Class 8 Leadership and Organizations Part 2

FORMAT AND FREQUENCY It is important to remember that event-related counseling sessions are not only used to deal with problems, but are also occasions for praise. Counseling should be a means of reinforcing a Marine's strengths and correcting deficiencies. Leaders commonly use event related counseling when there is a time sensitive need to deal with a problem or correct a deficiency. These sessions will include the three D's: •Determine or identify the nature of the problem. •Discuss the impact of the behavior. •Develop a plan of action to correct the behavior or problem. vFORMAT AND FREQUENCY Informal counseling sessions can occur at any time. Even if they are brief, they keep the junior aware of the senior's interest and concern. They also give the senior and junior an opportunity to deal with problems before they become serious. These sessions are: •Unscheduled •Unplanned •Less formal in structure •Brief and pointed to the concern TYPES OF COUNSELING APPROACHES There are three types of counseling approaches: •Directive •Nondirective •Collaborative Regardless of the approach the senior is using and whether the purpose is for praise or for criticism, it is important to focus on performance and not on the person. Directive Counseling With the directive approach, the senior analyzes the situation, develops a solution or a plan for improvement, and tells the junior what to do next. This approach is senior centered. The senior is open and frank about influencing the junior to be one kind of person rather than another. Nondirective Counseling With the nondirective counseling approach, the senior asks questions, listens, and draws the junior out. The senior helps the junior analyze the situation and develop the solution or plan for improvement. This approach is junior centered. The junior is encouraged to speak without pressure and have a clear mind. The goal of the nondirective approach is to help the junior become more mature and to develop personal resources. The junior "owns" the problem and the solution. Collaborative Counseling The collaborative counseling approach uses directive and nondirective techniques. It offers the senior greater flexibility and promotes joint diagnosis. The junior and senior work as a team to diagnose and solve the junior's problem. This approach can succeed if the junior accepts the senior and is eager to solve the problem. With the collaborative counseling approach, the senior may emphasize directive or nondirective approaches depending on the subject of the discussion, the purpose in mind, and the sense of how well the discussion is going. PREPARING FOR A FORMAL COUNSELING The most effective counseling sessions have thorough advance preparation. The steps in preparing for a counseling session include: •Review and evaluate performance. •Define objectives: - Determine what the goal of the session is. - Have the subordinate provide input. •Set the agenda. •Schedule the time and place of the session. Take the time to prepare for your counseling sessions and you will reap the benefits of having subordinates who respect the senior and subordinate relationship and work effectively toward the unit's overall mission. Review and Evaluate Performance The first step in preparing for a counseling session is to review and to evaluate the junior's performance since the last session. The review should cover everything that was planned at the last counseling session and anything that has occurred in the meantime that either party thinks should be discussed. The review should be as detailed and specific as possible. It should cover good and bad performance— performance that the senior (or the junior) considers praiseworthy as well as problems that need correction. To ensure having a complete, balanced picture of the junior's performance for the period to be discussed, the senior should keep informal notes for reference when the time comes to prepare for the counseling session. The leader's notebook is the ideal place for such notes. The notes should serve as a reminder to ensure that the senior does not forget or overlook events needing attention. Defining Objectives The senior and junior should have a clear idea of what they want to accomplish in the counseling session. They should identify the successes, failures, and problems that should be covered. This stage of the planning process should include the analysis of performance problems, development of some tentative solutions for them, and identification of the junior's targets for the next performance period. Setting the Agenda The agenda should reflect the objectives for the session. The topics to be covered should be in the sequence in which the senior would like to discuss them. For example, it is often desirable to start the session with positive comments on the performance that the senior wants to praise and reinforce. Save discussion of problems and difficult issues until both parties are warmed up and feel comfortable. Scheduling the Time and Place The counseling session should be scheduled enough in advance so that both parties have sufficient time to prepare for it. The senior should ensure that the calendar is clear. There should not be any interruptions. Time should be set aside for the session so that everything on the agenda can be covered. CONDUCTING COUNSELING SESSIONS The success of a series of counseling sessions depends a great deal on the first one. If it is poorly conducted, it creates obstacles for the success of future sessions. However, if the first counseling session is well conducted, the future idea of counseling sessions will be met with collaboration. It is suggested that leaders consider the following elements when they are conducting counseling sessions: •Opening •Guiding •Junior Marine participation •Agreement on plans for improvement •Closing OPENING THE SESSION Climate and clarity are particularly important in the opening moments of the session. A climate should be established that is conducive to an open and relaxed discussion. It is usually a good idea to begin with a few minutes of small talk. Second, both parties should clearly understand why they are holding the session. To ensure that the purpose is clear, the senior should go over the objectives and agenda of the session and then invite the junior's comments before proceeding. GUIDING THE DISCUSSION While the counseling process must be a two-way interchange to be productive, the senior must guide the discussion to ensure that all objectives set for the session are accomplished. At the same time, the senior should be attentive and responsive to the junior's reactions. For example, if the conversation turns to Item C on the agenda before Item B has been covered, the senior may choose to go ahead with Item C and come back to Item B later. The agenda should be a guide. While it should be followed as closely as possible, the senior should also be flexible. The most important thing is to cover everything fully and to move on when a subject has been fully discussed. ENCOURAGING JUNIOR PARTICIPATION There are a number of counseling techniques for promoting a two-way conversation and keeping the junior actively involved. The senior should know these techniques and develop skill in using them. They include various kinds of questions and approaches for encouraging participation by the junior. In this process, the most important general rules for the senior are to pay attention and to concentrate on what is heard and seen during the session. Also, the senior must keep the overall purpose of the counseling process in mind. Remember, the goal is to develop the junior's ability to evaluate performance clearly, objectively, and take responsibility for improving performance, thereby contributing to unit readiness. TARGETS AND PLANS FOR IMPROVEMENT The last stage of the counseling session defines targets and plans for achieving them. Both parties should enter the session with some idea of what these targets should be and review them for potential modification: for example, adding or dropping a target or making a target more challenging. In any case, the senior must be satisfied that the targets will accomplish what is most important in the junior's future performance and development. Additionally, the senior must ensure that the junior understands and agrees to the targets. Once the performance targets have been established, the junior outlines a detailed and specific plan to meet them. The plan confirms understanding of expectations and how to accomplish meeting them. CLOSING THE SESSION Before the session ends, the senior should take a few minutes to review and summarize the items discussed. The senior should ask for the junior's comments to ensure that he or she understands the results of the session. As the session ends, small talk is acceptable. The occasion is not a social one, but in many ways it is a highly personal one. It is especially important that the senior recognizes this fact. It is also crucial to end the session on a positive, encouraging, and forward- looking note. FOLLOW-ON COUNSELING The NAVMC 2795 recommends documenting subjects discussed, and guidance given to use as a written reference of counseling sessions. This ensures mutual understanding of responsibilities and expectations. These notes prevent the repetition of topics, unless required, and provide a measure from which to see improvement. The small unit leader's/platoon commander's notebook is one method for recording the counseling notes. Appendix A of NAVMC 2795 provides sample worksheets that can be modified as necessary to fit the unit's specific needs. It is recommended that the forms fit into the small unit leader's/platoon commander's notebook for convenient reference. FOLLOW-ON COUNSELING Documenting the Session There are three important aspects listed on the example worksheet: subjects discussed, targets for the coming period, and notes on accomplishments since the last counseling session. The worksheet can be filled in before the session and used as a guide. The senior and the junior should make any necessary changes to reflect what actually happened at the close of the counseling session. Documentation of a counseling session is only for the use of the senior and the junior and is not to be forwarded in the reporting chain, nor passed from one senior to the next. When the senior/junior relationship ends, all documentation should be destroyed. At minimum, the counseling notes should provide: •The date of the counseling session •The name of the Marine who received the counseling •The subjects that were discussed •The targets/tasks that were set BENEFITS OF A MENTORING RELATIONSHIP The NAVMC 1500.58 defines a mentor as a “…wise adviser, teacher, and guardian.” Every Marine should seek out a mentor to provide guidance and leadership. For example, a seasoned infantry squad leader could be a mentor to his fire team leaders. There are tangible and intangible benefits to participating in a mentoring partnership. Most mentors report: •Sharpened leadership skills •Expanded professional contacts •Personal satisfaction and fulfillment •Pride in another person's achievement •Increased career and educational opportunities •Additional opportunity to contribute to the Marine Corps and practice great citizenship Those being mentored can look forward to: •Increased confidence •Enhanced career satisfaction •Greater awareness of career opportunities •Smoother career transitions •Stronger leadership competencies DISTINCTIONS Almost all successful modern Marines have pointed to one or more individuals who had a major influence on their professional and personal lives. Mentorship is considered one of the greatest things a Marine can do to advance their career. Mentoring is a developmental relationship that exists between a person of greater experience and a person of lesser experience that is characterized by mutual trust and respect. DISTINCTIONS Comparison of Counseling and Mentoring The main difference between counseling and mentoring is the focus. Counseling focuses on the subordinate Marine’s performance, which is a vital key to the unit’s ability to meet its mission. Mentoring focuses on the development of the total Marine and the mentor’s role in assisting the subordinate to reach their full potential, which is a key to developing leaders. Both assist in a junior's development. Comparison of Coaching and Mentoring Mentoring a subordinate can be easily confused with coaching because one of the functions of a mentor is to coach the protégé or mentee. However, mentoring is a relationship in which you do more than coach or train your subordinates to do their job well. Rather, your focus is to share your experience, wisdom, and tactic knowledge to enable your Marines to progressively take on tasks beyond those designated in their billet descriptions. ROLE OF THE MENTOR In every situation, the mentor's role is to be an open and available resource. At any one time, a mentor could be a teacher, guide, counselor, motivator, sponsor, coach, advisor, referral agent, or role model. As you become involved and experienced as a mentor, you will know what role is appropriate for each situation. The needs of the Marine you mentor will determine the direction you take to ensure success. For example, a question may require you to be a teacher to provide the answer. As this is understood and applied, you may shift into a coaching role to provide support. Next, you could become an advisor when they have mastered the task and are looking for greater opportunity. ROLE OF THE MENTEE At any given time you are a leader and a follower. With this in mind, it is equally important to understand your role when being mentored by those you seek mentorship from. In a mentoring relationship, a mentee chooses how interactive a mentoring partnership will be. In other words, the Marine mentee has to determine how much guidance they will need from a mentor. RESPONSIBILITIES OF THE MENTOR Initially, a mentor is generally responsible for guiding the partnership. A mentor should consider the following: •Set realistic expectations. •Maintain contact with your mentee. •Listen with empathy and provide feedback. •Provide support and encouragement. •Foster the relationship. •Follow through on commitments. •Remain alert for development opportunities. •Share successes and failures. RESPONSIBILITIES OF THE MENTEE While a mentee can expect to reap professional and personal rewards by working with a mentor, mentees need to be active participants in this relationship. To be an active participant, the mentee should consider the following: •Prepare for meetings with your mentor. •Work to develop targeted skills. •Remain flexible and listen to all options discussed. •Seek advice when needed. •Focus on the goals you desire to achieve. CONSIDERATIONS FOR SELECTING A MENTOR Mentors help their mentees develop personally and professionally by sharing knowledge and experience. When evaluating a potential mentor, consider leaders that have positively impacted unit cohesion and foster self-confidence of individuals. Factors to consider are: •Does the mentor have knowledge and experience mapping professional growth and future assignments? •Does the mentor have organizational knowledge and information on career opportunities? •Is the mentor professionally capable? •Is the mentor a good role model? •Is the mentor an achiever? •Is the mentor a good teacher, coach, and motivator? •Is the mentor supportive and respectful? •Will the mentor be available to meet regularly? •Do you feel comfortable talking with him or her? •Will the mentor give you honest feedback about you or your developmental needs? •What do other Marines say about the leader as a mentor? EXPECTATIONS OF MENTEE Strong and effective leadership is essential because people are the first and most important element of the Marine Corps command and control system. Mission command and control requires a predominantly persuasive or delegating approach to leadership which fosters initiative in subordinate leaders. It becomes the role of the senior leaders to motivate Marines to perform to the highest standards and to instill selfdiscipline. Leadership is a matter of enlisting the committed, enthusiastic, and loyal performance of subordinates as a habitual quality and in support of each specific mission. Mentees should view their mentoring relationship as a mission, and shoulder equal responsibility for this professional relationship. Consider the following when evaluating a potential mentee: •Professional competence and credibility •Ambition and desire to learn •Attitude and commitment to the Marine Corps •Initiative, desire, and ability to accept greater responsibilities IDENTIFICATION A combat operational stress control (COSC) program guides significant leadership development, education, and training implications. It is especially useful for NCOs relevant to operational stress control (OSC). The program promotes mission readiness, preserves the force, and supports long-term health and wellness among Marines, Sailors, and their family members by empowering leaders in prevention efforts informed by evidence-based behavioral health science. Prevention efforts focus on employing the five core leadership functions of COSC: strengthen, mitigate, identify, treat, and reintegrate. These core leadership functions develop Marines individually to better carry out the unit mission. READINESS To promote psychological health in Marines, leaders must actively: •Foster resilience. •Prevent as many stress problems as possible. •Recognize when stress problems have occurred. •Eliminate the stigma associated with getting needed help. Psychological health encompasses wellness in body, mind, and spirit. It is a broad concept that goes beyond the limited concepts of mental health and readiness. Components of psychological health include a healthy lifestyle, strength of body and mind, moral and spiritual fitness, positive relationships within oneself and others, and confidence based on real competence. READINESS COSC has three main goals—prevention, identification, and treatment of stress problems arising from military training and operations. More broadly, the goal of COSC is to instill resilience (or the ability to withstand adversity without becoming significantly affected), and the ability to recover quickly and fully from whatever stress-induced impairment has occurred. The two overarching objectives of COSC are: