based on the results of each scheduled counseling session at the end of the rating period. NCO counseling involves two types: First Counseling (`Initial counseling’) for NCOs— Rated Soldiers preparation: Within 30 days Request copies of rater’s support forms; review rating chain Draft and provide duty description, performance goals and expectations, and major performance objectives on DA Form 2166-9-1A using input from rater’s and senior rater’s support form Raters preparation: Provide rated NCO copies of rater’s/senior rater’s support form containing performance objectives and blank DA Form 2166-9-1A with initial drafted duty description, valid rating chain, and specified goals and objectivesReview draft DA Form 2166-9-1A NCOER support formMake outline/plan for counseling session Follow-up Counseling for NCOs— Timeframe: Quarterly for RA and AGR NCOs; at least semiannually for USAR and ARNG NCOs (including USAR NCOs performing IDT)Rated Soldiers preparation:Prepare to discuss revisions, performance, changing policies, and progression toward meeting goals and expectationsOutline target areas for development and corresponding tasks or objectivesRaters preparation:Observe and assess rated NCOReview record of observation and assessmentMake outline and plan for conducting sessionRef: DA Pam 623-3, para 3-1 and Appendix C Facilitator Note: Emphasize to the learners that when conducting counseling, they must follow these discussion points— Point 1. Do your counseling. NCO performance counseling is absolutely essential to improve performance and professional development of the Army’s noncommissioned officers. There is no better tool in which to develop and mentor our enlisted leaders. You OWE it to your subordinate NCOs to let them know where they stand and what they need to do to succeed throughout their rating period. Remember, counseling at the end of the rating period is too late because it doesn’t afford time for the rated NCO to improve performance or correct deficiencies. Point 2. Become intimate with AR 623-3, DA PAM 623-3 and its supporting publications such as ADP 6-0, Mission Command, ADP 6-22, Army Leadership, and ATP 6-22.1, The Counseling Process. By being familiar with the rules and requirements governed by Army regulation, you will be able to produce your reports more efficiently, more accurately, and more fairly. In addition, your subordinate NCOs will appreciate the fact that you know what you are doing. Point 3. Be Prepared. Before you schedule a counseling session, know the facts, know the impact, develop the plan of action, and put it all in writing. Be professional, be prepared. Point 4. Know your limitations. Even the best leaders occasionally need help from outside sources or organizations; don’t be afraid to ask for help when needed. In order to be successful, you must be actively engaged in the counseling process. As a final bit of advice, remember to always utilize your chain of command and NCO support channel (i.e. your senior NCOs, your administrative personnel, JAG, IG) when problems arise. Facilitator Note: Point out to the learners that when it comes to writing NCOERs, they—as Raters—must always strive to write strong bullets. Because even though we are not addressing NCOERs in this lesson, we bring up this topic due to its extreme importance.Facilitator Note: With regards to DA Form 2166-9-1 for SGTs, we will now discuss Parts IV and V of the NCOER. Let us address Part IV of the NCOER. Inform learners that a blank copy of the form can be found in their handout materials (A-6 and A-7). [Show slide]Slide 9, NCOER Part IV Rater Assessment (SGT)Facilitator Note: This slide builds in order to clearly represent boxes c-h of Part IV of the NCOER. The specific information for each box can be found in DA Pam 623-3, Table 3-4. Refer learners to handout on pages A-6 and A-7. Facilitator Note: Remind the learners that Part IV of the NCOER covers the following points:Performance Evaluation, Professionalism, Attributes and Competencies. Part IV focuses on what a leader is and what a leader does. Contains the dimensions of the Army’s leadership doctrine that define professionalism for the Army. Facilitator Note: Progress the slide show to reveal each of the following boxes of the NCOER form. Discuss as necessary. block c: CHARACTERblock d: PRESENCEblock e: INTELLECTblock f: LEADSblock g: DEVELOPSblock h: ACHIEVESRef: DA Pam 623-3, para 3-6 and Table 3-4Facilitator Note: We will now address Part V of the NCOER.