LDP

1. LDP Leadership Development Program

3. Standardized Assessment Technology -Prescribed process -Common leadership dimensions -Common performance standards (Salmon Cards) -Standardize reports to document performance and potential (Blue Card / JPSC / CER) Individual Focus -Goal of process is to develop each cadet to their maximum individual potential -Cadets receive timely, developmental feedback after each leadership opportunity Developmental Feedback -After each leadership opportunity the evaluator addresses with the cadet: -notable strengths and weaknesses -specific means for improvement Structured Leadership Opportunities -Practical exercises in leading and caring for subordinates -Used as a training tool to emphasize key teaching points Assessor Qualification LDP derives its basic elements from Army leadership principles (FM 22-100, OER) with which cadre are familiar Cadet Command’s emphasis on leader development requires greater degrees of proficiency and standardization Assessors gain proficiency through School of Cadet Command, TAC Staff School, and OJT on campus and at camps Peer Ratings Utilize the viewpoint of other cadets to provide additional developmental feedback Identify trends, validate or refute cadre assessments, and provide developmental feedback from those most affected Link to Evaluation and Accessions -Performance of each cadet is thoroughly documented (on campus and at NALC) -Cadet performance and potential is fully documented on the Cadet Evaluation Reports that are entered into the cadet’s accession packet Standardized Assessment Technology -Prescribed process -Common leadership dimensions -Common performance standards (Salmon Cards) -Standardize reports to document performance and potential (Blue Card / JPSC / CER) Individual Focus -Goal of process is to develop each cadet to their maximum individual potential -Cadets receive timely, developmental feedback after each leadership opportunity Developmental Feedback -After each leadership opportunity the evaluator addresses with the cadet: -notable strengths and weaknesses -specific means for improvement Structured Leadership Opportunities -Practical exercises in leading and caring for subordinates -Used as a training tool to emphasize key teaching points Assessor Qualification LDP derives its basic elements from Army leadership principles (FM 22-100, OER) with which cadre are familiar Cadet Command’s emphasis on leader development requires greater degrees of proficiency and standardization Assessors gain proficiency through School of Cadet Command, TAC Staff School, and OJT on campus and at camps Peer Ratings Utilize the viewpoint of other cadets to provide additional developmental feedback Identify trends, validate or refute cadre assessments, and provide developmental feedback from those most affected Link to Evaluation and Accessions -Performance of each cadet is thoroughly documented (on campus and at NALC) -Cadet performance and potential is fully documented on the Cadet Evaluation Reports that are entered into the cadet’s accession packet

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 CER’s

5. -Illustrates progressive nature of LDP – begins with basic counseling, culminates with the OER process -Commonality at all levels is periodic counseling -Yellow indicates formal requirements -Establishes individual goals and plan of development -Illustrates progressive nature of LDP – begins with basic counseling, culminates with the OER process -Commonality at all levels is periodic counseling -Yellow indicates formal requirements -Establishes individual goals and plan of development

6. - Transition to the step-by-step discussion of the LDP process. Step One: Recognize Step Two: Record Step Three: Classify Step Four: Rate Step Five: Counsel Step Six: Train Step Seven: Assess Focus of all steps is to modify/improve behavior. Process provides record of performance for the accessions board. - Transition to the step-by-step discussion of the LDP process. Step One: Recognize Step Two: Record Step Three: Classify Step Four: Rate Step Five: Counsel Step Six: Train Step Seven: Assess Focus of all steps is to modify/improve behavior. Process provides record of performance for the accessions board.

7. RECOGNIZING BEHAVIOR -Behavior is defined as the response of an individual to his environment; it is constantly present to one degree or another. -Leader behavior is behavior that impacts current (and future) leader effectiveness.-Behavior is defined as the response of an individual to his environment; it is constantly present to one degree or another. -Leader behavior is behavior that impacts current (and future) leader effectiveness.

