Lesson Plan Administration Information...through counseling, coaching, and mentoring. Providing feedback is common to interacting with others during development. Build 1: Counseling:

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Lesson Plan

Administration Information

Course Senior Leader Course-Leader Core Competencies (SLC-LCC)

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Requirements: There are no clearance or access requirements for the

lesson.

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FD1. This training product has been reviewed by the training developers in

coordination with the USASMA foreign disclosure officer. This training

product can be used to instruct international military students from all

approved countries without restrictions.

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Brief emergency exit/evacuation procedures including wires/cords, floor

outlets, ramp/step, confined workspace, electronics, and beverages in the

classroom.

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US ARMY SERGEANTS MAJOR ACADEMY

Senior Leader Course

Leader Core Competencies

Lesson Plan for S303

Feedback, Coaching, and Mentoring

Lesson Author: Mr. Efren Ordaz Department Author: MSG Paul Caswell

1. SCOPE:

The objective of this lesson is to educate learners on how to provide their subordinates with personal

and professional development by giving feedback; coaching; and mentoring.

2. LEARNING OBJECTIVES:

This lesson supports SLC-LCC TLO 400-SLC-300.1, Analyze Army Leadership and the

Profession, as listed in the S300 advance sheet.

ELO: 400-SLC-303

Action: Perform feedback through coaching and mentoring.

Condition: As a learner and leader attending the SLC-LCC, using an organizational-level leadership

perspective in notional tactical and operational environments, given references, practical exercises and

classroom discussions.

Standard: As a collaborative team member, the learner will analyze:

Providing positive feedback to subordinates

Giving constructive feedback to improve or change behavior

Performing the role of coach to help mentees with specific job tasks

Sharing the wisdom of your past experiences and insights as a seasoned professional (mentor)

with your subordinates

Describing the stages of mentoring

Learning Domain: Cognitive

Level of Learning: Analyze

21st Century Soldier Competencies:

Adaptability and initiative.

Lifelong learner.

Teamwork and collaboration.

Communication and engagement.

Critical thinking and problem solving.

Linking Warfighting Challenges to Required Capabilities:

Adapt the institutional Army

Enhance training

Improve Soldier, leader and team performance

Develop agile and adaptive leaders

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Characteristics of the Future Operational Environment:

None

3. ISSUE MATERIAL:

a. Advance Issue: S303 Advance Sheet.

b. During class: PE Handout.

4. ASSIGNED LEARNER REQUIREMENTS:

Research and Study.

a. Read: (18 pages) [45 minutes to read]

RA: ADRP 6-22, Army Leadership, August 2012, Chapter 7, pp 7-9 thru 7-12.

RB: ADRP 6-22, Army Leadership, August 2012, Chapter 6, pp 6-1 thru 6-4.

RC: ADRP 6-22, Army Leadership, August 2012, Chapter 3, pp 3-1 thru 3-7.

RD: FM 3-13 Mentorship Handbook, January 2005, Chapter 3 pp 3-21 thru 3-23

ADRP 6-22 RA RB

RC

b. Classroom Discussion: Come to class prepared to discuss the following:

The importance of feedback in coaching, mentoring.

The importance of Mentoring

The importance of Coaching

Why is it important to get feedback from Coaching and Mentoring

5. FACILITATOR ADDITIONAL READING(S)/MATERIAL: None.

6. TRAINING AIDS, REFERENCES AND RESOURCES:

a. S303 Perform feedback, through coaching, and mentoring

(1) Appendix A, Slides.

(2) Appendix B, Test(s) and Test Solution(s). None

(3) Appendix C, Practical Exercise(s) and Solution(s).

(4) Appendix D, Learner Handouts.

(a) S303-Advance sheet.

(5) Appendix E, Lesson Training Outline (TDC Generated, if needed).

(6) Appendix F, Facilitator Materials.

(a) Assessment Plan.

b. Videos:

CE-Video: To Coach, to Mentor or both

(1)Mentoring-stewardship-540p-1

(2)Mentoring-stewardship-540p-2

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7. CONDUCT OF LESSON:

a. Lesson Timeline:

First hour

05 minutes CE (Slide 1) (LSA 1)

10 minutes P&P (LSA 2)

20 minutes GNI (Slides 5 and 6) (LSA 3)

15 minutes GNI (Slide 7) (LSA 4)

10 minutes Break

Second hour

25 minutes GNI (Slide 8) (LSA 5)

25 minutes GNI (Slide 9-12) (LSA 6)

10 minutes Break

Third hour



10 minutes Break

Fourth hour

25 minutes GNI (Slide 13-17 cont.) (LSA 7)

05 minutes Develop (LSA 8)

20 minutes Apply (Slides 18-19) (LSA 9)

10 minutes Break

Fifth hour

50 minutes Apply (Slides 18-19 cont.) (LSA 9)

10 minutes Break

b. Concrete Experience (5 minutes): LSA 1

Slide 1, Concrete Experience

Facilitator Note: Play the video.

