Leadership Counseling - Ch3

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Specialist Sabo,welcome to thebest companyin the Army.

applies equally to new soldiers, to soldiers arriving fromanother assignment, or to soldiers returning after a longabsence. Soldiers returning from special duty away fromthe unit or TDY to a distant location may find thehome base situation has changed. They will need toadjust to those changes.

TRANSITION OBJECTIVES

Reception and integration counseling must accomplishtwo major transition objectives. The first is to identifyand resolve any problems or concerns that the soldierhas before they reach a crisis. Upon reporting to a unit,the soldier is thinking about such things as getting paid,learning administrative requirements, or establishing aposition among peers and leaders. If married, his mainconcern is getting the family settled. It is better forleaders to provide facts and useful information to new

soldiers before they are misled or taken advantage ofby others. This will help with soldier and team develop-ment and with unit readiness.

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The second major objective is to set the standards.The soldier must know what is expected of him andwhat the required standards are. As part of this com-munication, the soldier must learn what he can expect

from the units leaders. This is an opportunity to preventfuture difficulties by explaining what must be done andwhat should be avoided. Soldiers must feel that theirleaders have sincere concern for their well-being. Soldierswho feel that they are sincerely welcomethat they willbe valued members of the unithave increased con-fidence to cope with new and unknown situations.

ORIENTATION

Each activity has its own requirements for orientation

and in-processing. These are normally establishedprocedures identified in local command directives. Acomplete reception and integration counseling programshould

Resolve problems with personal affairs.

Introduce the new soldier to peers and the leaders inthe chain of command.

Explain all of the procedures for in-processing and

the schedule for accomplishing them.

Explain the units history and traditions, missions,

and activities.Explain how the new soldiers duty assignment is

important to the unit and its mission.Explain the standards of conduct and the performance

expected of the soldier in a new duty assignment.

Explain the units policies on leaves and passes, dutyrosters, promotions, and job performance evaluations.

Explain opportunities and facilities for personal andprofessional improvement and development.

Inform the new arrival of the facilities available for

spiritual needs, conveniences, and off-duty recreation.

Inform the new arrival of the functions and locationsof assistance agencies.

Explain local customs and off-limits areas.

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As with all counseling, follow-up is important. A brief,informal follow-up after 30 days ensures that the soldierhas been completely integrated into the unit. It alsoprovides some recognition for difficulties he may have

experienced as part of the team.While the importance of reception and integration

counseling is clear, leaders at all levels must ensurethat soldiers who are leaving the unit receive the sameconcern as those arriving. Departing soldiers should notbe left to fend for themselves while leaders devote theirtime and effort to their other soldiers. These soldiersoften develop negative attitudes that can be carried totheir new unit. The receipt of reassignment orders doesnot immunize the soldier from problems. This is a timewhen the soldier experiences a great deal of turmoil in

his life, and leaders must show concern and provideguidance just as they did when he first arrived. A troublefree departure from his old unit can help make a soldiersintegration into his new unit more successful.

SPONSORSHIP

A soldiers first impression of his unit has a lastingeffect. A sponsor can play an important part in thisinitial impression. Appointing a sponsor to a new arrivalfor the first few weeks benefits both the soldier andthe unit.

The sponsor should be someone from the same unit,preferably from the same squad or section where thenew arrival is assigned. Leaders should select a goodsoldier who is experienced and knowledgeable and willbe a positive influence. Sponsors should have as muchas possible in common with the new arrival and bethe same rank and MOS. Single soldiers should sponsorsingle soldiers; married soldiers should sponsor marriedsoldiers.

The tasks required of the sponsor will vary with therank, experience, and duty assignment of the new arrival.

Generally, the sponsor is a peer who helps the newsoldier become settled and oriented to the new sur-roundings. He may accompany the new arrival to

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finance, supply, and other places where in-processingis conducted. The sponsor may coordinate whateverfamily assistance is required.

PERFORMANCEPerformance counseling informs soldiers about their

jobs and the expected performance standards andprovides feedback on actual performance. Soldier per-formance includes appearance, conduct, mission accom-plishment, and the way duties are carried out. Thepurpose of counseling may be to help a soldier maintainor improve a satisfactory level of performance or improveperformance that is below standards. Good leaders issueclear guidance and then give honest feedback to letsoldiers know how they have performed.

E N S U R E

T H A T T H E T A S KIS U N D ER S TOOD ,SUPERVISED, ANDA C C O M P L I S H E D

Honest feedback is essential for motivating soldiersand controlling a units performance. The leader firstobserves the soldiers performance of duty, his abilityto complete an assignment, and his approach to accom-plishing a mission. The leader then tells the soldierwhere he stands. Those things that have been done wellor that show improvement must be praised. The contri-bution that the soldiers performance has made to theunit should be noted. This reinforces the importance ofhis duties and helps to foster cohesion. Feedback should

also include ways to improve performance.

K E E P Y O U RS O L D I E R S

I N F O R M E D

Performance counseling needs to be done continuouslyas part of the leaders role as a teacher and as a coach.Unit readiness and mission accomplishment depend oneach soldiers ability to perform his duties and to actin a proper manner.

GROWTH AND LEARNING

Regardless of how it is conducted, performancecounseling must be a teaching process with continuousgrowth and development its object. Through personalgrowth, soldiers realize their full potential. Growth andmotivation are stimulated by the challenge of a soldiers

job and by the guidance and encouragement of the unitleaders.

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Every soldier must be capable of doing the assignedjob. Every duty assignment, therefore, demands a leaderscareful consideration. He must know the individualscharacter, preferences, ambitions, qualifications, andpotential.

The opportunity for learning to take place resultsfrom conditions created by the leader. Motivation, inturn, results from learning and is greatly influenced bypersonal values. Those conditions under the leaderscontrol that stimulate learning and motivation include

Accurate evaluation of performance.

Rapport between leader and soldier.

Clear and understandable communication between

leader and subordinate.

Mutual agreement concerning performance areas whereimprovement is required.

Specific actions for improving performance.

Feedback on progress.

Expectation of success.

Growth and learning of subordinate officers areenhanced by the proper use of DA Form 67-8-1, OERSupport Form. This valuable tool enables leaders todirect subordinates in a way that fosters mission

accomplishment. It clearly shows subordinates what isexpected of them and allows for their participation inthe decision-making process. Further, it focuses on thelinkage between individual performance and the unitsmission.

The key to successfully using this form is the jointestablishment of objectives at the beginning of the ratingperiod with periodic reviews and revisions whennecessary. Face-to-face discussion is essential for success.Simply having neatly prepared forms in a file is unac-ceptable. Taking the time to teach subordinates and to

have open discussions on mission-related issues is theobjective. (Some techniques for using the support formare described in appendix B.)

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EVALUATION OF ACTIONS

Performance counseling begins with evaluating thesoldiers performance or actions. It should be restrictedto appraising and discussing observed actions and

demonstrated behavior rather than diagnosing characteror suspected attitudes. The emphasis is on exchanginginformation about performance, not emotion. For example,Private Bellus, I see that you have difficulty connectingthe handset to the radio addresses a specific short-coming. Bellus, youre no good at setting up the radiois a general and negative statement.

The emphasis on talking about specific actionsapplies to improved and positive performance as well.Praise and recognition are important. A simple SergeantSwadish, you have done wonders in the motor pool is

a good motivator. This can be even more effective ifspecific actions are discussed. For example, SergeantSwadish, I see that your driver training program haseliminated most of the operator maintenance deficienciessays exactly what was done well and reinforces it.

One way to structure performance counseling is touse evaluation report forms as discussion guides. Aquarterly review of the subordinates actions can be doneusing these forms as outlines to discuss specific dutiesand performance objectives. This ensures that soldiers

receive periodic feedback on all aspects of performancethat will be formally evaluated. It allows for reassessingpriorities, goals, and needs. ARs 623-105 and 623-205contain useful information on setting objectives andevaluating performance. This approach helps the leaderto assess the overall capability of the unit.

IMPROVEMENT OF PERFORMANCE

Methods or actions to improve performance need tobe discussed. In many cases, soldiers know when theyhave failed or have not done well, especially if they

know the standards. Some soldiers require that thecounselor be directive and list item by item what mustbe done to improve. Other soldiers, with some non-directive guidance, can figure out what to do.

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Determining ways to improve is based on the leadersfirst evaluation of soldier performance. Specific actionsmust be viewed to figure out why a soldier is belowstandard in a given area. It may be that the soldier

does not know how or does not want to do somethingor that something prevents proper performance. For eachreason, steps needed to improve performance are different.If a soldier does not know how to do something, heneeds to take steps to practice and learn. A soldier whodoes not want to do something may just need to under-stand the reasons. If missing or wrong equipmentprevents effective performance, then steps need to betaken to correct the situation so that improvement cantake place. By discussing specific actions, the leaderwill be far more effective in helping soldiers to improvetheir performance.

PERSONALPersonal counseling involves helping a soldier solve

a personal problem. Problems may vary from financialmatters to marital difficulties. The emphasis must beto help the soldier solve his own problems. A soldiermay ask to talk to the leader about a problem, or hemay be referred for counseling by someone else. Some-times a need for personal counseling may be indicatedduring a performance counseling session or by a changein the soldiers behavior. The goal remains the same:

help the soldier develop initiative, recognize his problems,and solve his own difficulties.

SOLDIERS PROBLEMS

In personal counseling, the counselor must alwaysconsider the soldiers point of view. What a leader viewsas simple or minor may look overwhelming to the soldier.

Successful personal counseling follows two basicguidelines. First, the leader must be committed to theprinciple that every soldier, regardless of rank or duty

assignment, has the right to be heard. The leader shoulduse counseling techniques that help subordinates clarifytheir feelings and consider alternate courses of action

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in solving their problems. The leader must not look downon soldiers because they have personal problems. With

this attitude, the soldier is never treated as a personless important than the counselor. The leader, ascounselor, becomes a helper whose authority, training,and technical expertise as a soldier permit betterunderstanding and acceptance of the subordinate whoasks for help.

Second, the leader should realize that relativelymature and healthy persons can look at their personalproblems intelligently and reach satisfactory solutions.While soldiers may seek help thinking through aproblem, they should be free to choose their ownsolutions. A soldier should not be pushed into solutionsthat were selected by a counselor in answer to thesoldiers personal problem. The soldier will not learnto find solutions if they are always given. The soldiercannot take credit for the success of someone elsessolution. The soldier can shift blame for failure to thecounselor.

The soldier should be helped to think through hisproblem and how he feels about it and to understandhis involvement and what he wants to have happen.

To do this he must feel at ease with the counselor.Talking openly to someone about a personal problemis seldom easy. The counselor must listen to and under-stand the problem and try to get the soldier to define

just what the problem is and what must be done.

Many personal problems arise because soldiers aresomehow failing in their relationships with others. Forthis reason, a soldier may also have trouble relating tothe leader as a counselor. The leader must break throughthat barrier with firm and caring leadership. If the leader

cannot communicate with a deeply troubled soldier, hemust obtain help for the soldier from a counselor withspecialized training. Once personal problems are resolved,soldiers can more effectively perform their duties.

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LEADERS LIMITATIONS

Leaders will find they are limited as counselors. Theycannot help everyone in every situation. Not even

professional counselors with a counseling degree canprovide all the help every soldier in trouble needs.Leaders must recognize their limitations and offer onlythat kind of help for which they are trained andqualified. It is okay to refer a soldier to outside agenciesor someone more qualified to help when the situationcalls for it. The leader who does is not a failure; he isbeing more effective in resolving problems.

Outside help from support agencies should normallybe obtained by using the chain of command. Soldiersdo have the right to contact certain agencies on their

own such as the chaplain or the inspector general. Thisright must be respected. It is generally in the soldiersbest interest, however, to first seek help from his leaders.There are three major reasons for using the chain ofcommand:

The soldier must have permission to be absent from

the unit.

Many problems can be solved at company or batterylevel if they are known. This does not imply that allproblems can be solved at these levels. A problem mayexist that the soldier does not care to discuss with unitpersonnel.

The commander must be kept informed of problemsor complaints in his unit.

OUTSIDE AGENCIES

The leader, as counselor, must know the location andfunction of all available assistance agencies and knowwhen to refer a subordinate to them through the chainof command. When soldiers problems are beyond theability of the units leadership to help, counselors withspecialized training and skills are needed. By using

specially trained counselors, unit leaders have more timeto deal with other soldiers in the counseling situationsthat they have been trained to handle.

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Equal Opportunity Staff Office

Finance and Accounting Office

Housing Referral Office

Inspector General

Legal Assistance

Social Work Service

USDA Food Stamp Office

(More information on the services offered is inappendix C.)

DISCIPLINECounseling soldiers who have violated regulations,

policies, or other set standards is a necessary part ofthe leaders duties. Discipline counseling is used when

the leader takes corrective steps that will not result informal punitive action against the soldier under UCMJ.Nonpunitive measures are normally applicable for minoror first offenses concerning conduct or inefficiency. Ifaction by a commander under Article 15, UCMJ, or bya court-martial is likely, the leader must ensure thatthe accused soldier is advised of his Article 31, UCMJ,rights before discussing the incident.

Telling subordinates about their positive conduct ordiscussing specific ways to improve performance is easy.It is difficult and usually unpleasant, however, todiscipline subordinates when they fail to meet therequired standard. When counseling soldiers whoseconduct disrupts unit morale and effectiveness becomesnecessary, it must be done with fairness, firmness, andrespect for the soldier.

Discipline counseling differs from performancecounseling. While both improve performance andmaintain standards, performance counseling stressessuccess and uses praise to reinforce positive actions.Discipline counseling stresses failure to meet set

standards of conduct. It is intended to be corrective,not punitive. It details specific deficiencies that mustimprove. Discipline counseling becomes necessary when

A GOOD LEADER

LEARNS WHEN ANDHOW TO USE THESEAGENCIES.

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Private Parker, thisis the second time

ouve been reported

or safety violations.

a soldier shows no progress, makes no effort to improve,or acts in an unacceptable manner. It is normally highly

directive in its approach to correct behavior and eliminatedeficiencies.

LEADER ACTIONS

Like any other type of counseling, discipline counselingrequires certain leader actions and preparation. It shouldbe conducted privately. Leaders must have their factsin order and remain unemotional. Only the soldier beingcounseled, the leader, and involved members of the chainof command need be present. The counselor should takethe following action:

Tell the soldier why he is being counseled, what wasexpected, and how he failed to meet that standard.

Address the specific unacceptable behavior or action,not the character of the soldier.

Tell the soldier the impact of his behavior, actions,or performance on the rest of the unit.

Actively listen to the soldiers response.

Tell the soldier how to meet the standard. Be prepared

to do some personal counseling. The disciplinary problemmay be the result of an unsolved personal problem.

Determine the appropriate action such as reprimand,

corrective training, administrative action, or referral tothe commander.

Explain to the soldier what will be done, and why.

Take action and follow up.

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CORRECTIVE MEASURES

Leaders at each level of an organization have differentmeasures they use to improve performance or behavior.Many of these actions are described in chapter 8, FM

27-1. Leaders must consider how individual soldiersperceive these measures. These perceptions by theindividual, as intended by the leader, are important forachieving the desired result, whether it be correction,rehabilitation, deterrence, or some combination of these.Correct ive measures are intended to prevent bigproblems arising from small ones.

Punishments can be imposed by courts-martial or bycommanders under Article 15, UCMJ. Commanders alsohave the authority to implement certain nonpunitivemeasures. Various administrative actions can be initiated

by the chain of command as corrective measures. Someoptions available are

Deferment of discretionary benefits such as pass

privileges, driving on post, or use of the PX or the EMclub.

Admonitions and reprimands.

Corrective training.

Administrative reduction.

Revocation of security clearance.Bar to reenlistment.

MOS reclassification.

Transfer or reassignment.

Alcohol and drug rehabilitation programs.

Some of these administrative actions are similar topunishments authorized under Article 15, which is non-

judicial punishment. For example, restriction, a punish-ment under Article 15, is like revocation of passprivileges. A commander may give the leader authorityto deny the pass privileges of a soldier who is late to

duty or who leaves early. Short, well-regulated, andsupervised denials of pass privileges can be an effectivedisciplinary measure.

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Extra training led by noncommissioned officers onweekends or after normal duty hours is often moreeffective than formal punishment in improving soldierperformance. It must be related to a specific deficiency,generally one involving inefficiency as opposed to mis-

conduct. Its intent is to correct substandard performancein some area. Because it causes the loss of free time,extra training is inconvenient for both the soldier andhis leaders. It requires concerned and caring leaders.It demonstrates good leadership through leaders rolemodeling proper actions themselves and then coachingand developing their soldiers. Corrective training mustnot become an illegal form of punishment; improvedperformance is the goal.

PROFESSIONAL GROWTHAND GUIDANCE

PROFESSIONAL DEVELOPMENT

A leader concerned with the professional developmentof subordinates accurately informs his soldiers on themany challenges and benefits of an Army career.Counseling is most important during the first fewmonths of a young enlisted soldiers or officers career.During this period, soldiers form impressions they willcarry throughout their service.

K N O W Y O U RS O L D I E R S A N DLOOK OUT FOR

THEIR WELL-BEING

As they gain experience, soldiers need opportunities

for continued professional growth. Such opportunitiesrange from reading programs through resident militaryand civilian schools to future assignments. Leaders atall levels must ensure their subordinates know what isrequired for promotion and what opportunities areavailable for professional growth and development.Subordinates can then set realistic goals. (A worksheetto assist enlisted soldiers establish professional develop-ment goals is at appendix D.)

CAREER GUIDANCE

The leaders experience, maturity, and attitude arevital in influencing soldiers to remain in the Army.Leaders must not only know their subordinates well,

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they must also be well informed on professional develop-

ment requirements and educational goals. Certa inprofessional development opportunities for additionalschooling, special programs, or future duty assignmentswill be viewed differently by different soldiers. Aconcerned and knowledgeable leader can help a soldierto determine those areas where he can make the greatestcontribution. The more leaders know about their sub-ordinates, the Army, and current programs, the betterequipped they will be to provide worthwhile careerguidance.

Certain requirements exist for reenlistment counseling

(detailed in AR 601-280). A units reenlistment programdescribes how to meet these requirements. Careercounseling is not a spur-of-the-moment project; prepara-tion is needed. To conduct effective career counselingthe leader must

Know and understand the soldier.Be aware of the soldiers attitudes, motivations, and

skills.Be completely familiar with the advantages and

benefits of an Army career.Know the options available to the soldier.

Know the criteria for reenlistment.Identify which options are in the best interest of the

soldier.

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LEADERS ARERESPONSIBLE FORTHE SOLDIERSPROFESSIONALGROWTH ANDDEVELOPMENT.

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Although leaders should not urge all soldiers toremain in the Army, they must provide subordinates,

especially good soldiers, with factual information aboutreenlistment. For a soldier completing his first term ofservice, reenlistment is a major decision. It is thennecessary to follow up and continue to counsel goodsoldiers about an Army career. Those uninterested orundecided may consider reenlistment after they receiveadditional information from capable and caring leaders.

SUMMARY

This chapter has shown that leaders must understandthe different reasons for counseling soldiers. Counselinginvolves ideas, opinions, advice, recognition, as well asplans for the development and growth of soldiers.Counseling individual soldiers is part of developing acohesive unit. Leaders provide honest feedback, informa-tion, and guidance that strengthen teamwork and helpsoldiers to be motivated to better perform their tasks.Common reasons for leader counseling include

Reception and integration counseling to foster soldierand team development by properly integrating new unit

members or those returning after a long absence.Performance counseling to inform soldiers about their

duties or appearance, explain how to meet requiredstandards , and give honest feedback on ac tua lperformance.

Personal counseling to help soldiers solve their own

problems or to refer them to those who can and thento follow up to assure that soldiers are helped.

Discipline counseling to improve soldier performance

by correcting disruptive behavior and inappropriateactions, thus improving unit effectiveness.

Professional growth and guidance to guidesubordinates professional growth and inform them aboutopportunities for future service.

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Leadership Counseling - Ch3

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