8. RECOGNIZING BEHAVIOR -Assessors must be able to distinguish between: o Critical behavior – behavior that impacts leader effectiveness o Non-critical behavior – behavior that has little, if any, impact on leader effectiveness _____________________________________________________________________________________________ -Behavior may be directly or indirectly observed o aspects of physical behavior (appearance, interaction, displays of emotion) are directly observable o mental processes are not directly observable, but are evident in the individual’s behavior (i.e. individual’s response to a crisis gives insight to the cadet’s conceptual skills) _______________________________________________________________________________________________ -Behavior may be recognized by first-hand or second-hand observation -Second-hand observation may be gained through: o observation of results o querying subordinates o observations made by other assessors _______________________________________________________________________________________________ -Important to assess each cadet’s behavior both in and out of leadership opportunities: o leaders are expected to exhibit character whether in charge or not o some cadets may do what we expect of them while in a leadership position, but revert to their true character when out of the leadership position _______________________________________________________________________________________________ -Particular attention should be paid to the slightest indications of: o alcohol or substance abuse - public drunkenness, drinking alone or throughout the day, unexplained change in performance o time management problems – inability to meet the demands of academic or work schedule o personality or psychological problems – inappropriate, irrational or antisocial behavior, lapses in judgment or maturity o academic difficulties – inability to grasp and apply concepts, signs of learning disabilities o family problems – spouse or child abuse, or similar issues with boyfriend or girlfriend o financial difficulty – recurring or habitual indebtedness, living beyond resources o dishonesty – habitual lying, failure to accept responsibility, stealing, tolerating or covering up others’ acts o lack of social skills – chronic immaturity, aggressive or combative, excessive shyness, inappropriate language, avoids contact with others, intolerant of peers o cultural or gender intolerance – racism, bigotry, harassment, inappropriate sexual behavior -Identifying trends and applying timely corrective action may stop incipient problems before they become life-long habits -Assessors must be able to distinguish between: o Critical behavior – behavior that impacts leader effectiveness o Non-critical behavior – behavior that has little, if any, impact on leader effectiveness _____________________________________________________________________________________________ -Behavior may be directly or indirectly observed o aspects of physical behavior (appearance, interaction, displays of emotion) are directly observable o mental processes are not directly observable, but are evident in the individual’s behavior (i.e. individual’s response to a crisis gives insight to the cadet’s conceptual skills) _______________________________________________________________________________________________ -Behavior may be recognized by first-hand or second-hand observation -Second-hand observation may be gained through: o observation of results o querying subordinates o observations made by other assessors _______________________________________________________________________________________________ -Important to assess each cadet’s behavior both in and out of leadership opportunities: o leaders are expected to exhibit character whether in charge or not o some cadets may do what we expect of them while in a leadership position, but revert to their true character when out of the leadership position _______________________________________________________________________________________________ -Particular attention should be paid to the slightest indications of: o alcohol or substance abuse - public drunkenness, drinking alone or throughout the day, unexplained change in performance o time management problems – inability to meet the demands of academic or work schedule o personality or psychological problems – inappropriate, irrational or antisocial behavior, lapses in judgment or maturity o academic difficulties – inability to grasp and apply concepts, signs of learning disabilities o family problems – spouse or child abuse, or similar issues with boyfriend or girlfriend o financial difficulty – recurring or habitual indebtedness, living beyond resources o dishonesty – habitual lying, failure to accept responsibility, stealing, tolerating or covering up others’ acts o lack of social skills – chronic immaturity, aggressive or combative, excessive shyness, inappropriate language, avoids contact with others, intolerant of peers o cultural or gender intolerance – racism, bigotry, harassment, inappropriate sexual behavior -Identifying trends and applying timely corrective action may stop incipient problems before they become life-long habits

9. Observations like those on the bottom half of this slide may give the evaluator more insight into the cadet’s character and leadership ability. (problem solving skills, influencing skills) than observations on the top half of the slide. Observations like those on the bottom half of this slide may give the evaluator more insight into the cadet’s character and leadership ability. (problem solving skills, influencing skills) than observations on the top half of the slide.

10. Some other areas for observation that may help generate some discussion and help you steer evaluators towards considering all aspects of leader behavior (as opposed to focusing only on the technical aspects of the leader’s performance). Some other areas for observation that may help generate some discussion and help you steer evaluators towards considering all aspects of leader behavior (as opposed to focusing only on the technical aspects of the leader’s performance).

11. RECORDING BEHAVIOR

12. -Mental notes--most appropriate when the time period spanned by the observation is short, the pace less rapid, or the behavior less complex. -Written notes--most appropriate when the time period is longer, pace more rapid, or behavior more complex. -Written notes should be detailed enough to enable the assessor to recall salient details.-Mental notes--most appropriate when the time period spanned by the observation is short, the pace less rapid, or the behavior less complex. -Written notes--most appropriate when the time period is longer, pace more rapid, or behavior more complex. -Written notes should be detailed enough to enable the assessor to recall salient details.

21. CLASSIFYING BEHAVIOR -Classifying behavior aids in focusing developmental attention (counseling) on behavioral causes rather than results.-Classifying behavior aids in focusing developmental attention (counseling) on behavioral causes rather than results.