Designed to promote discussion on Coaching and

Mentoring members

Facilitator Note: It is not necessary to cover all the questions during publish and process. Your

target audience’s experience will determine if you need to cover one or use all three questions.

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c. Publish and Process (10 minutes): LSA 2

1. What are your observations of the video?

2. What is your leadership philosophy on Coaching and Mentoring?

3. How do you manage your time with your Soldiers?

Facilitator Note: Students must contribute to Publish and Process. Building off another student’s

remarks or being in agreement is not acceptable reflection.

d. Generalize New Information (160 Minutes): Transition to GNI discussion

It is paramount that you share your own personal and professional experiences with the

students about this lesson while at the same time inviting students to share theirs as well.

(1) Introduction

Facilitator Note: GNI is the facilitator’s responsibility.

Slide 2, Title Slide

Slide 3, Lesson Scope

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Slide 4, Enabling Learning Objective

LSA 3. The importance of giving Soldiers feedback.

Slide 5, Providing Feedback

Facilitator Note: This is build up slide, engage students in the

collaborative process by having them answer

Why feedback is important. They will give

you individual responses based on their

experience. Proceed with the four topics,

presenting and discussing one at a time.

ADRP 6-22, Army Leadership, August 2012,

Chapter 7, pp 7-9 thru 7-12.

Use the following notes to facilitate the GNI, you are still responsible for reading and mastering the

material in the required readings. It is paramount that you share your own personal and

professional experiences with the students about this lesson while at the same time inviting students

to share theirs as well.

Facilitator: What are the three principle ways to develop soldiers?

Leaders have three principal ways of developing others. They can provide knowledge and feedback

through counseling, coaching, and mentoring. Providing feedback is common to interacting with others

during development.

Build 1: Counseling: Ask the students how they have benefited from the feedback given to them during

previous counseling.

Discuss how leaders guide subordinates to improve performance and develop their potential.

What are plans of action? What do you include in plans of action for subordinate?

Build 2: Coaching: How is feedback given through the coaching process?

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Coaching relies primarily on teaching and guiding subordinates to bring out and enhance the capabilities

they already present.

Facilitate how leaders use focus goals; clarify the Leader’s Self-Awareness; uncover Potential; Eliminate

Developmental Barriers; develop action plans and commitment; and follow-up when providing feedback.

Build 3: Mentoring: Mentors have likely experienced what their protégés are experiencing or are going

to experience.

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. Discuss the students’

personal experience with the mentors they have chosen. See paragraphs 7-65 to 7-71 to expand on this

topic.

Slide 6, Counseling-Coaching-Mentoring Comparison

Facilitator Note:

Discuss Table 7-3. Counseling—Coaching—

Mentoring Comparison.

ADRP 6-22, Army Leadership, August 2012,

Chapter 7, pp 7-9 thru 7-12.

Build 4: Sage way to the next LSA: Does feedback instill Soldier commitment?

Get students’ reactions.

LSA 4. Concepts of instilling commitment.

Slide 7, Instilling Commitment

Facilitator Note:

In this slide, engage students in the

collaborative process by having them answer

the difference between compliance and

commitment. Proceed with the six topics,

presenting and discussing one at a time.

Compliance is appropriate for short-term, immediate requirements and for situations with little risk

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tolerance.

Commitment generally produces longer lasting and broader effects. Whereas compliance only affects a

follower’s behavior, commitment reaches deeper—changing attitudes, beliefs, and behavior.

Ask students how do letters instill commitment in their Soldiers, then discuss the methods of influence

found in page 6-2 and 6-3.

Influence is the essential element of leadership. Influence refers to how people create and relay their

messages, behaviors, and attitudes to affect the intentions, beliefs, behaviors, and attitudes of another

person or group of people. Influence depends upon relationships where leaders build positive rapport and

a relationship of mutual trust, making followers more willing to support requests. Examples include

showing personal interest in a follower’s well-being, offering praise, and understanding a follower’s

perspective. Army leaders have choices in methods of influence based on audience, intent, and expected

reaction.

Discuss the following methods to instill commitment:

Personal appeals occur when the leader asks the follower to comply with a request based on friendship or

loyalty.

Collaboration occurs when the leader cooperates in providing assistance or resources to carry out a

directive or request.

Rational persuasion requires the leader to provide evidence, logical arguments, or explanations showing

how a request is relevant to the goal.

Apprising happens when the leader explains why a request will benefit a follower, such as giving greater

satisfaction in their work or performing a task a certain way that will save time.

Inspirational appeals occur when the leader fires up enthusiasm for a request by arousing strong

emotions to build conviction. A leader may stress to a fellow leader that without help, the safety of the

team may be at risk.

Participation occurs when the leader asks others to take part in his processes to address a problem or

meet an objective.

When you finish discussing and analyzing the different methods, ask students how they would apply

influence.

Application:

To succeed and create true commitment, subordinates should perceive influencing methods as authentic

and sincere. Positive influence comes from leaders who do what is right for the Army, the mission, the

team, and each individual Soldier. Negative influence—real and perceived—emanates from leaders who

primarily focus on personal gain and lack self-awareness. Even honorable intentions, if wrongly

perceived by followers as self-serving, will yield mere compliance. False perception may trigger

unintended side effects such as resentment of the leader and the deterioration of unit cohesion.

When influencing their followers, Army leaders should consider:

The objectives for the use of influence should be in line with the Army Values, ethics, the

Uniform Code of Military Justice, the Soldier’s Creed, and the Civilian Creed

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Compliance-seeking influence focuses on meeting and accounting for task demands

Commitment-encouraging influence emphasizes empowerment and long-lasting trust

Ask students how they deal with soldiers’ resistance to commitment.

Diagnosis of the nature of the relationship and cause of opposition is a leader’s first response to

resistance.

Leaders should consider the nature of the relationship and degree of good will. If a negative rapport

exists, resistance may show a lack of trust and need additional effort to establish a positive relationship.

Discuss the following and get students personal experiences:

Leaders need to ensure all parties focus on a common understanding

Leaders may need to clarify misperceptions or correct false beliefs stemming from claims of

illegitimate sources or outright adversaries

Repeated, consistent requests can signal that the leaders are intent on reaching agreement on the

requests

Direct the student to page 6-3 to 6-4, paragraphs 6-18 to 6-21 to expand on this discussion.

To close this LSA, ask students how they praise Soldiers for a job well-done and;

How they reprimand Soldiers when their actions and performance is not to standards.

Sage way to the next LSA: Ask: What are the different stages of mentoring leaders use when dealing

with their subordinates’ personal and professional behavior?

LSA 5. Stages of Mentoring.

Transition to next slide:

Slide 8, Stages of Mentoring

Facilitate the following with the students, then start with Build 1

Each stage may require the mentor to assume different mentoring roles. The stages actually blend into

each other. The roles listed under a stage are not exclusive to that stage, but indicate when mentors are

most likely to begin performing that role. With this in mind, the mentor can brush up on the necessary

skills to perform the role effectively. The four main stages of mentoring are:

Prescriptive

Persuasive

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Collaborative

Confirmative

In order to determine at which stage to begin the relationship, the mentor and the mentee must consider:

What are the mentee’s attributes, skills, and competencies? What is the mentee’s

level of experience?

What type and amount of guidance and support does the mentee need?

Build 1: Prescriptive Facilitate the following with the students and solicit their point of view:

In the first stage of mentoring, the prescriptive stage, the mentee usually has little or no experience at the

job or in the Army. This stage is most comfortable for the novice, who depends heavily on the mentor for

the support and instruction. This is where the mentor is providing stronger, more direct, more specific,

more detailed guidance and advice. During this stage, the mentor primarily assumes the roles of:

Coach

Motivator

Teacher

During this stage, the mentor gives a lot of praise and attention to build the mentee’s self-confidence.

The mentor devotes more time to the mentee in this stage than in any of the other stages. The mentor

focuses on providing detailed information to the mentee on many, if not all, workplace issues and

procedures.

The mentor thinks of the mentee as a “sponge” soaking up every new piece of information provided.

The mentor shares many of his or her own experiences, “trials” and “anecdotes” during this stage, giving

examples of how he or she or others handled similar tasks or situations and with what consequences.

Mentors in this stage might include corporals/sergeants mentoring first term Soldiers; Captains

mentoring newly commissioned second lieutenants; or DA Civilians mentoring new interns.