[Show slide]Slide 10, NCOER Part V Senior Rater Assessment (SGT)Facilitator Note: Discuss the highlighted areas on this slide. Part V deals with the senior rater’s overall assessment of the Rated NCO’s potential. Answer questions as needed. Ref: DA Pam 623-3, Table 3-5Facilitator Note: The senior rater assesses the rated NCO’s potential for promotion to the next higher grade when compared to other NCOs in Part V of the NCOER. Facilitator Note: Address the following areas of Block V—block a. The senior rater categorizes the rated NCO into one of four blocks.block b. The senior rater provides up to five lines of narrative text regarding the rated NCO. block c. The senior rater provides two different successive duty positions and one broadening assignment (by job title) in which the rated NCO is best suited to serve based on the rated NCO’s demonstrated potential, focusing on the next 3 to 5 years of service. ASK: In Block Vb, the senior rater’s entry must be in a “narrative” format. What does that mean? ANSWER: The senior rater must use complete sentences, not bullets. Ref: DA Pam 623-3, Table 3-5 [Show slide]Slide 11, Writing Bullets for NCOERFacilitator Note: Inform learners that ‘The Algorithm of Strong NCOER Statements’ handout (A-8) defines each of the points made in this slide. [Show slide]Slide 12, Learning Activity - Writing NCOER Impact StatementsFacilitator Note: Execute the ‘Writing NCOER Impact Statements Activity’ (A-9). Learners will write draft impact statements for their NCOER based on Scenarios 1 and 2. Learners must be prepared to present and justify their statements. Allow 15 minutes to complete this activity. Use the remaining 5 minutes to call upon random learners to present their work to the rest of the class. Transitional lead-in: During the counseling session, the rater and senior rater will have to identify broadening assignments. Let’s look at one of the many assignments. Instructor Certification Program (5 minutes): [Show slide]Slide 13, Instructor/Facilitator Career PathFacilitator Note: You can mention that there are other career broadening assignments (i.e. Drill Sergeant, Recruiter, etc.) but the emphasis for this lesson is on the Instructor/Facilitator Career Path because the Army is always in need of quality, certified instructors/facilitators. Facilitator Note: Point out to the learners that perspective instructors and facilitators must complete several steps prior to getting certified— The Selection Process. The applicant— Must submit an application packet or be assigned as an instructor Must receive and pass the mandatory interview. If selected, the applicant must then go through the 3-part Instructor/Facilitator Certification ProcessThe Instructor/Facilitator Certification Process—If the applicant successfully completes the instructor selection process, that applicant must then complete the Instructor/Facilitator certification program. The three phases of the Common Faculty Development Program (CFDP) are: Phase 1 – Foundation. To meet the qualification standard, prospective faculty members will successfully complete the CFDP foundation course. Phase I addresses adult learning principles articulated in the Army Learning Model, and incorporates nationally and/or internationally recognized faculty competencies. Phase 2 – Technical. Phase II combines foundational educational methodology with technical content. After completing Phase I (Foundation) qualified faculty members can serve as assistants to a certified faculty member to achieve the technical standard for the course content for which they are responsible. Phase 3 – Certification. After satisfactorily completing Phase II, the qualified faculty member will serve as the primary or lead instructor or developer for the site-specific learning content. The qualified faculty member will meet the Certification requirement based on a minimum of one evaluation by a certified faculty member. Centers and schools have the discretion to determine if more than one evaluation is needed to grant certification. The skill identifier (SI) is awarded after completion of the certification process and may include completion and approval of the certification request packet, and Army Human Resources Command approval of the request for award of an SI. Military instructors will receive the SI/special qualification identifiers “5K” (officer) or “8” (WO or NCO) pursuant to AR 611-1 and DA Pam 611-21. Ref: TRADOC Regulation 350-70, para 8-3 and Table 8-1 Facilitator Note: The three levels of the Army Instructor Badge authorized for award are the Basic Army Instructor Badge (BAIB), Senior Army Instructor Badge (SAIB) and the Master Army Instructor Badge (MAIB). Soldiers who are assigned to a noncommissioned officer academy and serve in an instructor position after June 7, 2013, are eligible to be awarded the AIB. Participation in this program is voluntary. Requirements for each badge are as follows: BAIB — Soldiers must meet the instructor requirements outlined in AR 614-200. They must complete the requirements of TRADOC Regulation 600-21. They also must: Provide a current Army Physical Fitness (APFT) Scorecard (DA Form 705) Teach at least 80 hours of instruction as the primary instructor Have two consecutive evaluations conducted a minimum of 7 days apart by a qualified designated evaluator, with a score of 12 or higher on the Instructor Observation Rubric TF 600-21-1 Conduct four developmental observations (TF 600-21-4) of other instructors and provide written feedback to supervisor SAIB — Soldiers must meet the instructor requirements outlined in AR 614-200. They must complete the requirements of TRADOC Regulation 600-21 and complete the following prerequisites: Served a minimum of 12 months as an instructor after submission of the BAIB nomination packet Provide a current APFT scorecard DA Form 705 Complete the following training: Instruction Design Basic Course (IDBC) and the EIC, but not before conducting a minimum of 100 PI hours as a Basic Instructor. Conduct a lesson redesign after completion of IDBC, scoring at least 80% on the Lesson Design / Redesign Teach at least 200 hours of instruction as the primary instructor after submission of BAIB packet (280 total hours) Have three consecutive evaluations conducted a minimum of 7 days apart by a qualified designated evaluator, with a score of 16 or higher on the Instructor Observation Rubric TF 600-21-1 Conduct three developmental observations (TF 600-21-4) of other instructors and provide written feedback to supervisorMAIB — Soldiers must meet the instructor requirements outlined in AR 614-200. They must complete the requirements of TRADOC Regulation 600-21 and complete all courses required for the SAIB along with the following prerequisites: Have served a minimum of 24 months as an instructor after submission of the SAIB nomination packet Provide a current APFT scorecard DA Form 705 Successfully teach at least 200 hours of instruction as the primary instructor after submission of the SAIB packet (480 total hours) Have three consecutive evaluations conducted a minimum of seven days apart by a qualified designated evaluator, with a score of 20 or higher on the Instructor Observation Rubric TF 600-21-1 Conduct at least four EIC evaluations, providing feedback to instructors utilizing the Instructor Observation Rubric, TF 600-21-1 Be recommended by members of the MISB on TF 600-21-2 and TF 600-21-3 Ref: TRADOC Regulation 600-21, para3-4e thru 3-4g The Army Instructor Badges are awarded promotion points as follows— Basic Army Instructor Badge: 15 pointsSenior Army Instructor Badge: 15 pointsMaster Army Instructor Badge: 20 pointsRef: AR 600-8-19, Table 3-12 ASK: How would earning an instructor badge benefit your organization and the Army? ANSWER: Varies. Transitional lead-in: Question: what is the difference between a coach and mentor? (Allow learners to respond) ANSWER: FM 6-22 says, “Coaching is the guidance of another’s person’s development in new or existing skills during the practice of those skills.” The coach interacts with a Soldier daily. A mentor, will not necessarily be in a positon to observe the mentee’s daily performance and thus not be in a position to “coach” the mentee on task performance. A mentor should help the mentee develop a plan for professional and personal growth and to support the mentee in implementing that plan. A mentor goes above and beyond the basics of coaching. Mentorship is the voluntary developmental relationship that exists between a person of greater experience and a person of lesser experience that is characterized by mutual trust and respect. Although it is not a requirement it is highly encouraged. Effective mentoring techniques (5 minutes): [Show slide]Slide 14, Mentoring Relationship Essentials Facilitator Note: Reference the Mentorship Handbook (Q15, pg.14) to facilitate discussion.Facilitator Note: There are five essentials for a successful mentoring relationship. Both the mentor and the mentee must want the relationship to work. Watch for signs of “lopsided” mentoring: both the mentor and the mentee should be committing appropriate time and energy to the process. Five things are essential:Respect - established when a mentee recognizes attributes, skills, and competencies in the mentor that he or she would like to possess; and when the mentor appreciates the success of the mentee to date and the mentee’s desire to develop his or her attributes, skills, competencies, capabilities, experiences, and value to the Army. Trust - is a two-way street. Mentors and mentees should work together to build trust, through communicating, and by being available, predictable, and loyal. Partnership Building - The mentor and mentee are professional partners. Natural barriers that all partnerships face may include miscommunication or an uncertainty of each other’s expectations. Activities that can help you overcome these barriers include:Maintaining communication Fixing “obvious” problems Forecasting how decisions could affect goals Frequent discussion of progress Monitoring changes Successful partnerships develop through: The expression of enthusiasm each has for their relationship Activities of idea exploration and successful problem solving which create an atmosphere of emotional acceptance of each other Strategies and tactics of change that move slowly enough to be monitored and adjusted to assure optimum growth and success of the mentee Realistic Expectations and Self Perception - A mentor should encourage the mentee to have realistic expectations of: Their own capabilities Opportunities in terms of present and potential positions The energies and actions the mentor will commit to the mentoring relationship What the mentee must demonstrate to earn the mentor’s support in his or her personal/professional/career development A mentor may help define the mentee’s self-perception by discussing social traits, intellectual abilities, talents, and roles— it is important for the mentor to always provide honest feedback Time - Set aside specific time to meet; do not change times unless absolutely necessary. Meet periodically, and at mutually convenient times when you can control interruptions. Frequently “check in” with each other via informal phone calls or e-mail (it’s a good idea to schedule even informal activities to assure regular contact). Develop (05 minutes): Facilitator Note: Suggest to learners that good notetaking during this portion of the lesson (P&P/ Develop) can aid in effective reflection and retention of material while journaling. Facilitator Note: This is when you challenge the learners to determine how they will apply this information at their unit or future assignment; how they will use the knowledge gained from this lesson in their MOS; what is the second and third order of effect associated with their plan to use this information; what value this information has for them; and what their take away is. Facilitate the discussion using the following questions:How can you improve the coaching, counseling, and mentoring back in your organization? Do you have a mentor? How is that working out for you? If not, would you consider finding one? Please elaborate. Are you a mentor yourself? How is that working out? If not, would you ever want to be one? Please elaborate. In what way has this information changed your mindset about counseling? Apply (90 minutes): Facilitator Note: This is how you determine if the learning outcome was met. This is accomplished through an assessment, learning activity, during the GNI. [Show slide]Slide 15, Coaching, Counseling, and Mentoring Role Play ScenariosFacilitator Note: Fishbowl technique is a form of dialog that can be used when discussing topics or dilemmas within a large group. It allows the entire group to participate in a conversation. (continued below) The learners seated inside the “fishbowl” actively participate in a discussion by asking questions and sharing opinions, while learners standing outside listen carefully to the ideas presented. Learners take turns in these roles, so that they practice being both contributors and listeners in a group session. This practical exercise will use Roleplay and Fishbowl Discussion techniques. Have two chairs in the center of the room for the inner circle. Ask for or select two (2) volunteers to role play in the inner-circle. The remaining class members will be around the inner circle forming an outer circle. Half of the outer circle is group 1, the other half is group 2.INNER-CIRCLE RESPONSIBILITIES: You will have five minutes to read through your scenario (A-10 and A-11). Make note of your character’s disposition (qualities, characteristics, issues, etc.). You will engage in a five minute role play entirely on your own based on the provided scenario.OUTER-CIRCLE RESPONSIBILITIES: Group 1: Your job is to listen to the discussion and record your observations on your observer sheet A-12) based on statements you agree with, statements you don’t agree with, statements you are unsure of; perhaps you need some clarification of a point made by the counselor/coach/mentor or the subordinate/leader/mentee. Group 2: Your job is to watch the discussion and record your observations on your observer sheet (A-13) based on positive behaviors, negative behaviors, and improvements; perhaps you observed a behavior you feel was not appropriate for the situation.After five minutes, stop the role play, and facilitate a discussion on observations made by the outer circle. Procedures: Ask for volunteers or appoint two learners to the inner circle (they will role-play) Assign coaching scenario A to the inner circle (from A-10 and A-11)Allow them five minutes to prepareWhile the inner circle prepares, split the remaining learners