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23. -Leader behavior is classified by breaking it down into its most basic elements, first by Area, then by Dimension. -In FM 22-100, the critical elements of leader behavior are generally categorized into six leadership areas. Each area highlights separate and distinct aspects of behavior that impact leader effectiveness. -Within each Area, behavior is further broken down into 23 individual dimensions. - At this time, highlight the six leadership areas as defined by FM 22-100 (the same six areas depicted on the front of the Officer Evaluation Report). 1. Values 4. Influencing Actions 2. Attributes 5. Operating Actions 3. Skills 6. Improving Actions Illustrate how determining the appropriate area(s) can help the evaluator determine the most appropriate dimension(s). For example, you observe and record a cadet doing something that you think is smart. Initially you are not sure if ME, CN, or DM is appropriate. Before making up your mind, ask yourself what Leadership Area(s) apply to the behavior you observed. Did the cadet demonstrate a(n): Attribute--a fundamental characteristic (such as innate intelligence). Skill--in this example, the ability to apply his intelligence; to innovate. Influencing Action--if the cadet got people to do what he wanted them to do, then DM might be the appropriate dimension. -This may not make perfect sense to your audience yet. It should make sense by the time you finish this Classifying Behavior block (during which you will define each Leadership Area and Leadership Dimension). - Finally, point out that Cadet Command has adopted a standard definition for each dimension; the definition can be found at the top of each salmon card—not on the blue card. -Leader behavior is classified by breaking it down into its most basic elements, first by Area, then by Dimension. -In FM 22-100, the critical elements of leader behavior are generally categorized into six leadership areas. Each area highlights separate and distinct aspects of behavior that impact leader effectiveness. -Within each Area, behavior is further broken down into 23 individual dimensions. - At this time, highlight the six leadership areas as defined by FM 22-100 (the same six areas depicted on the front of the Officer Evaluation Report). 1. Values 4. Influencing Actions 2. Attributes 5. Operating Actions 3. Skills 6. Improving Actions Illustrate how determining the appropriate area(s) can help the evaluator determine the most appropriate dimension(s). For example, you observe and record a cadet doing something that you think is smart. Initially you are not sure if ME, CN, or DM is appropriate. Before making up your mind, ask yourself what Leadership Area(s) apply to the behavior you observed. Did the cadet demonstrate a(n): Attribute--a fundamental characteristic (such as innate intelligence). Skill--in this example, the ability to apply his intelligence; to innovate. Influencing Action--if the cadet got people to do what he wanted them to do, then DM might be the appropriate dimension. -This may not make perfect sense to your audience yet. It should make sense by the time you finish this Classifying Behavior block (during which you will define each Leadership Area and Leadership Dimension). - Finally, point out that Cadet Command has adopted a standard definition for each dimension; the definition can be found at the top of each salmon card—not on the blue card.

24. - Highlight why behavior is best captured in a Spot Report—often get a better picture of the cadet’s values when they are not in a leadership position. - For example, most cadets will demonstrate loyalty ( to their chain of command) and attempt to fulfill all of the obligations of their job (duty) when in an evaluated leadership position. By observing whether or not cadets demonstrate the same degree of loyalty or sense of duty when they are not in leadership positions, you may gain a truer picture of their adherence to the Army Values. - Stress why it is important to record positive examples of values behavior (even though the dimensional rating for Values can be no higher than “S”): To reward/reinforce the positive behavior in the cadet. To instill similar behavior in other cadets. To feed the CER process--Values statements often go straight from the Blue Card on to the CER, and send a strong message to the Accessions Board. - Highlight why behavior is best captured in a Spot Report—often get a better picture of the cadet’s values when they are not in a leadership position. - For example, most cadets will demonstrate loyalty ( to their chain of command) and attempt to fulfill all of the obligations of their job (duty) when in an evaluated leadership position. By observing whether or not cadets demonstrate the same degree of loyalty or sense of duty when they are not in leadership positions, you may gain a truer picture of their adherence to the Army Values. - Stress why it is important to record positive examples of values behavior (even though the dimensional rating for Values can be no higher than “S”): To reward/reinforce the positive behavior in the cadet. To instill similar behavior in other cadets. To feed the CER process--Values statements often go straight from the Blue Card on to the CER, and send a strong message to the Accessions Board.

25. Allegiance to those who are reliant on the leader for support. Loyalty is required to ensure the success of the chain of command and subordinates, and generates loyalty and support in return. Expect a cadet in an evaluated leadership position to demonstrate loyalty; may get a better picture of the cadet’s loyalty (good or bad) when they are not in a leadership position. Allegiance to those who are reliant on the leader for support. Loyalty is required to ensure the success of the chain of command and subordinates, and generates loyalty and support in return. Expect a cadet in an evaluated leadership position to demonstrate loyalty; may get a better picture of the cadet’s loyalty (good or bad) when they are not in a leadership position.

26. -Leaders with a strong sense of duty demonstrate and enforce high professional standards. - Again, expect most cadets in an evaluated leadership position to attempt to meet all of the requirements of the job; may get a better picture of their sense of duty (good or bad) when they are not in a leadership position. -Leaders with a strong sense of duty demonstrate and enforce high professional standards. - Again, expect most cadets in an evaluated leadership position to attempt to meet all of the requirements of the job; may get a better picture of their sense of duty (good or bad) when they are not in a leadership position.