Build 2 Persuasive Stage

The second stage requires the mentor to actually persuade the mentee to find answers and seek

challenges, rather than getting them from the mentor. The mentee usually has some experience, but

needs firm direction. The mentee needs to be prodded into taking risks. The mentor suggests new

strategies, questions, challenges, and pushes the mentee into discoveries. Generally, the additional roles

the mentor assumes during this stage are:

Counselor Guide

Build 3 Collaborative Stage

In this stage, the mentee has enough experience and ability to work together with the mentor to jointly

solve problems and participate in “more equal” communication. In this stage, the mentee actively

cooperates with the mentor in his/her professional development plans.

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The mentor lets the mentee to take control and work independently. For instance, the mentor gives

him/her a piece of an important project to do independently, with little or no guidance. In this stage, the

mentor is likely to pick up the following roles:

Career Advisor

Role Model

Build 4 Confirmative Stage

This is the stage in which the mentee has a lot of experience and has mastered the job requirements, but

requires the mentor’s wisdom and professional insight into policies and people. In this stage, the mentor

may perform many of the previously practiced roles. Most importantly the mentor is a sounding board

and empathetic listener. The mentor gives advice and encouragement in a non- judgmental manner

about career and personal decisions. Questions can be answered through discussions with the mentee, by

observing the individual or by consulting with others who know the mentee such as his or her

supervisor.

Mentoring relationships may follow all four stages or only a few of these stages. In fact, there is such a

fine line between each stage that frequently it is difficult to tell when one stage ends and another begins.

The mentor needs to continually evaluate the mentoring relationship as it evolves, and determine when

it is time to alter the mentoring roles. The mentor must keep in mind that the relationship will stagnate

if the mentoring style remains in a stage that the mentee has outgrown.

Transition into LSA 6 (Check on learning) 50 minutes

Slide 9, Check on learning scenario 1

Facilitator Note:

Scenario 1

Possible Solution

Developmental counseling statement sample covering Positive Urinalysis Test Results

Developmental counseling may not apply when an individual has engaged in more serious acts of

misconduct. In those situations, the matter should be referred to the commander and the servicing staff

judge advocate for input and direction).

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Possible Key Points of discussion during counseling:

Your misconduct is in violation of U.S. Army policy. This misconduct is unacceptable and will not be

tolerated. I am recommending that you be barred from reenlistment, flagged, receive punishment under

the UCMJ, and possibly processed for separation from the service pending the outcome of the

investigation.

Possible Plan of Action: (subordinate develops plan with counselor's guidance).

You will be escorted to the Army Substance Abuse Program center to set up an initial meeting with a

counselor. The findings of their evaluation will determine what type of treatment will be recommended to

the commander. The Criminal Investigation Division (CID) will interview you.

Possible Leader Responsibilities:

You will continue to receive weekly awareness/safety briefings on the consumption/use of alcohol, drugs

and their affects. This counseling is based upon your misconduct. Continued misconduct of this nature

could lead to further corrective training, action under the UCMJ, and/or elimination from the service. If

this conduct continues it could be cause for separation action. If separated for your duty performance, the

least favorable character of discharge you could receive is a general discharge. If separated for

misconduct, you could receive an under other than honorable discharge. Both may cause undue hardships

in civilian life and may reflect on your eligibility for veteran's benefits, eligibility for reentry into the

Armed Forces and acceptability for employment in the civilian community (AR 635-200).


Facilitator Note:

Scenario 2

Possible Solution

Developmental counseling statement sample covering Indebtedness

Possible topics to discuss during counseling:

What creditors are late receiving payments

Does the soldier have a budget set up

Is the soldier over extended in finances

Root cause for the lateness on payments

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Failure to financial obligations could result in UCMJ

Possible Plan of Action: (Person counseled develops plan with counselor's guidance.)

Make an appointment with the Unit Financial Advisor to get a budget drawn up

Based on the budget, draft a plan to make payments to all creditors and provide a copy to

the chain-of-command

If over budgeted consider consolidating some of the bills

Stick with the budget until the financial problem has been resolved

Follow-up with the chain-of-command monthly until the financial problem is taken care

of.

Leader Responsibilities:

Schedule an appointment for the soldier with the Unit Financial Advisor.

Follow-up monthly to ensure the soldier is staying within his/her budget and his/her bills

are being paid.


Facilitator Note:

Scenario 3

Possible Solution

Developmental counseling statement sample covering Reception and Integration

Possible topics to discuss during counseling:

Family Issues (FRG, financial, housing, child care, etc...)