into two groups: outer circle Group 1 and outer circle Group 2Instruct outer circle Group 1 to record their observations on observer tool #1 (A-12)Instruct outer circle Group 2 to record their observations on observer tool #2 (A-13)Role play the scenario (5 minutes)Discuss the outer circles observations (5 minutes)Ask for volunteers or appoint two new learners to the inner circle (they will role-play) Assign coaching scenario B to the new inner circleAllow them five minutes to prepareWhile the inner circle prepares, instruct the outer circle to switch observer tools: Group 1 will now record their observations on observer tool #2 while Group 2 will now use observer tool #1Role play the scenario (5 minutes)Discuss the outer circles observations (5 minutes)Repeat steps 1-14 using the counseling scenario and then the mentoring scenarios (be sure each scenario is role-played by different learners)[Show slide]Slide 16, SummaryFacilitator Note: Summarize the lesson. You may use the summary below or develop your own. Do not introduce any new information. In this lesson we increased our knowledge and abilities with regards to coaching, counseling and mentoring in several areas. We discussed some effective coaching techniques and reinforced that with an activity. Then, we discussed some effective counseling techniques which lead us into the NCOER. You then applied this knowledge using the Writing NCOER Impact Statements Activity. Next was a discussion about the Instructor Certification Program and how it can not only help you but can steward the profession as well. Lastly, we discussed the developmental tool called mentorship. It should now be obvious how these techniques and tools can help you, your subordinates, and even the Army, become a more efficient and better profession. [Show slide] Slide 17, QuestionsFacilitator Note: Ask learners if they have any questions. ASSESSMENT PLAN: See the ALC Assessment Plan in A200.ADDITIONAL NOTES:Administrative InformationCourseAdvanced Leader Course NCO Common Core CompetenciesClearance AccessSecurity Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.Foreign Disclosure RestrictionsFD1. This training product has been reviewed by the training developers in coordination with the NCO Leadership Center of Excellence Foreign Disclosure Officer. This training product can be used to instruct international military learners from all approved countries without restrictions.SafetyBrief emergency exit/evacuation procedures including wires/cords, floor outlets, ramp/step, confined workspace, electronics, and beverages in the classroom.Risk Assessment LevelLowEnvironmental ConsiderationsNOTE: It is the responsibility of all Soldiers and DA Civilians to protect the environment from damage. NoneAppendix A Advance Sheet and Learner HandoutsTHE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course NCO Common Core CompetenciesA207: Coaching, Counseling, and MentorshipAdvance SheetSCOPE:At the end of this five-hour lesson, learners will have demonstrated effective coaching, counseling, and mentorship techniques, as well as, their understanding of the NCOER and the Instructor Certification Program. As a result, learners will have a better understanding of how to interact with subordinates, as well as, how the NCOER and instructor Certification Program benefits their professional development. LEARNING OBJECTIVES:TLO: This lesson supports TLO 400-ALC-NCO C3-A200.2 "Model Army leader attributes and competencies and characteristics of the Army Profession.”ELO: 400-ALC-NCO C3-A207Action: Demonstrate effective coaching, counseling, and mentorship techniques. Condition: As a learner and leader attending the ALC-NCO C3, acting as a squad leader using an organizational-level leadership perspective in a classroom environment, given references, activities, and classroom discussions.Standard: Demonstration includes— Effective coaching techniques Effective counseling techniques The NCOER Instructor Certification Program Effective mentoring techniques STUDY REQUIREMENTS: Study: None. Read: RA: FM 6-22, Leader Development, 30 June 2015, Section III, para 3-57 thru 3-76 (7 pages) [14 minutes] RB: FM 6-22, Leader Development, 30 June 2015, Section III, para 3-105 thru 3-108 (1 page) [2 minutes] RC: FM 6-22, Leader Development, 30 June 2015, Section III, para 7-60 and Table 7-42 (2 pages) [4 minutes] RD: Coaching Newsletter, January 2011 (4 pages) [8 minutes] Review: The Army Mentorship Handbook, January 2005 (36 pages) [6 minutes] Scan: DA Pam 623-3, Evaluation Reporting System, 27 September 2019, pages 77 thru 100 (23 pages) [8 minutes] Note: Scan material is not testable, but is graded through 1009A Assessing Attributes and Competencies.HOMEWORK ASSIGNMENT(S):Journal: Throughout the course, we recommend you reflect on your thoughts on the