27. -Leader demonstrates the value of dignity and human worth, creating a positive command climate and projecting cultural tolerance. -Can cover equal opportunity issues with this dimension.-Leader demonstrates the value of dignity and human worth, creating a positive command climate and projecting cultural tolerance. -Can cover equal opportunity issues with this dimension.

28. All done without the expectation, or prospect, of reward. Can use SS to recognize those cadets we find in almost every platoon/class who: Do their best both in and out of leadership positions. Work hard , without “taking over”, to ensure their peers are also successful. Always volunteer and rarely complain. All done without the expectation, or prospect, of reward. Can use SS to recognize those cadets we find in almost every platoon/class who: Do their best both in and out of leadership positions. Work hard , without “taking over”, to ensure their peers are also successful. Always volunteer and rarely complain.

29. -Demonstrates a keen sense of ethical conduct. -Compelled to do the right thing. -The honorable leader protects the reputation of the profession through personal actions. -The all encompassing value; we describe honorable leaders as people who are duty bound, have great integrity, are completely selfless, etc. - An honorable leader not only adheres to the Army Values but obviously takes great pride in living by the value system and encourages others to do the same. -Demonstrates a keen sense of ethical conduct. -Compelled to do the right thing. -The honorable leader protects the reputation of the profession through personal actions. -The all encompassing value; we describe honorable leaders as people who are duty bound, have great integrity, are completely selfless, etc. - An honorable leader not only adheres to the Army Values but obviously takes great pride in living by the value system and encourages others to do the same.

30. - Objectively record and deal with any violations; do not have to determine how much weight to give the violation (in your overall assessment of the cadet) until you prepare the CER.- Objectively record and deal with any violations; do not have to determine how much weight to give the violation (in your overall assessment of the cadet) until you prepare the CER.

31. Leader is able to weigh the potential costs against the greater need, put the fear (both real and imagined) aside and do what is necessary to complete the mission. Can expect to see behavior similar to the middle two bullets on this slide in every After Action Review (AAR). Does admitting a mistake in an AAR demonstrate a noteworthy example of PC? Usually not. It is what we expect of leaders and is usually classified as AS. To determine whether or not you are seeing an example of PC, ask yourself if the behavior you are observing involves any significant personal cost to the cadet? Leader is able to weigh the potential costs against the greater need, put the fear (both real and imagined) aside and do what is necessary to complete the mission. Can expect to see behavior similar to the middle two bullets on this slide in every After Action Review (AAR). Does admitting a mistake in an AAR demonstrate a noteworthy example of PC? Usually not. It is what we expect of leaders and is usually classified as AS. To determine whether or not you are seeing an example of PC, ask yourself if the behavior you are observing involves any significant personal cost to the cadet?

33. Attributes, along with Values, form the “BE” in the Army’s “BE - KNOW - DO”. Attributes describe an individual’s fundamental make-up; who he or she is. To some degree, we are born with them and/or they are instilled in us during our upbringing. The physical and mental aspects of the individual that measure leader effectiveness. Since they often form the basis of the first impression, the leader’s initial effectiveness is particularly affected by Attributes. - Attributes help us assess the leader’s mental strength, physical strength, and emotional strength. Attributes, along with Values, form the “BE” in the Army’s “BE - KNOW - DO”. Attributes describe an individual’s fundamental make-up; who he or she is. To some degree, we are born with them and/or they are instilled in us during our upbringing. The physical and mental aspects of the individual that measure leader effectiveness. Since they often form the basis of the first impression, the leader’s initial effectiveness is particularly affected by Attributes. - Attributes help us assess the leader’s mental strength, physical strength, and emotional strength.

34. With ME, many evaluators immediately think of intelligence, but the dimension includes more than just being smart. Should use ME to assess the individual's will, drive and initiative. In the area of intelligence, we use ME to describe: > the leader’s strength of mind and the ability to make decisions, even under conditions that strain personal limits > how smart the cadet is (book-smarts, grey matter); not how well the cadet can use/apply intelligence. With ME, many evaluators immediately think of intelligence, but the dimension includes more than just being smart. Should use ME to assess the individual's will, drive and initiative. In the area of intelligence, we use ME to describe: > the leader’s strength of mind and the ability to make decisions, even under conditions that strain personal limits > how smart the cadet is (book-smarts, grey matter); not how well the cadet can use/apply intelligence.

35. -Projecting the appearance of strength, health, and ability to excel in demanding situations. Leader conveys a professional image of power through military bearing. Includes far more than the cadet’s performance on the APFT; cadet may have a mediocre APFT score but still provide an exemplary model of the PH dimension (because of bearing, command presence, stamina, and/or professional appearance). -Projecting the appearance of strength, health, and ability to excel in demanding situations. Leader conveys a professional image of power through military bearing. Includes far more than the cadet’s performance on the APFT; cadet may have a mediocre APFT score but still provide an exemplary model of the PH dimension (because of bearing, command presence, stamina, and/or professional appearance).

36. - Before assessing this dimension the evaluator must determine that the cadet is under stress (if the cadet is not under stress do not use EM). - Before assessing this dimension the evaluator must determine that the cadet is under stress (if the cadet is not under stress do not use EM).

38. -Ability to use knowledge effectively in execution of performance. -Skills are acquired and reinforced through training. -Ability to use knowledge effectively in execution of performance. -Skills are acquired and reinforced through training.

39. Ability to handle ideas, thoughts, and concepts using creative thinking, as well as critical and ethical reasoning. The leader uses innate intellect (Attribute-ME) to mentally carry out processes to their logical end and predict outcomes, weigh courses of action, and create solutions. Uses inductive and deductive reasoning as well as academic and experiential knowledge to assess the proper course of action. Instead of just raw intelligence (ME), CN allows us to assess the cadet’s ability to use intelligence. ME vs CN. Draw a contrast between book smart (ME) leaders and those who can apply their intellect (CN) to a real life situation. - Words that seem to help the most in cutting down on the overlap with ME (and even PL)--innovate, improvise and synthesize. Ability to handle ideas, thoughts, and concepts using creative thinking, as well as critical and ethical reasoning. The leader uses innate intellect (Attribute-ME) to mentally carry out processes to their logical end and predict outcomes, weigh courses of action, and create solutions. Uses inductive and deductive reasoning as well as academic and experiential knowledge to assess the proper course of action. Instead of just raw intelligence (ME), CN allows us to assess the cadet’s ability to use intelligence. ME vs CN. Draw a contrast between book smart (ME) leaders and those who can apply their intellect (CN) to a real life situation. - Words that seem to help the most in cutting down on the overlap with ME (and even PL)--innovate, improvise and synthesize.

40. -Interpersonal skills demonstrate the ability to gauge the audience and ensure two-way communication. -Leaders use interpersonal skills to present information and determine whether information was fully understood. A leader with good interpersonal skill recognizes that he/she must use different approaches with different people (some people need a pat on the back where others will need a kick in the pants). Relates to the leader’s skill with individuals or component parts of a group; a leader with good IP skills recognizes differences in the group and adapts his/her style to get the message across to all factions within the group. - Also use to assess how well the leader builds relationships within the group. -Interpersonal skills demonstrate the ability to gauge the audience and ensure two-way communication. -Leaders use interpersonal skills to present information and determine whether information was fully understood. A leader with good interpersonal skill recognizes that he/she must use different approaches with different people (some people need a pat on the back where others will need a kick in the pants). Relates to the leader’s skill with individuals or component parts of a group; a leader with good IP skills recognizes differences in the group and adapts his/her style to get the message across to all factions within the group. - Also use to assess how well the leader builds relationships within the group.

41. Leaders demonstrate technical skills on an individual level through task accomplishment, and on the collective level in the role of trainer. Usually have a lot of opportunities to assess this dimension—OPORD format, drill and ceremony, understanding of battle drills, etc. Must be careful that you do not allow the cadet’s technical ability (or inability) to over-shadow, or steer, the entire evaluation. Remember, TE is just one of 23 dimensions. Cadets may lag behind their peers in TE for a number of reasons (too many irons in the fire--Electrical Engineering major who works 25 hours a week and has a family; the quality of school training program; etc.) but still display exemplary behavior in other dimensions. Leaders demonstrate technical skills on an individual level through task accomplishment, and on the collective level in the role of trainer. Usually have a lot of opportunities to assess this dimension—OPORD format, drill and ceremony, understanding of battle drills, etc. Must be careful that you do not allow the cadet’s technical ability (or inability) to over-shadow, or steer, the entire evaluation. Remember, TE is just one of 23 dimensions. Cadets may lag behind their peers in TE for a number of reasons (too many irons in the fire--Electrical Engineering major who works 25 hours a week and has a family; the quality of school training program; etc.) but still display exemplary behavior in other dimensions.

42. Art and science of employing resources to win battles. Leaders demonstrate tactical skills by employing the other skills, in a coordinated effort, in a combat or combat training environment. - Use TA to assess the leader’s ability to orchestrate the other skills--with ideas (CN), people (IP), and things (TE)--in a tactical environment. Art and science of employing resources to win battles. Leaders demonstrate tactical skills by employing the other skills, in a coordinated effort, in a combat or combat training environment. - Use TA to assess the leader’s ability to orchestrate the other skills--with ideas (CN), people (IP), and things (TE)--in a tactical environment.

44. -Leader behavior that moves the team toward current or future goals. -The manner in which the leader’s acts results in subordinate reaction (positively or negatively); effective leaders are aware of this relationship and use it to positively impact team dynamics. - Before applying one of these dimensions to a cadet’s behavior, ask yourself was the cadet getting people (or trying to get people) to do what he/she wanted them to do? If you assess a behavior as an Influencing Action, you should be able to identify how the leader influenced others. If the leader did not influence others (or at least attempt to do so) do not use an influencing action. - A possible exception to the above rule is communicating. We can assume that leader communication influences (positively or negatively) others, and do not have to clearly identify that influence every time we identify communicating. -Leader behavior that moves the team toward current or future goals. -The manner in which the leader’s acts results in subordinate reaction (positively or negatively); effective leaders are aware of this relationship and use it to positively impact team dynamics. - Before applying one of these dimensions to a cadet’s behavior, ask yourself was the cadet getting people (or trying to get people) to do what he/she wanted them to do? If you assess a behavior as an Influencing Action, you should be able to identify how the leader influenced others. If the leader did not influence others (or at least attempt to do so) do not use an influencing action. - A possible exception to the above rule is communicating. We can assume that leader communication influences (positively or negatively) others, and do not have to clearly identify that influence every time we identify communicating.

45. - Not often confused with other dimensions. - Is often assessed in a wrap-up statement at the conclusion of the leadership opportunity. - Only caution--ensure you use it to assess how well the cadet communicates, not whether of not he communicated. If a cadet fails to put out information, that is not an example of poor CO. An “N” in communicating sends the message that the cadet cannot effectively speak or write—not that a cadet needs to better disseminate information. - Not often confused with other dimensions. - Is often assessed in a wrap-up statement at the conclusion of the leadership opportunity. - Only caution--ensure you use it to assess how well the cadet communicates, not whether of not he communicated. If a cadet fails to put out information, that is not an example of poor CO. An “N” in communicating sends the message that the cadet cannot effectively speak or write—not that a cadet needs to better disseminate information.

46. Not just makes decisions right or wrong; FM 22-100 defines DM as an influencing action; a decisive person is not necessarily an influential one. Demonstrating conviction and resolve in making tough decisions; the confidence and resolve displayed by the leader affect the pace at which subordinates respond. -In fast-paced situations, where even momentary hesitation cause the loss of valuable momentum, leaders must be able to make sound judgments (ME) and stand by them in a manner reflecting commitment (DM). Positive demonstration of DM--the leader shows confidence and resolve (in his decisions or actions) and the team acts quickly as a result of that confidence and resolve. Negative demonstration of DM--the leader is tentative or expresses uncertainty in his decisions; as a direct result of the leader’s lack of resolve, the team carries out the leader’s instructions in a half-hearted manner. - Confusion over whether DM or MO best applies to a situation can often be cleared up by asking the question--did the leader direct/order (DM) the action or inspire (MO) the team to do it? Not just makes decisions right or wrong; FM 22-100 defines DM as an influencing action; a decisive person is not necessarily an influential one. Demonstrating conviction and resolve in making tough decisions; the confidence and resolve displayed by the leader affect the pace at which subordinates respond. -In fast-paced situations, where even momentary hesitation cause the loss of valuable momentum, leaders must be able to make sound judgments (ME) and stand by them in a manner reflecting commitment (DM). Positive demonstration of DM--the leader shows confidence and resolve (in his decisions or actions) and the team acts quickly as a result of that confidence and resolve. Negative demonstration of DM--the leader is tentative or expresses uncertainty in his decisions; as a direct result of the leader’s lack of resolve, the team carries out the leader’s instructions in a half-hearted manner. - Confusion over whether DM or MO best applies to a situation can often be cleared up by asking the question--did the leader direct/order (DM) the action or inspire (MO) the team to do it?

47. A deliberate attempt on the leader’s part to inspire (raise the energy level or enthusiasm) of the group. - Bullets on this slide provide examples (not definitions) of how the leader might motivate others. For example--clearly and enthusiastically articulating guidance--may at times (but not always) motivate others. Confusion over whether DM or MO best applies to a situation can often be cut down by asking the question--did the leader direct/order (DM) the action or inspire (MO) the team to do it? A deliberate attempt on the leader’s part to inspire (raise the energy level or enthusiasm) of the group. - Bullets on this slide provide examples (not definitions) of how the leader might motivate others. For example--clearly and enthusiastically articulating guidance--may at times (but not always) motivate others. Confusion over whether DM or MO best applies to a situation can often be cut down by asking the question--did the leader direct/order (DM) the action or inspire (MO) the team to do it?

48. -Leader behavior that directly impacts ongoing operations. -Operating actions are used by the leader to prepare the plan, execute the plan, supervise and make necessary adjustments to ensure task completion. -Key to preventing over use of these dimensions--focus on the immediate mission.-Leader behavior that directly impacts ongoing operations. -Operating actions are used by the leader to prepare the plan, execute the plan, supervise and make necessary adjustments to ensure task completion. -Key to preventing over use of these dimensions--focus on the immediate mission.

49. - Reserve this dimension for evaluating the leader’s ability to use the Army’s formal planning process (Troop Leading Procedures or Military Decision Making Process). - Generally, creating a formal proposal for executing a command decision and preparing the unit through training and rehearsal. - The planning process thoroughly analyzes the situation, fully develops courses of action and identifies contingencies and allocates resources. The leader effectively utilizes the time available to organize the plan and prepare the unit for the mission. Key to not confusing PL with CN--PL is a formal planning process where the leader has time to plan. - Reserve this dimension for evaluating the leader’s ability to use the Army’s formal planning process (Troop Leading Procedures or Military Decision Making Process). - Generally, creating a formal proposal for executing a command decision and preparing the unit through training and rehearsal. - The planning process thoroughly analyzes the situation, fully develops courses of action and identifies contingencies and allocates resources. The leader effectively utilizes the time available to organize the plan and prepare the unit for the mission. Key to not confusing PL with CN--PL is a formal planning process where the leader has time to plan.

50. Implementing the plan to accomplish the mission. Use this dimension to assess actions the leader takes to directly impact the immediate mission; not to assess every action the leader performs. Implementing the plan to accomplish the mission. Use this dimension to assess actions the leader takes to directly impact the immediate mission; not to assess every action the leader performs.

51. Simply identifying a problem in the plan/operation (realizing that a problem exists or that change is necessary); not the implementation of a new plan or course of action. Analyzing ongoing operations to ensure intent is being followed, standards of performance are enforced, and critical timeline/tasks met. Effective leader recognizes when appropriate corrections need to be made in order to achieve goals. Typically see AS in the AAR and the Yellow Card (although cadets are capable of filling out a yellow card with out ever truly assessing anything). - Important to note that leaders can do this at anytime—not just at the end of the operation. Simply identifying a problem in the plan/operation (realizing that a problem exists or that change is necessary); not the implementation of a new plan or course of action. Analyzing ongoing operations to ensure intent is being followed, standards of performance are enforced, and critical timeline/tasks met. Effective leader recognizes when appropriate corrections need to be made in order to achieve goals. Typically see AS in the AAR and the Yellow Card (although cadets are capable of filling out a yellow card with out ever truly assessing anything). - Important to note that leaders can do this at anytime—not just at the end of the operation.

52. Actions taken by the leader to incorporate lessons learned and develop self / individuals / teams for future operations. The effective leader takes observations of performance and organizes training to improve efficiency. Key to not over using these dimensions is to remember that they are future focused. Actions taken by the leader to incorporate lessons learned and develop self / individuals / teams for future operations. The effective leader takes observations of performance and organizes training to improve efficiency. Key to not over using these dimensions is to remember that they are future focused.

53. Working with individuals to increase their development; investing the time and energy to help them reach their fullest potential. Keys to properly applying this dimension: Focused on the individual; increasing a soldier’s competence Future focused; training a soldier to make sure the soldier will be better prepared the next time he/she encounters a similar situation Working with individuals to increase their development; investing the time and energy to help them reach their fullest potential. Keys to properly applying this dimension: Focused on the individual; increasing a soldier’s competence Future focused; training a soldier to make sure the soldier will be better prepared the next time he/she encounters a similar situation

54. The leader is responsible for extracting the maximum efficiency from the team by matching strengths opposite liabilities and structuring roles accordingly. Usually seen prior to executing the mission (i.e. in the rear as opposed to on a STX lane or during a patrolling mission). Normally does not apply to actions the leader takes while actually executing the mission (where the leader is simply trying to survive the task at hand with no intent of building a better unit for future operations). Future focused; training a soldier to make sure the soldier will be better prepared the next time he/she encounters a similar situation. The leader is responsible for extracting the maximum efficiency from the team by matching strengths opposite liabilities and structuring roles accordingly. Usually seen prior to executing the mission (i.e. in the rear as opposed to on a STX lane or during a patrolling mission). Normally does not apply to actions the leader takes while actually executing the mission (where the leader is simply trying to survive the task at hand with no intent of building a better unit for future operations). Future focused; training a soldier to make sure the soldier will be better prepared the next time he/she encounters a similar situation.

55. Self-improvement demonstrated through individual effort and application of lessons learned (to future operations). Usually observed over time, but may also be noted in short-term observations. For example, a cadet initially has trouble with D&C duties as a PSG. If the cadet improves by the end of the leadership opportunity, (because he sought or was given assistance) you can assess learning. - Good technique to capture LR--identify areas the cadet has had problems with by reviewing the cadet’s last leadership evaluation and/or talking to the last person to evaluate the cadet. You will then be prepared to observe whether or not the cadet has improved his/her capabilities.Self-improvement demonstrated through individual effort and application of lessons learned (to future operations). Usually observed over time, but may also be noted in short-term observations. For example, a cadet initially has trouble with D&C duties as a PSG. If the cadet improves by the end of the leadership opportunity, (because he sought or was given assistance) you can assess learning. - Good technique to capture LR--identify areas the cadet has had problems with by reviewing the cadet’s last leadership evaluation and/or talking to the last person to evaluate the cadet. You will then be prepared to observe whether or not the cadet has improved his/her capabilities.

56. Use to facilitate a discussion on what dimensions you can (almost) always expect to see versus those that will be harder to identify during garrison/on-campus leadership opportunities. - Have your audience provide examples of where they may be able to identify each dimensional behavior (i.e. you may see EM when the cadet is issuing the OPORD, when the cadet is running out of time, etc).Use to facilitate a discussion on what dimensions you can (almost) always expect to see versus those that will be harder to identify during garrison/on-campus leadership opportunities. - Have your audience provide examples of where they may be able to identify each dimensional behavior (i.e. you may see EM when the cadet is issuing the OPORD, when the cadet is running out of time, etc).

57. Use to facilitate a discussion on what dimensions you can (almost) always expect to see versus those that will be harder to identify in FLRC, SQD STX and PTRL STX leadership opportunities. - Have your audience provide examples of where they may be able to identify each dimensional behavior (i.e. you may see EM when the cadet is issuing the OPORD, when the cadet is issued a FRAGO, when the cadet comes under contact, or anytime the cadet is running out of time).Use to facilitate a discussion on what dimensions you can (almost) always expect to see versus those that will be harder to identify in FLRC, SQD STX and PTRL STX leadership opportunities. - Have your audience provide examples of where they may be able to identify each dimensional behavior (i.e. you may see EM when the cadet is issuing the OPORD, when the cadet is issued a FRAGO, when the cadet comes under contact, or anytime the cadet is running out of time).

58. CLASSIFYING BEHAVIOR -Classifying behavior aids in focusing developmental attention (counseling) on behavioral causes rather than results.-Classifying behavior aids in focusing developmental attention (counseling) on behavioral causes rather than results.

59. Determine the net assessment first; net assessment should be based on the level of performance we expect of a cadet. The next slide will help you illustrate what the satisfactory level of performance for a cadet looks like (i.e. the level of performance we expect of a cadet). Determine the net assessment first; net assessment should be based on the level of performance we expect of a cadet. The next slide will help you illustrate what the satisfactory level of performance for a cadet looks like (i.e. the level of performance we expect of a cadet).

60. Illustrate the difference in these standards and the standards we have for officers and NCO’s. Point out that for a cadet, satisfactory performance implies that mistakes were made. Thus, consistently meeting the standard may equate to an overall “E” for a cadet. Because the satisfactory level of performance for cadets allows room for mistakes, evaluators should normally identify (and record) more than one negative observation before awarding a dimensional “N”. Illustrate the difference in these standards and the standards we have for officers and NCO’s. Point out that for a cadet, satisfactory performance implies that mistakes were made. Thus, consistently meeting the standard may equate to an overall “E” for a cadet. Because the satisfactory level of performance for cadets allows room for mistakes, evaluators should normally identify (and record) more than one negative observation before awarding a dimensional “N”.

61. Multiple positive demonstrations of the dimension (above what we would normally expect of most cadet leaders under similar circumstances) should result in a dimensional “E”. Multiple neutral demonstrations of the dimension (what we expect of most cadet leaders under similar circumstances) may result in a dimensional S or E. If this one confuses your audience, the next practical exercise should help illustrate this point. Multiple negative demonstrations of the dimension (less than what we normally expect to see of most cadet leaders under similar circumstances) should result in an overall “N”. Multiple positive demonstrations of the dimension (above what we would normally expect of most cadet leaders under similar circumstances) should result in a dimensional “E”. Multiple neutral demonstrations of the dimension (what we expect of most cadet leaders under similar circumstances) may result in a dimensional S or E. If this one confuses your audience, the next practical exercise should help illustrate this point. Multiple negative demonstrations of the dimension (less than what we normally expect to see of most cadet leaders under similar circumstances) should result in an overall “N”.

75. SUMMARY STATEMENT DEVELOPMENT

76. PAINTING THE PICTURE

77. SUMMARY STATEMENT DEVELOPMENT

78. - An example from the LDP Handbook.- An example from the LDP Handbook.

79.

86. COUNSELING - In terms of developing the cadet; counseling is the most important step in the process- In terms of developing the cadet; counseling is the most important step in the process

87. COUNSELING - “ Subordinate-centered communication that produces a plan outlining actions necessary for subordinates to achieve individual or organizational goals” FM 22-100

88. Use to generate discussion about effective counseling techniques. Use to generate discussion about effective counseling techniques.

90. CER

93. AAR & CounselingTwo Events; Two Purposes Focus: Collective Addresses: Training objective Team execution Team sustainment/ improvement - Can utilize this slide to summarize the differences between AAR and individual counseling - Can utilize this slide to summarize the differences between AAR and individual counseling