Command policies and SOP's

Review job description, area(s) of special emphasis, additional duties, and Army Values

Unit's METL

Expectations in job performance and military bearing

Duty roster, deployments and other readiness issues

Personal and organizational goals - short term and long term

Orientation of the unit and installation

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Sponsor

Physical fitness

Fraternization

Rating chain

Promotion, leaves, pay, schools

Training

Standards

Problems


Facilitator Note:

Scenario 4

Possible Solution

Mentorship

Assuming a leadership position is one of the most important leadership situations you'll face as an NCO.

Everything discussed in FM 22-100 about what you must BE, KNOW and DO is relevant to your success

of assuming a leadership position.

When assuming a leadership position, there are some things to think about and learn as you establish your

goals in the organization. The following will assist you in achieving your goals.

Determine what your organization expects of you

Determine who your immediate leader is and what they expect of you

Determine the level of competence and the strengths and weaknesses of your soldiers

Identify the key people outside of your organization whose willing support you need to

accomplish the mission

You should also talk to your leaders, peers and key people such as the chaplain and the sergeant major.

Seek clear answers to the questions below:

What is the organization's mission?

How does this mission fit in with the mission of the next higher organization?

What are the standards the organization must meet?

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What resources are available to help the organization accomplish the mission?

What is the current state of morale?

Who reports directly to you?

What are the strengths and weaknesses of your key subordinates and the unit?

Who are the key people outside the organization who support mission accomplishment? (What

are their strengths and weaknesses?)

When and what do you talk to your soldiers about?

Be sure to ask these questions at the right time, of the right person and in the best way. The answers to

these questions and others you may have will help you to correctly assess the situation and select the right

leadership style.

LSA 7: 50 minutes.

Now that we know how to provide feedback by coaching, counseling, and mentoring, let’s explore

how leaders conduct formal appraisals and evaluations.

How does the Army conduct appraisals or evaluations?

Answer: through the use of the NCOER

Display Slide 13

Slide 13, Develop an NCOER

Facilitator Note:

Primary function of the evaluation report is to

provide key information to HQDA for use in

making critical personnel management

decisions.

ADP 6-0, ADP 6-22, AR 623-3 and DA PAM

623-3 and The Leader Development Guide

published by the Center for Army Leadership.

The NCOER is an assessment tool.

Stand-alone evaluation for a specific rating period

Rater comments focused on specific, quantifiable performance

Senior Rater narrative focused on potential

Senior Rater Profile for Senior Raters of SSG-CSM/SGM; managed at less than 50% for the

MOST QUALIFIED selection

Promotion selection system is based on current and future force structure requirements.

Cannot predict selection board results – DA Centralized Selection Boards use the “Whole File

Concept”

Use the top box to identify your best NCOs

Commander is the overall caretaker of all personnel systems.

Counseling is key.

Next Slide

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Slide 14, Responsibilities of the Rating Chain

Facilitator Note:

Critical Point: Separating Rater and Senior

Rater & keeping supervisors at lowest levels

have been keys to success




Rating Chains:

Are established by commanders and maintained by rating officials

Tie Rated NCO’s performance to a specific senior / subordinate relationship

Correspond as nearly as practicable to chain of command and supervision

Are established by name, given effective dates, published, and distributed to all concerned

List the Rated NCO and all rating officials:

Rating Roles:

1. RATER

a. Day-to-day performance & counseling

b. Met Standards? Yes / No

c. Narrow, more specific

2. SENIOR RATER

a. Potential & mentorship

b. Capstone evaluation, spread of quality

c. Adherence to policy & intent

d. Broader, more general

3. SUPPLEMENTARY REVIEWER

a. Required in certain situations

b. Performed by uniformed Army-designated rating official (CPT and above)

The Evaluation Reporting System or ERS is used to assess the quality of Soldiers while identifying the

best talent and future leaders of our Army. With that, the primary function of the evaluation report is to

provide key information to HQDA for use in making critical personnel management decisions.

Each evaluation report is a stand-alone assessment of the Rated NCO for a specific rating period. The

NCOER must be a thoughtful and fair appraisal of the Rated NCO’s abilities, based on observed

performance and potential. Each evaluation report must be accurate and complete to ensure that sound

personnel management decisions can be made and that the Rated NCO’s potential can be fully developed.

For the New NCOER, rating official roles and responsibilities have been clearly defined. The Rater will

focus on specific, quantifiable performance. The Senior Rater will address potential while maintaining a

constrained Senior Rater Profile less than 50% MOST QUALIFIED selection.