learning experiences with the topics covered by journaling on the questions/material covered during the lesson. Classroom/Threaded Discussion: Come to class prepared to discuss the following: Effective coaching techniques.Effective counseling techniques.Effective mentoring techniques.Bring to Class: Writing tools.Desired note-taking material.Activity or Activities: Every Leader a Coach activity. Writing NCOER Impact Statements activity.Fishbowl Role Play activity.Other: None.ASSESSMENT PLAN: See the ALC Assessment Plan in A200. NCOER Evaluation Counseling Tips (SGT to SSG)The rater with help of the senior rater writes the NCOER for SGTs using the DA Form 2166-9-1. The NCOER is written at the end of the rating period. Towards this end, the rater uses the counseling form DA Form 2166-9-1A to record information such as points made, and how well (or not) the rated NCO responded to those points. The rater drafts the rated NCO’s NCOER directly from the DA Form 2166-9-1A counseling form. First Counseling (Initial) counseling for NCOs— Rated Soldiers preparation:Within 30 daysRequest copies of rater’s support forms; review rating chainDraft and provide duty description, performance goals and expectations, and major performance objectives on DA Form 2166-9-1A using input from rater’s and senior rater’s support formRaters preparation:Provide rated NCO copies of rater’s/senior rater’s support form containing performance objectives and blank DA Form 2166-9-1A with initial drafted duty description, valid rating chain, and specified goals and objectivesReview draft DA Form 2166-9-1A NCOER support formMake outline/plan for counseling sessionFollow-up Counseling for NCOs—Timeframe: Quarterly for RA and AGR NCOs; at least semiannually for USAR and ARNG NCOs (including USAR NCOs performing IDT)Rated Soldiers preparation:Prepare to discuss revisions, performance, changing policies, and progression toward meeting goals and expectationsOutline target areas for development and corresponding tasks or objectivesRaters preparation:Observe and assess rated NCOReview record of observation and assessmentMake outline and plan for conducting sessionNOTE: The rater reviews and makes comments to the rated NCO regarding the rated NCO’s progress or lack of progress during the previous or initial counseling session. The rater performs this action in part IV of the DA Form 2166-9-1A. NCOER Evaluation Report Support Form (DA Form 2166-9-1A)The Algorithm of Strong NCOER StatementsThe weight of a bullet comment depends on its result or impact. After studying hundreds of bullet comments across a variety of occupational specialties, it was determined that, in general, the impact of a bullet comment is expressed in 9 ways: Achieved a Quantity. This type of result or impact statement is used when the quantity itself is the significant achievement: number of missions completed, number of insurgents captured, number of miles driven, number of flights supported, etc.Achieved an Objective. This type of impact description is used when the named objective is universally recognized as being significant and no further explanation is needed: completed successful rotation, finished an inspection, repaired, restored capability, etc.Reduced an Undesirable Condition. This type of impact statement describes initiative that results in a better condition: a reduction in the number of equipment failures, in the number of incidents of sniper activity, number of late reports or awards, length of time required, etc.Improved a Condition. This type of result is another way of describing improved conditions or processes: increased readiness, streamlined admission procedures, combined efforts, increased efficiency, etc.Prevented Undesirable Condition. This type is used to describe proactive efficiency: surveillance prevented IED use, analysis of route prevented threat to personnel, PMCS prevented equipment failure, etc.Maintained Ops Tempo. This impact type is used to document significant and critical achievement: maintained operational rate of 95%, ensured readiness, maintained 100% accuracy, zero errors, parison to Peers. This method is usually used in Recognition bullet comments and is an effective way of making the ratee standout: qualified 2 months ahead of peers, chosen over others of equal rank, etc.Timeliness. Achievements related to time use this type of impact statement: completed ahead of schedule, finished before required, no late reports, guaranteed zero delays, etc.Name Dropping. This type is used when the name of the event specified is universally recognized as being highly significant and so important that it becomes the impact and no further explanation is needed: supported ops in Sunni Triangle, key to the success of OEF III, completed over 100 missions ISO OPERATION ANVIL TREE, etc. Writing NCOER Impact Statements ActivityInstructions: Given the following NCO descriptions write some draft impact statements for their NCOER. Be prepared to present and justify your statements to the class.NCO Counseling #1You are a SSG assigned as a squad leader in an Air Defense unit. You have provided several counseling sessions to SGT Mitch Kennedy, a member of your squad who is not performing to his full potential since returning from two deployments. You have counseled him informally for successfully completing the new inventory system course, which was on his current IDP. He also successfully completed the Unit Inventory Report with 100% accuracy a week ahead of the set deadline, saving the Unit $10,000 on equipment repairs and purchases. He was recognized by the command for his hard work. However, you also had to formally counsel him on an APFT failure. In your counseling session, you informed SGT Kennedy of his responsibilities to maintain standards and mapped out a plan of action. You enrolled him into the unit’s Extra Conditioning Physical Readiness Training Program monitored by the unit MFT, had SGT Kennedy download the Army PRT app to his smartphone so he could track his progress, and scheduled a retest in 90 days. As part of your responsibilities, you monitored his progress and did PRT with him to give him moral support and to ensure that he was working on his weak areas. SGT Kennedy passed his APFT retest. You are preparing to conduct a NCOER counseling session with your Soldier. Write impact statements for SGT Kennedy in Part IV of the NCOER. NCO Counseling #2You are a SSG assigned as a squad leader in a signal unit. You have had to counsel SGT Yvonne Canady, one of the more outgoing members of your squad, for disrespect to a senior noncommissioned officer. The first incident, SGT Canady got into a heated discussion with 1SG Rodderick over the numbers for a manpower report for the commander. Even though she was right about the calculations being incorrect, she was wrong for calling him stupid and storming out of the meeting. You discussed her responsibility to maintain standards/good order and discipline, appropriate ways to address and show respect to noncommissioned officers, and possible consequences of continued behavior. You proposed that SGT Canady provide a class to the squad/platoon on proper military and professional bearing, order, discipline, and respect. You explained that the class is not a punishment, but corrective training aimed at gaining a greater understanding of military leadership attributes. She is a hard worker but her attitude has hindered her in many areas and cost her some great opportunities for career advancement. As part of your responsibilities, you conduct assessments and mentorship on a weekly basis until the problem is corrected. Unfortunately, SGT Canady had another confrontation with 1SG Sanchez from Alpha Company over a miscommunication about a meeting time. She was very resistant and aggressive in your counseling session.You are preparing to conduct a NCOER counseling session with your Soldier. Write impact statements for SGT Canady in Part IV of the NCOER. Role Play Activity ScenariosCoaching Scenario AYou have been working with your Soldier for about four months in developing his/her skills in two specific areas: (1)Increasing his/her expertise in leading a team and, (2)Negotiating more effectively with peers in gaining better cooperation. In your meetings, you have provided concrete suggestions/ideas, some of which have been utilized and others have been disregarded. You are meeting with your Soldier today and as you begin your session, he/she says, “I have something difficult to talk about with you. I don’t know how to express this but I think that perhaps this relationship is not working, at least not for me. I’ve already discussed this with the First Sergeant and he has advised me to discuss it with you.”?Coaching Scenario BYou notice that SGT Bobbins has been acting differently lately. She has been acting withdrawn, has been very quiet, and has been hanging out alone every time you see her. You notice these behaviors and decide to talk to her. She says that she is really homesick, that no one in the unit likes her, that she is tired of being the only female, her squad sucks and that she wants to go to Charlie Company.Counseling Scenario AYou notice that SGT Woods has been acting differently lately. He has been regularly skipping formation and you have heard rumors that he’s been out frequently and drinking excessively. One day, he looks like he hasn’t slept all night and you notice that he smells like alcohol from going out the night before. You’re worried about him, so you decide to confront him with your concerns. SGT Woods is very reluctant about meeting with you and suspects you are on to him. You begin the counseling session and he is very defensive.Counseling Scenario BYou notice that SGT Green has been acting differently lately. She has put on a lot of weight, is wearing baggy clothes, has circles under her eyes, once you thought she had a black eye, and overall doesn’t look “good.” On several occasions, you overhear others in your squad talking about her, particularly that they think she is in an abusive relationship with MSG Walker from Alpha Company and are worried about her. You know MSG Walker, you have been close since deploying together a few years ago. He has mentored you and you know he is married with three kids and one on the way. The First Sergeants tells you to see what’s going with her. You already know but don’t want to be bothered. You bring her in for counseling and she tells you that she is five months pregnant. She says MSG Walker is pressuring her to get an abortion. The last time he hit her when she told him no. You don’t want to get your friend in trouble so you hint that maybe she should take him up on the suggestion.Mentorship Scenario AYou have just been assigned a mentee who has a different ethnic background from you. You find yourself somewhat uncomfortable and sense that your mentee is feeling the same. Since this is a sensitive subject, you believe that the best approach is to share your own experiences and advice on how s/he should proceed in developing the skills you have both identified. It’s what worked for you and it’s how you feel you can be most helpful. Over the course of time, you find that your mentee appears to be polite but not fully engaged in the process.?Mentorship Scenario BYou and your mentee have been communicating frequently and enjoying the naturalness of the relationship and the chemistry between you feels great. You have agreed to meet during the workday?but as the day wears on, you’ve had to postpone the meeting and now have agreed to meet after hours at a local restaurant. Your conversation goes well, as always, and the atmosphere is relaxed. At some point in the conversation, you ask your mentee for feedback on how the relationship is going. The mentee responds that s/he is quite happy and goes on to share that s/he feels very comfortable with you and is beginning to develop “feelings” for you and would like to explore the possibility of pursuing a more intimate relationship. Observer Tool #177660515100500Statement that you agree with69901027368500Statements that you disagree withStatements that you’re unsure of83312011315500COACHING SCENARIOCOUNSELING SCENARIOMENTORSHIP SCENARIOObserver Tool #265087514351000Positive Behaviors67500523876000Negative BehaviorsImprovements7772408191500COACHING SCENARIOCOUNSELING SCENARIOMENTORSHIP SCENARIOAppendix BFacilitator Materials THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course NCO Common Core CompetenciesA207: Coaching, Counseling, and MentorshipFacilitator MaterialsReference List: AR 600-8-19, Enlisted Promotions and Reductions, 16 May 2019DA Pam 623-3, Evaluation Reporting System, 27 September 2019 FM 6-22, Leader Development, 30 June 2015 TRADOC Regulation 600-21, Faculty Development and Recognition Program, 2 May 2018Coach’s Playbook Job Aid (Every Leader as a Coach) Coaching Newsletter, January 2011 The Army Mentorship Handbook, January 2005 Slides: 1-17List of SlidesDescription/Title1Concrete Experience2A207 Coaching, Counseling, and Mentorship3Lesson Scope4Learning Objective5Effective Coaching Techniques6Activity – Every Leader as a Coach7Effective Counseling Techniques 8NCOER Counseling 9NCOER Part IV Rater Assessment (SGT)10NCOER Part V Senior Rater Assessment (SGT)11Writing Bullets for NCOER 12Activity – Writing NCOER Impact Statements13Instructor/Facilitator Career Path 14Mentoring Relationship Essentials15Summary16Questions 17Coaching, Counseling, and Mentorship Role Play ScenariosVideo(s): Just Sign It [0:46]Interactive Element(s): Every Leader as a Coach () Appendix CTest(s) and Test Solution(s) THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course NCO Common Core CompetenciesA207: Coaching, Counseling, and MentorshipTest(s) and Test Solution(s)This appendix contains the items listed in this table─Title/SynopsisPage(s)NoneAppendix DPractical Exercise(s) and Solution(s)THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course NCO Common Core CompetenciesA207: Coaching, Counseling, and MentorshipPractical Exercise(s) and Solution(s)This appendix contains the items listed in this table─Title/SynopsisPage(s)NoneAppendix ELesson Training Outline (from TDC if used)THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course NCO Common Core CompetenciesA207: Coaching, Counseling, and MentorshipLesson Training Outline ................
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