A key component of the centralized selection board process is the review of NCOERs. These reports are

part of the “Whole File Concept” and assist board members in making promotion and separation

decisions. To ensure the best talent and our future leaders are identified for promotions and key

assignments, rating officials need to reserve the top box for those NCOs who are deserving and best

suited for positions of greater responsibility.

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As the overall caretaker of personnel systems, the Commander is responsible for ensuring rating schemes

are established in accordance with regulatory guidelines, rating officials understand their roles and

responsibilities, and that timely counseling to subordinates on professionalism and job performance while

encouraging self-development is conducted.

Slide 15, Keys to Success

Facilitator Note:

Senior Rater Mentor/Develop your subordinates

Understand how our Evaluation System works

Verify/Certify your subordinates on how to

assess – ask them to bring their counseling and

assessments with them to their counseling




1. Senior Rater Mentor/Develop your subordinates Support Form – tool available to aid in defining/guiding goals and objectives throughout rating

period, provides feedback to rated individual – not a lot of space but should be catalyst of

conversation

2. Understand how our Evaluation System works a. Fairly and accurately assess subordinates – participate in counseling

b. Senior Rater Narrative is key: Exclusive vs. Strong Narrative to describe subordinate

c. Quantify potential identify your best

d. Be Careful What you don’t say is just as damaging as what you do say

3. Verify/Certify your subordinates on how to assess – ask them to bring their counseling and

assessments with them to their counseling 4.

Slide 16, Keys to Success (cont.)

Facilitator Note:

Understand how to manage your Rater &

Senior Rater profile – develop your rating

philosophy.

Anticipate and project “next” evaluation.

Monitor when reports are required, that they’re

submitted on time, and unit rating schemes are

current and accurate (Leader responsibility).

1. Understand how to manage your Rater & Senior Rater profile – develop your rating philosophy.

2. Anticipate and project “next” evaluation.

• Current thru date on file plus 12 months or known changes of rater

• Complete the record dates for those being considered by a board

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3. Monitor when reports are required, that they’re submitted on time, and unit rating schemes are

current and accurate (Leader responsibility).

Use Evaluation Entry System (EES) to prepare and submit, track with reporting tools. Be aware of

sequencing Keys to success:

Senior Raters are responsible for the evaluation & to identify the best, as well as those that may need

some work.

As leaders, we must mentor and share experiences with subordinates (how to write evaluations, manage

profiles, know what right looks like)

.

Technique – When counseling those you rate, take the time to look over their counseling packets of their

subordinates (who you Senior Rate) and discuss how & why they assess the way they do.

Facilitator Note: Make sure you go over the importance of using strong NCOER statements

Slide 17, The Algorithm of Strong NCOER Statements

Facilitator Note:

The Algorithm of Strong NCOER Statements

The 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:

1. 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.

2. 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.

3. 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.

4. 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.

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5. 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.

6. 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, etc.

7. Comparison to Peers. This method is usually used in Recognition bullet comments and is an

effective way of making the rated NCO standout: qualified 2 months ahead of peers, chosen over

others of equal rank, etc.

8. 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.

9. 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.

e. Develop (05 minutes): LSA 8 How would you use this information on future assignment?

How is the Army doing today in solving Mentorship and coaching problems?

To enable you to apply the information provided in this lesson you will complete an in-class

PE.

f. Apply (70 minutes): LSA 9. The importance of giving Soldiers feedback

Slide 18, Practical Exercise Part I

Play the video and then pass out Handout 1,

PE Part I. Break your class in two groups,

read the instructions to the students. After

the allotted time, discuss their findings.

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Slide 19, Practical Exercise Part II

Play the video and then pass out Handout 2,

PE Part II. Keep the same two groups, read

the instructions to the students. After the

allotted time, discuss their findings.

Today we analyzed and discussed Coaching and Mentoring by giving Feedback:

• Importance of giving Feedback

• Importance of Coaching

• Importance of Mentoring

• Appraisals/evaluations

Slide 20, Questions,

8. ASSESSMENT:

Refer to SLC-LCC S300 advance sheet for information on all assessments.

A-1





Perform and Mentoring

Appendix A

Slides

Slide Number Description/Title

1 Concrete Experience

2 Title Slide

3 Lesson Scope

4 Enabling Learning Objective

5 Providing Feedback

6 Counseling-Coaching- Mentoring Comparison

7 Instilling Feedback, Coaching and Mentoring

8 Stages of Mentoring

9 Check on learning scenario 1




13 Develop an NCOER

14 Responsibilities of the Rating Chain

15 Keys to Success

16 Keys to Success (cont.)

17 The Algorithm of Strong NCOER Statements

18 Practical Exercise I

19 Practical Exercise II

20 Question

B-1





Feedback, Coaching and Mentoring

Appendix B

Test(s) and Test Solution(s)

Not applicable for this lesson.

C-1






Appendix C

Practical Exercise(s) and Solution(s)

PRACTICAL EXERCISE SHEET S303 PE

Time: 70 minutes

Title Mentorship

Lesson

Number/Title

S303 Perform Feedback, Coaching and mentoring

Security

Classification

U - Unclassified

Introduction The objective of this lesson is to educate students on how to provide their

subordinates with personal and professional development by giving feedback;

coaching; and mentoring.

Motivator This PE will assist you as a Senior Leader to identify the Feedback, Coaching

and mentoring roles.

Terminal

Learning

Objective

NOTE: Inform the students of the following Enabling Learning Objective

requirements.

At the completion of this lesson, you [the student] will:

Action: Perform Feedback, Coaching and mentoring.

Conditions: As a learner and leader attending the SLC-LCC,

using an organizational-level leadership perspective

in notional tactical and operational environments,

given references, practical exercises and classroom

discussions.

Standards: As a collaborative team member, the learner will

analyze

Providing positive feedback to subordinates.

Giving constructive feedback to improve or

change behavior.

Performing the role of coach to help mentees

with specific job tasks.

Sharing the wisdom of your past experiences

and insights as a seasoned professional (mentor)

with your subordinates.

Describing the stages of mentoring.

Safety Facilitators act as safety monitors during the conduct of all training. Ensure

C-2

Requirements students observe safe practices at all times. If conducting the practical

exercise outside, take precautions dependent on the weather. Training area

should be generally flat and free from debris.

Risk Assessment

Level

Low

Environmental

Considerations

NOTE: Facilitator should conduct a Risk Assessment to include

Environmental Considerations IAW FM 3-34.5, Environmental

Considerations {MCRP 4-11B}, and ensure students are briefed on hazards

and control measures.

None

Evaluation We will conduct an assessment through the discussion and questioning about

this PE as a group.

Instructional Lead-

in

This PE requires you to apply the information you learned in this lesson to

apply Coaching and Mentoring.

Resource

Requirements

Instructor Materials:

Easel with paper and/or white board

Computer and projector

PE Part I and II and VGT-9 thru VGT-10

Student Handouts 1 and 2 (one each per student)

Student Materials:

Pencils and/or pens

Personal notes

Advance sheet

Special

Instructions

None

Procedures Show PE Part I (slide 13): Mentoring-stewardship-540p-1

At the end of the clip, issue PE handout 1.

After 20 minutes, select some students to read their answers to the class

and discuss as a group

Answer any questions

Show PE Part II (slide 14): Mentoring-stewardship-540p-2

At the end of the clip, issue PE handout 2.

After 20 minutes, select some students to read their answers to the class

and discuss as a group

Answer any questions

Feedback

Requirements

NOTE: Immediate feedback should only be provided for safety reasons.

Delayed feedback allows the learner to determine his/her own mistakes, thus

enhancing transfer of learning.

Provide appropriate feedback on student performance to enhance the transfer

of learning. Provide remedial training as needed.

D-1






Appendix D

Learner Handouts

This appendix contains the items listed in this table--

Title/Synopsis Page (s)

S303-Advance Sheet AS-1 and 2

Practical Exercise Handouts I and II H-1 and 2

AS-1





Perform Feedback, Coaching and Mentoring

Advance Sheet

1. SCOPE: The objective of this lesson is to educate students on how to provide their subordinates with personal

and professional development by giving feedback; coaching; and mentoring.

2. LEARNING OBJECTIVES:

This lesson supports SLC-LCC TLO 400-SLC-300.1, Analyze Army Leadership and the

Profession, as listed in the S300 advance sheet.

ELO: 400-SLC-303

Action: Apply Feedback, Coaching and mentoring.

Condition: As a student and leader attending the SLC-LCC, using an organizational-level leadership

perspective in notional tactical and operational environments, given references, practical exercises and

classroom discussions.

Standard: As a collaborative team member, the learner will analyze:

Providing positive feedback to subordinates

Giving constructive feedback to improve or change behavior

Performing the role of coach to help mentees with specific job tasks

Sharing the wisdom of your past experiences and insights as a seasoned professional (mentor)

with your subordinates

Describing the stages of mentoring

Learning Domain: Cognitive

Level of Learning: Analyze

21st Century Soldier Competencies:

Adaptability and initiative.

Lifelong learner.

Teamwork and collaboration.

Communication and engagement.

Critical thinking and problem solving.

Linking Warfighting Challenges to Required Capabilities:

Adapt the institutional Army

Enhance training

Improve Soldier, leader and team performance

Develop agile and adaptive leaders

AS-2

Characteristics of the Future Operational Environment:

None

3. ASSIGNED STUDENT REQUIREMENTS:

a. Read: (18 pages) [45 minutes to read]

RA: ADRP 6-22, Army Leadership, August 2012, Chapter 7, pp 7-9 thru 7-12.

RB: ADRP 6-22, Army Leadership, August 2012, Chapter 6, pp 6-1 thru 6-4.

RC: ADRP 6-22, Army Leadership, August 2012, Chapter 3, pp 3-1 thru 3-7.

RD: FM 3-13 Mentorship Handbook, January 2005, Chapter 3 pp 3-21 thru 3-23

ADRP 6-22 RA RB

RC

b. Classroom Discussion: Come to class prepared to discuss the following:

The importance of feedback in counseling, coaching, mentoring.

Instilling Commitment (compliance, commitment, methods of influencing).

Ethical Dilemmas.

4. ASSESSMENT:

Refer to SLC-LCC S300 advance sheet for information on all assessments.

H-1






Handout 1

Practical Exercise PE Part I

Mentors as Stewards of the Profession

Situation:

COL Bircher struggles with the reduced effectiveness of the Army’s mentoring program, and gives his

insights to revitalizing it. How does what he says contribute to or detract from the Army Profession’s

essential characteristics? Specifically:

2. What would be the effects of his interview on “building Trust within the Army and with the

American people”?

3. How did his expert knowledge (Military Expertise) play into his evaluation of mentoring in

the Army?

4. What may be the effects of his decision on organizational morale and Esprit de Corps?

5. How is he acting as a Steward of the Army Profession?

6. What specific behaviors/statements in the scenario show COL Bircher’s professional identity

and character, and their contributions to or detractions from Honorable Service?

7. Have you had a mentor in the past or do you have one now? If yes, did the individual offer

invaluable advice or guidance that influenced your decision-making process? Explain. Have

you been a mentor? If yes, do you think your advice or guidance positively affected the

individual? Explain.

8. Do you think the Army has the “right model” for mentorship? Why or why not? How would

you configure a model for mentorship? What do you think would be the key components of a

model?

9. How did the increased OPTEMPO of the war years affect those who wanted to be mentors?

What can Army Professionals do to mitigate the OPTEMPO increase and the problems for

mentors and mentees that it caused? Have you considered mentoring but felt that your

schedule would not allow the time?

Your group has 20 minutes to complete this practical exercise. Record your answers using available white

boards and/or easels.

You will 10 minutes to present your findings to the class.

H-2






Handout 2

Practical Exercise Part II

Mentors as Stewards of the Profession

Situation:

Analyze COL Bircher’s course of action by answering the following:

2. “Mentorship is best served when it’s an informal process,” said COL Bircher. Do you feel the

process for mentorship should be formal or informal? Explain.

3. Do mentors have to be of higher rank? Why or why not? What are the characteristics of a good

mentor-mentee relationship?

4. Other than information, what are other benefits of mentoring mentioned in the video?

5. COL Bircher stated that he worked with “some amazing mentors.” Do you feel his positive

experience with mentors in the past affects his leadership skills today? Explain. How is he giving

that experience back to the Profession?

6. Explain why networking among Army Professionals is useful.

7. As the Army transitions into a new phase, do you think mentoring will become more of a

priority? Why or why not?

8. What did you (the students) take away from this video?

9. What will you (the students) do with this new information when you return to your organization?

Your group has 20 minutes to complete this practical exercise. Record your answers using available white

boards and/or easels.

You will 10 minutes to present your findings to the class.

E-1






Appendix E

Lesson Training Outline

Not applicable for this lesson.

F-1






Appendix F

Facilitator Materials

This appendix contains the items listed in this table--

Title/Synopsis Page (s)

S303-IM-Assessment Plan IM-1

IM-1





Perform Feedback, Coaching and Mentoring

Appendix F

Assessment Plan

Refer to the SLC-LCC S300 advance sheet for information on all assessments.

Documents

Lesson Plan Administration Information...through counseling, coaching, and mentoring. Providing feedback is common to interacting with others during development. Build 1: Counseling: