For further information or to submit comments on this handbook,

contact the Combined Arms Center—Center for Army Leadership at

(913-758-3160 or http://usacac.army.mil/CAC2/CAL
DEVELOPING LEADERSHIP DURING UNIT
TRAINING EXERCISES
Unit leaders contribute substantially to their unit’s mission success or lack of success. For
this reason, the Army devotes considerable resources to foster the development of leaders
during unit training exercises. Leader development is an important part of the job of the
Observer/Trainers (O/Ts) and the leader’s chain-of-command. Their first responsibility
is to provide leaders with accurate observations of their leadership and its impact on unit
performance. Providing leadership feedback is a difficult, yet essential part of unit train-
ing exercises. Without it, the assessment of an important contributor to a unit’s mission
accomplishment, namely its leadership, is left undone.

This handbook is designed to provide O/T’s and leaders in the chain of the command
the tools and techniques needed to identify and feed back to leaders what their leader-
ship looks like and how it impacts Soldier performance and mission accomplishment.
Armed with this information, the leader is then in a position to quickly respond and
improve the leader’s performance. Improved leader performance means better Soldier
motivation and mission accomplishment.

Guided discovery learning is an important underpinning of the concepts in this

handbook. To the extent possible, O/T’s and the leader chain of command ought to
leverage the many techniques and ideas for implementing the principles of guided
discovery learning presented in this handbook. Doing so places the individual leader
being observed in charge of his or her learning, with the O/T and chain of command
in a supporting role. The use of guided discovery learning during training exercises
makes the leader all the more prepared to be a self-guided learner in any contemporary
operating environment.
Purpose
The purpose of this handbook is to provide those serving in the role of Combat Train-
ing Center (CTC) trainer as well as unit leaders, with techniques to develop leadership
during unit training exercises. The wording of this handbook is written for either an
officer or noncommissioned officer serving as a trainer, observer, controller or men-
tor is developing the leadership of a counterpart leader during an exercise at a CTC.
The same techniques found in this guide can be applied by unit leaders during home
station training, readiness exercises, and battle staff drills. The term Observer/Trainer
(O/T) will be used but all similar roles are incorporated.

CTC O/T’s are in a unique observational role with respect to the leader who is their
counterpart. Their primary task is to observe the leader and unit in the midst of plan-
ning and executing missions. The rotating unit leader chain-of-command has respon-
sibility as well for observing and assessing subordinate leaders and units. However,
unit leaders must also fulfill their own leadership responsibilities, leaving less time for
observing subordinate leaders than that afforded the O/T. Thus, the O/T fulfills a
unique and valuable role in the development of leaders during unit training exercises.

The CTCs were created in large part as a leader development laboratory where lead-
ers can learn and fine-tune the essentials of their profession. Army Regulation 350-50
(Combat Training Center Program) states the CTC program will provide realistic joint
and combined arms training, according to Army and joint doctrine, approximating
actual combat. The CTC Program-

• Provides commanders, staffs, and Soldiers an operational experience focused on

leader development.
• Produces bold, innovative leaders through stressful tactical and operational exercises.
• Increases unit readiness for deployment and warfighting.
• Embeds doctrine throughout the Army.
• Provides feedback to the Army and joint participants to improve warfighting.
• Provides a data source for lessons learned to improve doctrine, training, leader
development, organizations, materiel and Soldiers (DTLOMS) to win in combat.

In the past O/Ts have used many of the same techniques and approaches covered in
this Handbook. This Handbook captures best practices from past and current O/Ts
and from other proven learning practices. One reason for this Handbook is because
some O/Ts may feel unqualified to observe and provide feedback on leadership actions.
This Handbook shows how to treat leadership as a set of skills that can be developed
and improved. The rotating training unit should also approach the exercise with a uni-
fied mindset to use it as an opportunity to improve leadership skills.
Organization
This handbook begins with describing how O/T’s can create an overarching devel-
opmental climate. Within this climate, O/T’s then learn how to observe and provide
feedback to a counterpart leader. The term counterpart leader refers to the unit leader
the O/T is assigned to for observational purposes during a rotation or exercise. Pro-
viding feedback is then placed within the larger context of guided discovery learning
methods. The appendix of this guide includes behavioral descriptions of leadership at
various levels of proficiency to support leader observation and feedback.

Desired Outcomes
• O/T’s who take action with their counterpart to create a developmental climate
that is conducive to the giving and receiving of feedback.
• O/T’s who accurately and consistently observe leaders in field situations;
identifying their strengths and developmental needs.
• O/T’s who model guided discovery learning methods to their counterparts.
• O/T’s who can effectively translate their observations into meaningful feedback for
their counterpart that encourages self-discovery.
• Rotational leaders who are more aware of their leadership strengths and develop-
mental needs.
• Rotational leaders who take action, during the rotation, to improve their leadership
and the unit’s performance.
CONTENTS
 CREATING A CLIMATE FOR DEVELOPMENT
Gaining acceptance.................................................................................................................2
Gaining acceptance.................................................................................................................2
TTPs for creating a developmental climate...........................................................................3
Familiarize leaders with observation and feedback methods................................................3
OBSERVING LEADERSHIP
Seeing leadership in your observations..................................................................................4
Core Leader Competency Categories.....................................................................................6
Attribute Categories................................................................................................................6
Accurate, descriptive observations.........................................................................................6
Plan Observations around Key Events....................................................................................7
Observe for a Pattern of Behavior..........................................................................................8
Record Important Observations without Delay.....................................................................8
Use the SOAR Format.............................................................................................................9
Associate & assess using behavioral indicators.......................................................................11
Situation...................................................................................................................................12
Observation.............................................................................................................................14

DELIVERING AN OBSERVATION FOR IMPACT
Preparation and timing...........................................................................................................16
Delivering an observation.......................................................................................................17
Engage and Expand................................................................................................................18
Additional Tips for Providing Feedback................................................................................18
Lessons learned from observation delivery............................................................................18
Counterpart receptiveness to feedback..................................................................................19
FACILITATING GUIDED DISCOVERY LEARNING
What is guided discovery learning?........................................................................................20
Guided discovery learning techniques...................................................................................21
Technique: Positive Reinforcement.......................................................................................21
Technique: Open-Ended Questioning...................................................................................22
Follow-Up to Open-ended Questioning.................................................................................24
Technique: Multiple Perspectives...........................................................................................24
Technique: Scaling Questions................................................................................................26
Technique: Cause and Effect Analysis....................................................................................26
Technique: Recovery from Setbacks.......................................................................................28
Technique: Leverage “Perfect Intelligence”..........................................................................30
Special Situation: Working with Non-Responsive Leaders....................................................31
Summary: Leader Observation and Guided Discovery..........................................................32

INTEGRATING OBSERVATION, DELIVERY AND DISCOVERY LEARNING
Applying SOAR in the field.....................................................................................................34
Delivering SOAR using guided discovery learning................................................................35
A Review of the Process for Delivering an Observation.........................................................35
Example 1...........................................................................................................................36
Example 2...........................................................................................................................38
APPENDIX — FM 6-22 LEADERSHIP REQUIREMENTS MODEL
AND ASSOCIATED BEHAVIORAL INDICATORS...............................................................40
 STEP ONE | CREATE A CLIMATE
Build a Climate for Development

Gaining Acceptance
An initial and ongoing objective of an Observer/Trainer (O/T) is to create a climate
that supports leader development. A key accomplishment is to be accepted as ‘part of
the team’ by your counterpart leader. This means that your counterpart leader views
you as an advisor and coach who facilitates the leader’s success. Starting with the first
encounter, O/T’s position themselves as trusted advisors by communicating and role
modeling attributes and competencies that help create a developmental climate. Initial
communications with your counterpart might start like this:
• O/T: “The only thing I want out of this is to help you (and your staff/unit) maximize your
capability - to be the best you can be.” (Selfless Service, FM 6-22)
• O/T: “I am a developmental resource for you. I don’t rate you, and this rotation is
not your report card. The measuring stick for success here is for you to look back
when it’s all over and say ‘look how far I’ve come.’” (Develop Leaders, FM 6-22)
• O/T: “Tell me a little about yourself and your unit, what have you been going through lead
ing up to this rotation? How much experience do you have in your current leadership role?
After the exercise, what comes next for you and the unit? (Build Teamwork and
Cohesion, FM 6-22)

The objective of engaging in this kind of communication with your counterparts is as

much about listening to their response and understanding their situation as it is about
clarifying your role and willingness to be a coaching resource. It is also important to
build rapport by sharing something about yourself.

Early in your interaction with your counterpart, briefly share your own experiences –
including areas of specialized expertise and where you have less experience. Your can-
dor helps build credibility with your counterpart while at the same time role modeling
that it is okay to bring up personal leadership developmental needs.

Activities that Build Teamwork and Cohesion

• Carve out time in the rotation schedule to meet with your counterpart before the
actual exercise begins.
• Grab a bite to eat. Guide the conversation to non-CTC rotation topics. Get to know
one another (it builds trust).
• Plan some spontaneous and friendly (low resource intensive) games between the
O/T team and rotating unit leaders prior to the exercise. Relax and show your
human side.

2 — STEP ONE | CREATE A CLIMATE

It is important to establish trust and a developmental climate. The rotating training
unit has to be receptive to the O/T’s role and be engaged and ready to develop. With
some individuals it will take the O/T more time interacting to build the necessary level
of rapport. Some individuals will seek more attention and feedback and some will want
less.

TTPs for Creating a Developmental Climate

Subtle actions on your part build trust and communicate to your counterpart that you
are in the role of trainer and developer rather than evaluator. Experienced O/T’s use
the following techniques to create a developmental climate:

Cover ‘em rather than smother ‘em

Early in the rotation, plan time away from your counterpart leader. After your initial
observations, give them time and space to exercise leadership without being under
the spotlight of an O/T. This helps establish your role as a supportive resource
rather than an evaluative note taker.

Take an indirect approach

Start off by providing descriptions of what you are observing along with positive and
negative outcomes. Allow your counterpart to ‘connect the dots’ as to what is going
well and what needs improvement. The opposite of an indirect approach is to be
overly prescriptive, saying things like, “here is what you have to do.”

Give every unit and leader a fresh, objective start

Make comparisons between your counterpart leader and an objective standard.
Avoid subjective comparisons to past leaders and units (including your own). It is
okay to reflect on and leverage your own experience. The bottom line is to observe
and assess each leader on individual merit. Avoid thinking of the observation a
process to grade leaders.

Familiarize leaders with observation and feedback methods

The leader and unit you are working with should be made aware of your role as an
observer and feedback provider. Walk the leaders through the SOAR card method
(see Chapter 2) and how you plan to use it to support their leader development. This
helps them understand why you take notes during the training exercise. Leaders will
also be more supportive of your requests for time during the exercise to provide them
with feedback.
 STEP TWO | OBSERVING LEADERSHIP
Observe your counterpart leader.

Actions to create a developmental climate will most likely extend into the CTC rotation
or exercise itself. At the same time you will need to start observing your counterpart
leader. This section provides you with ways to accurately observe and describe leader-
ship.

Seeing Leadership in Your Observations

Observing leadership requires skill, discernment, and practice:

• O/T’s must be knowledgeable of the Army Leadership Requirements Model (FM
6-22), the competency language it uses and the action behaviors associated with
each competency.
• O/T’s need to discern, or differentiate, between leader influencing actions and doc-
trinal planning processes and procedures.
• O/T’s should practice the specific observation of leadership to become
experienced in how leader actions are likely to impact Soldier motivation and
mission results.

FM 6-22
Leadership is the process of influencing people by providing purpose, direction, and moti-
vation while operating to accomplish the mission and improving the organization.

The leader plays a significant role in the motivation and effectiveness of people in his/
her sphere of influence and in the outcome of the missions they perform. A leader
completes missions and tasks through - and with - others. Influence is a key component
of leadership because that is how a leader impacts others.

Leadership is the art and science of interacting with others – not only through direction
and instructions - but by role-modeling and actions. When a leader says one thing but
does something that is inconsistent, or does not hold subordinates accountable, this
causes confusion and undermines trust. Leadership, according to Army doctrine, is com-
prised of attributes and core leader competencies, as depicted in Figure 2-2, FM 6-22.

4 — STEP TWO | OBSERVING LEADERSHIP

 WHAT AN ARMY LEADER IS

CHARACTER PRESENCE INTELLECTUAL

• Army Values • Military bearing • Mental agility
• Empathy • Physically fit • Sound judgement
• Warrior Ethos • Composed and confident • Innovation
• Resilient • Interpersonal tact
• Domain knowledge

LEADS DEVELOPS ACHIEVES

• Leads others • Creates a positive • Gets results
• Extends influence beyond environment
the chain of command • Prepares self
• Leads by example • Develops others
• Communicates

WHAT AN ARMY LEADER DOES

LEADS
Leads Others Leads by Example
• Provide purpose, motivation, inspiration • Display character
• Enforce standards • Lead with confidence in adverse conditions
• Balance mission and welfare of Soldiers • Demonstrate competence

Extends Influence Beyond the Leads by Example

Chain of Command • Display character
• Build trust outside lines of authority • Lead with confidence in adverse conditions
• Understand sphere, means, and limits of • Demonstrate competence
influence
• Negotiate, build consensus, resolve conflict

DEVELOPS
Creates a Positive Develops Leaders
Environment • Assess developmental needs, Develop on
• Set the conditions for positive climate the job.
• Build teamwork and cohesion • Support professional and personal growth
• Encourage initiative • Help people learn
• Demonstrate care for people • Counsel, coach, and mentor
• Build team skills and processes
Prepares Self
• Be prepared for expected and unexpected
challenges
• Expand knowledge
• Maintain self-awareness

ACHIEVES
Get Results
• Provide direction, guidance, and
priorities
• Develop and execute plans
• Accomplish tasks consistently
 Understanding the competencies and attributes in the Army Leadership Requirements
Model is critical for O/T’s to make careful and accurate observations of counterpart
leadership.

The core leader competencies include how Army leaders lead people, develop them-
selves, their subordinates, and organizations, and achieve mission accomplishment.

Core Leader Competency Categories

• Lead – Leaders set goals and establish a vision, motivate or influence others to pursue
the goals, communicate and come to a shared understanding, serve as a role model by
displaying character, confidence, and competence, and influence outside the chain
of command.
• Develop – Leaders foster teamwork, express care for individuals, promote learning,
maitain competence and self awareness, coach, counsel and mentor others, and foster
job development.
• Achieve – Leaders set priorities, organize taskings, manage resources, execute plans to
accomplish the mission and achieve goals.

Attributes are characteristics that are an inherent part of a leader’s total core, physical,
and intellectual aspects, and shape how leaders behave in their environment.

Attribute Categories
• Displays Character – Factors internal and central to a leader, that which make up an
individual’s core: Adheres to Army Values, displays empathy and the Warrior Ethos.
• Displays Presence – How a leader is perceived by others based on the leader’s outward
appearance, demeanor, actions and words: Military bearing, physical fitness,
composure, confidence and resilience.
• Displays Intellectual Capacity – Mental tendencies or resources that shape a leader’s con
ceptual abilities and affect a leader’s duties and responsibilities: Mentally agile,
sound judgment, innovative, tactful around others, technically and tactically proficient,
culturally and geopolitically aware.

Accurate, Descriptive Observations

Observing leadership is accomplished by watching how a leader interacts with and
influences others. Written directives, verbal communications and leader actions all pro-
vide indications of how a leader influences others. O/T’s also learn about their coun-
terparts’ leadership by observing for reactions by peers, subordinates, and superiors.

When observing leadership, the following three key components ensure observations
are accurate and descriptive:

1. Plan observation around key events.

2. Observe for a pattern of behavior.
3. Record important observations without delay.

6 — STEP TWO | OBSERVING LEADERSHIP

Step 3, record important observations without delay has three important parts to it:
• Use words that depict action.
• Link to effects and outcomes.
• Use the SOAR format.

1. Plan Observations around Key Events

O/T’s learn by experience when they need to be present to observe key unit events.
The same goes for observing individual leadership. Use a daily calendar to identify
events that are likely to compel a leader to demonstrate a considerable number of
leadership competencies and attributes. In the example below, the O/T’s counterpart
is a Company Grade officer.

LEARDER OBSERVED | CPT Smith

Observation
Situation to Observe
Window

0800 Scheduled talk with subordinate who performed poorly on mission last night.
0900
1000 Interview with Media Reporter
1100
1200
1300 Negotiation session with village chief
1400
1500 Issuing of Operations Order
1600
1700 Pre-Combat Inspections
1800
1900
2000 Leading unit on combat mission
 2. Observe for a Pattern of Behavior
With time and frequent observation, an O/T gains confidence starts to see a consis-
tent pattern of behavior. It is an O/T judgment call as to when an observation can be
considered a pattern of behavior. To observe for a pattern, make a note of how often a
leader exhibits the same behavior in a given time period. The frequency of behavior
may indicate a pattern. If a period of time has passed, and the O/T finds the ability to
predict the leader’s actions, then a pattern of behavior has likely emerged.

3. Record Important Observations without Delay

Use Words that Depict Action
An O/T needs to describe what the leader is doing when they are in the act of leading.
By writing down an observation using action words, the O/T can be sure the leader will
be able to recognize it when it is communicated back to them. An observation written
down using action words appears like this:

“SFC Jenkins voice was barely audible and monotone, so that it could not be heard
by Soldiers participating in the mission rehearsal.” *

“CPT Rider looked directly into the eyes of each Platoon Leader as he issued
the order.” *

Link to Effects and Outcomes

The impact of your counterpart’s leadership may be immediately observed in the verbal
and non-verbal reactions of others who are in direct proximity to the leader. Or it could
be that leaders and Soldiers in subordinate echelons will feel the positive or negative
consequences of a leader’s action. Leadership can also have an impact on task or mis-
sion accomplishment. Trace mission results and look for leader actions that contribute
to success or lack of success. There could also be a delay in time between the leader’s
actions and their consequences. The impact may not reveal itself for hours or days. The
following is a correct example of an observation that includes an impact:

Observation: SFC Jenkins voice was barely audible and monotone, so that it could
not be heard by Soldiers participating in the mission rehearsal.*

Impact: One vehicle missed making a turn on the convoy route. The vehicle drove
down a road banned from traffic due to IED’s. Vehicle attacked by IED. 2 WIA and
1 destroyed vehicle.

8 — STEP TWO | OBSERVING LEADERSHIP

 NOTE
Observational notes in raw form typically go through some translation before they are ver-
bally provided to the observed leader. See Chapter 3 for the ‘how to’ of feedback delivery.

Use the SOAR Format

Important details of a leadership observation may be lost or be inaccurately recorded

if not written down soon after occurrence. Use a format for recording your observa-
tions called a SOAR card. SOAR stands for situation, observation, associate & assess,
and reinforce & recommend. SOAR provides a quick, accurate, and consistent way to
take notes. Accurate and complete notes will come in handy when providing the leader
with feedback.

Situation – Describe the situation and conditions of the assessment. This should include
the time, location, event or other context of the situation. If known, also try to capture
the prevailing leadership relationship or climate between the leader and those being
led. In later discussions, this information will help you and your counterpart recall the
event and circumstances surrounding it.

Observation – Describe the leadership behaviors that the leader exhibits. Focus on com-
petencies within Lead, Develop and Achieve, and note evidence of the attributes within
Character, Presence, and Intellectual Capacity. Use this section to note both leader
strengths and developmental needs. Be sure to note the impact of the leader’s behavior
on the mission and/or Soldiers.

Associate & Assess – Identify and associate the FM 6-22 competency or attribute that best
describes the leader actions. Use the appendix of this guide to assess leader actions and
determine whether they meet the standard, or represent a leader strength or develop-
ment need. Write the competency or attribute in this box, across from the associated
behavior in the observation box.

Reinforce & Recommend – Record how you will reinforce the leader’s behavior through
praise or correction. Identify actions for the leader to sustain or improve, and other
recommendations for change. These notes are to help you plan the feedback you will
discuss with the leader.
 Situation: (Time, Place, Mission and Conditions)

Observation: (Describe behavior and Associate & Assess: (Identify competency –

impact on mission and or Soldiers) attribute and assess proficiency)

[Assess: + Strength; Standard; (DN) Need]

Reinforce & Recommend: (Note appropriate feedback, praise, or correction, and the rec-
ommendations for action to sustain/improve leader behavior)

10 — STEP TWO | OBSERVING LEADERSHIP

 NOTE
The SOAR card is not a score sheet for your counterpart’s performance, nor is it a
report you hand over to your counterpart. Rather, SOAR is a method to help you, the
observer, record leadership observations and plan a leadership feedback discussion
with your counterpart.

Associate & Assess using Behavioral Indicators

When observing leadership, it is important to frame observations in a context consis-
tent with Army doctrine. The appendix to this guide includes descriptions of behavioral
indicators for each of the competencies and attributes in the Leadership Requirements
Model of Army Leadership, FM 6-22.

Using the Behavioral Indicators

Behaviors are grouped into categories of the core leader competencies (Lead, Develop
and Achieve) and leader attributes (A Leader of Character, A Leader with Presence,
and A Leader with Intellectual Capacity). These descriptions provide examples of three
levels of proficiency for behaviors, including those that represent a developmental
need, the standard, and a strength.

When using this rubric in the appendix, first review the behavior that appears in the
center column - this represents the standard for leader performance. A leader dem-
onstrating quality leadership to standard will exhibit the behaviors described in the
center box. The box on the left describes behaviors that indicate a developmental
need (leader falls short of the standard), while the box to the right describes behaviors
that indicate a strength (leader exceeds the standard). The figure below provides an
example of how the behavioral indicators are presented.

Developmental Need Standard Strength

(DN) +
Leader behaviors that Leader behaviors that Leader behaviors that
represent a develop- represent the standard represent a strength
mental need
 As you compare your observations with the behavioral indicators in the appendix,
determine the level of proficiency of the leader you are observing. In the ‘Associate &
Assess’ box the SOAR card, write down the competency and use a short-hand method
to indicate whether the leader meets the standard , demonstrates a strength +, or a
developmental need (DN).

Example of Leader Observation:

Situation
A number of bad guys are operating in a rural village. A prominent village chief was
convinced by the previous unit commander to support US Army forces, but the village
chief’s support came with a price tag – pay for his militia to guard town checkpoints and
provide intelligence. The incoming battalion commander is seeking to “understand
the problem” in his new area of operation. Prior to being briefed by his primary staff,
he attempts to energize his subordinates by reiterating the importance of attaining
success in the mission early on. The tone of his statements appears to motivate those to
whom he speaks. However, while being briefed by his primary staff, it is obvious that he
defers to his operations officer (S-3) and discounts the assessment of his more junior
intelligence officer (S-2).

The S-3, although respectful of the enemy situation, believes that the unit’s combat
power is sufficient in and of itself to root out the bad guys. The S-3 recommends an
aggressive cordon and search across the entire town. The S-2 believes that the location

12 — STEP TWO | OBSERVING LEADERSHIP

of the bad guys can be identified by taking some time to work with the village chief
and his militia. To date, the battalion commander has ignored this advice and actually
cancelled two scheduled meetings with the village chief – citing the importance of site
visits to unit outposts throughout the area of operations, and daily meetings at higher
headquarters.

During the staff meeting, the commander asks the S-3 for his assessment, indicates
non-verbal approval of what he hears, and does not ask follow-up questions. He then
asks for the S-2 assessment. The S-2 says “I think we need to continue working with the
village chief to maintain trust and leverage the manpower and intelligence he can bring
to the table.” The commander cuts him off by saying “that’s the same thing you’ve been
saying over and over again. It’s not working.”

It is evident the commander agrees with the S-3, and believes the problem is the bad
guys. He is not open to hearing the S-2’s suggestion that the unit’s poor relations with
locals who could help find the bad guys is causing a lack of cooperation. In a sidebar
conversation, the commander tells his XO to “Reel in the S-2 to what we are trying to
do operationally.”
 The commander, upon recommendation by the S-3, orders an aggressive, town-wide
cordon and search to be planned and executed from 0200 to 0500. He believes that by
showing the unit’s might, the village chief will better understand who is in charge and
provide the needed support.

Observation
Right off the bat, the O/T makes note of the positive tone the commander attempts to
set – he energizes troops and demonstrates the Warrior Ethos by conveying the impor-
tance of success in the mission.

• The O/T associates the commander’s behavior with modeling the Warrior Ethos, and
assesses this as a Strength (+)
• The O/T associates how the commander energized others as an influence technique
within Leads Others, as this set the tone for the briefing. This is assessed as meeting
the Standard ()

The O/T is also attuned to the leadership dynamic between the commander and his
staff. While the commander is supportive and open to the S-3’s viewpoint, he is dismis-
sive of the S-2. This behavior has an effect on the climate within the unit, and could
potentially damage the S-2’s confidence and self-esteem.

• The O/T associates the commander’s dismissiveness to input with Creates a

Positive Environment, as input from others was not encouraged. This is assessed as
a potential Developmental Need (DN).
+ Follow-up to this observation should also point out the effect this unit climate
could have on the subordinate leader’s (S-2) self-esteem and motivation.

• The O/T associates the commander’s lack of consideration for alternative solu-
tions or timeframes for effects with Mental Agility, as the commander only
attended to immediate conditions and surface outcomes when making decisions.
This is assessed as a potential Developmental Need (DN).

Finally, the O/T makes note of the commander’s reluctance to continue working with
the Village chief (at the S-2’s recommendation). This is potentially an important oppor-
tunity to build an alliance and establish trust.

• The O/T associates this missed opportunity with Extends Influence beyond the
Chain of Command, as the commander could have attempted to build a trusting
relationship outside the organization. This is assessed as a potential
Developmental Need (DN).

Refer to the appendix to see how the O/T associated these behaviors with the com-
petencies and attributes. These observations are captured in the SOAR format on the
next page.

14 — STEP TWO | OBSERVING LEADERSHIP

Situation: (Time, Place, Mission and Conditions)
BN Cdr receives briefing at 1900 14-Nov
Unit assumed control of this area one week ago
S-2 and S-3 brief the Cdr on latest intel and plans.
Decision to cordon & search town is made at recommendation of S-3.
S-2 input downplayed and recommendation ignored.

Observation: (Describe behavior and Associate & Assess: (Identify competency –

impact on mission and or Soldiers) attribute and assess proficiency)
Emphasis on attaining success in commu- Warrior Ethos +
nication with staff
Leads Others 
Uses positive tone and energetic talk to com- (conveys significance of the work)
municate importance of the mission.
Creates a Pos. Environment (DN) (encour-
Was dismissive of the S-2’s assessment and ages open & candid communication)
recommendation
Mental Agility (DN)
No consideration to alternative solutions or
timeframes Extends Influence (DN) (Builds trust with
those outside lines of authority)
Missed opportunity to build trusting rela-
tionship with the Village chief
[Assess: + Strength; Standard; (DN) Need]

Reinforce & Recommend: (Note appropriate feedback, praise, or correction, and the rec-
ommendations for action to sustain/improve leader behavior)
Reinforce: Praise for initial motivation, demonstrating Warrior Ethos in leading. Help
Cdr realize the effect of his actions on the working climate in the unit, and understand the
potential impact of marginalizing a junior officer’s input.

Recommend: Remain open to diverse points of view, and aware of the climate being set.
Increase inclusiveness in communications and strive for a shared understanding. First
determine the most effective strategy for problem solving, and consider second and third order
effects beyond surface outcomes.

Capitalize on opportunities to meet with local leaders (Village chief) and build trust. These
contacts can increase understanding of the unit’s situation and area of operations.
 STEP THREE | IMPACT
Delivering an Observation for Impact

Once you have observed leadership, it is important to plan how you will deliver your
observations to your counterpart.

This chapter provides you with examples and techniques for the verbal delivery of
SOAR card notes discussed in the previous chapter. Verbal delivery examples through-
out this chapter are annotated with the part of SOAR they come from [example -
SOAR, Situation]. This will help you understand how to apply SOAR written notes to
the verbal delivery of feedback.

The delivery methods that follow, when done correctly, provide a leader with an
understanding of the impact behaviors have on consequences, all based on careful
and planned observations. The two-way communication techniques used for delivering
an observation should motivate your counterpart to start acting in ways that improve
leader and unit performance.

Preparation and Timing

Prior to the start of a training exercise, the SOAR form and its use as a feedback tool
should be explained to the unit and its leaders. Emphasize the developmental nature
of the feedback. Armed with this knowledge, unit leadership will be more supportive
of your efforts to time the delivery of your feedback.

The timing of a discussion of leadership observations can be critical, and a deciding fac-
tor between whether a situation is perceived as evaluative or developmental. Ultimately,
determining the appropriate time for the delivery of an observation is at the discretion
of the O/T. Consider the following when planning your delivery approach:

“During the Action”

Sometimes observations can be delivered as they occur. Part of guided discovery learn-
ing relies on “during the action” feedback. This is especially true when pointing out to
the leader that actions must occur “in the moment” while they can be observed. Care
must be taken, however, to not disrupt the training exercise itself.

“Finding a Break in the Action”

Find the right ‘break’ in the action to deliver your observations. This could be during
a lull after a major event has occurred (a major success or a failure).

“End-of-Day or at Completion of a Major Event”

Consider waiting until the end of that day, especially if observations you need to deliver
are lengthier and require more discussion. To better enable unit collective learning, wait
until after the unit or team AAR is conducted. Then, deliver observations to your counter-
part in private, as a mentoring session away from others. This also allows you to align the
delivery of your observations of your counterpart’s strengths and areas for improvement
with those of the unit or team as identified in the AAR, assuming they are congruent.

16 — STEP THREE | IMPACT

If observation delivery is best done at the completion of an event, consider letting
your counterpart set the time for the discussion. At a minimum, provide a “heads up”
about a situation or circumstance you would like to talk about. This allows your coun-
terpart an opportunity to reflect and psychologically prepare to listen and receive. This
approach reduces the likelihood your counterpart will be preoccupied, nervous or
defensive. Examples of an O/T employing this approach include:

“I’ll be back in about 30 minutes and I’d like to talk with you about how things went this morning.
I’m going to ask you about how you led the team through the scenario and some of the approaches
you took during the decision-making task.” [SOAR, Situation]

“The simulation you led your staff through this afternoon was very successful, though I’ve noted
some areas that you could work on. Is there a time you’d prefer to talk later today so I can share my
observations and discuss with you?” [SOAR, Situation]

Delivering an Observation
The following steps are an effective way to deliver an observation. These steps represent
an indirect approach to providing leadership observations. Once the SOAR card is
completed, you are ready to discuss what you have observed, and reinforce and recom-
mend actions. The following steps provide a framework for delivering observations,
and flow in a logical sequence.

1. Confirm the Situation

Start by orienting your counterpart’s attention to the situation you have observed. State
the situation and clarify that your observation was on his/her leadership. Reiterate the
information you recorded in the ‘Situation’ block of the SOAR card.

“I would like to discuss the actions you took in the battlefield simulation you just led with your
staff.” [SOAR, Situation]

2. Ask for a Self Assessment

Ask your counterpart for a self-assessment of the situation and his or her actions. Guide
your questioning to your counterpart’s leadership during the given event or situation.
The counterpart’s response should match your assessment. If it does not, ask more
specific questions.

“How effective was the communication between you and the subordinates you were leading? And
how could you tell?” [SOAR, Associate and Assess]

“What factors did you observe that may have contributed to miscommunication or a vague under-
standing among the troops?” [SOAR, Associate and Assess]

3. Clarify and Come to an Agreement

Either confirm or continue probing until your counterpart verbalizes your assessment
of the situation. Come to an agreement on the linkage of actions and consequences.

“That is what I saw as well.”

 “Actually, in my observations I noted that you were directive in your message and didn’t ask for
questions. Would you agree that this is the approach you took?” [SOAR, Observation]

4. Add your Observations

Include your observations that your counterpart is not aware. Build on what your coun-
terpart has already said to increase his or her self-awareness. Include specific behaviors
that had an impact on the consequence or outcome.

“Your assessment is correct. When you asked for other viewpoints, a good sharing of information
followed.” [SOAR, Observation]

“It was clear some of the staff had differing opinions or other points to add, though the opportunity
to share really didn’t arise.” [SOAR, Observation]

Engage and Expand

Raise questions that will prompt them to think about how to act or respond in the
future. Ask them for recommendations about how to take better actions in the future,
to avoid problems, or take advantage of an opportunity.

“How will you handle a similar situation next time?” [SOAR, transition to Reinforce and
Recommend]

“What steps can you take to avoid this outcome in the future?” [SOAR, transition to Reinforce
and Recommend]

6. Reinforce – Validate a Strength

Once you and your counterpart are in agreement on the behaviors that contributed to
a consequence and a recommendation for the future, provide reinforcement on what
your counterpart is doing correctly.

”Your influencing strategies are working for you, keep it up.” [SOAR, Reinforce and Recommend]

“Consider closing out staff meetings with more opportunities for questions or discussion. Your
pre-meeting planning and organizing is effective – you should continue that.” [SOAR, Reinforce
and Recommend]

Additional Tips for Providing Feedback

• Focus on the leader’s behavior (actions).
• Identify what the leader has control over to change.
• Use focused questions (see Chapter 4) as a form of feedback to create
discovery learning.
• Give the leaders the first opportunity to come up with a recommendation to your
observation. This promotes their taking ownership and responsibility for it.

Lessons Learned from Delivering Observations

Here are actions O/T’s should avoid when delivering an observation to a counterpart.
These are especially important when direct observations need to be shared.

18 — STEP THREE | IMPACT

 • Passing judgment on a counterpart. “You are abrasive when giving orders.”
• Vagueness and generality of the message. “You are a good leader.”
• Using absolutes or generalities (e.g., always, never). “You never follow-up after
meetings.”
• Feedback is late or after the fact. Leader is not able to act on it. “Two days ago you
gave ambiguous instructions at the mission rehearsal.”
• Observations applied to general traits or the total person. “Your personality is that
of an introvert.”

It is also important for O/T’s to learn from the delivery of their observations. Employ-
ing indirect methods takes practice. It is helpful for O/T’s to reflect on their delivery
after an interaction. Self-reflective questions include:

• Was my counterpart receptive to what we discussed?

• What nonverbal cues were observed during our discussion?
• Based on my questions, how easily did s/he identify the behaviors that needed
to change?
• Did my counterpart ask for techniques or ideas on how to change or improve?
• Is there evidence that my counterpart is taking action on the observations?

Once observations have been delivered, look for the next opportunity where leadership
can be observed. From there, gauge, if or how well, the observation was received, what
steps the leader has taken to change behavior, and what impact the change is having
on unit outcomes.

Counterpart Receptiveness to Feedback

Trust and a developmental climate are critical to ensuring a counterpart is receptive
to O/T observations. If an O/T is perceived to be genuinely interested in helping
and developing a counterpart, the leader will be more attuned to listen and remain
receptive to observations than if there is doubt or mistrust about motives. O/T’s must
convince their counterparts that the appropriate role is to support and guide learning
and development.

To gauge counterpart receptiveness, remain attuned to verbal and non-verbal cues from
your counterpart. These may be conveyed in the form of verbal disagreement or resis-
tance, or non-verbal gestures such as folded arms, rolling eyes, or a lack of attentiveness.

If you sense your counterpart is becoming defensive to the delivery of your observations:

• Reaffirm the intent of your feedback – to maximize your counterpart’s capabilities

so that optimal unit performance is achieved.
• Remind the leader that your observations are for the purpose of development –
not evaluation or judgment. You are a developmental resource for the leader and
the unit.
• Reiterate to your counterpart what they have been doing well, and note any incre-
mental progress made thus far.
 STEP FOUR | LEARNING
Facilitating Guided Discovery Learning

Prior to this chapter you were provided with the fundamental skills needed by an O/T
to foster the development of the counterpart leader. Underpinning all developmental
activity is the accurate observation of leadership. Armed with accurate observations,
the O/T engages the leader in two-way communication to effectively deliver the actions
and behaviors that have been observed. Effective delivery techniques foster leader
acceptance, ownership, and action.

In addition to directly delivering an observation, O/T’s can use more indirect meth-
ods. Indirect methods place more responsibility on the leader to identify his or her
own strengths and developmental needs. Indirect methods employ the techniques of
guided discovery learning. The techniques are designed to engage leaders to discover
their learning needs, supported by the O/T’s. Thus, the purpose of this chapter is to
provide the O/T with techniques for implementing guided discovery learning with the
counterpart leader.

What is Guided Discovery Learning?

Guided discovery learning is an advanced technique that experienced Observer/Train-
ers employ to help the counterpart learn. This type of learning is effective because:

• It is the counterpart leader’s responsibility to make sense of incoming information

and integrate it with his or her personal base of experience and knowledge of relevant
doctrine (discovery).
• Counterpart learning and transfer of knowledge to the job are maximized because the
O/T keeps the counterpart generally on track through “hints, direction, coaching,
feedback, and/or modeling.”
• When learning is guided, it enables “deep understanding of targeted concepts, prin
ciples, and strategies.”

Pure discovery learning is less effective than guided discovery learning. With discovery
learning alone:

• The counterpart leader merely executes without having to think about it.
• The counterpart leader makes sense of incoming information using whatever criteria
they feel is relevant.
• The O/T is passive, providing no guidance or feedback concerning the rules or
criteria that his/her counterpart is using for problem solving.

Guided discovery learning is also more effective than prescriptive methods in which the
O/T gives his/her counterpart the correct answer to a problem. Prescriptive methods:

• Require neither thinking nor deep learning by the counterpart. The counterpart
merely executes the prescribed solution given to them by the O/T.

20 — STEP FOUR | LEARNING

 • The O/T is directive and prescriptive, providing not just rules or criteria for problems
solving, but full blown solutions to the problem. The counterpart leader provides little
or no expertise.

NOTE
There may be brief periods of time when an O/T allows pure discovery learning to occur
or has to go into prescriptive teaching mode. However, the primary method of learning
an O/T should strive to maintain is guided discovery learning.

Guided Discovery Learning Techniques

Guided discovery learning techniques are an effective way to deliver leadership obser-
vations (such as those documented through SOAR). The following techniques are
methods commonly employed by Observer/Trainers when developing the leadership
skills of their counterparts.

Review the following techniques to determine feedback methods conducive to your

style of counterpart leader develop. Work these methods into your delivery of leader-
ship observations when interacting with your counterpart.

• Positive Reinforcement
• Open-Ended Questioning
• Multiple Perspectives
• Scaling Questions
• Cause and Effect Analysis
• Recovery from Setbacks
• Leverage “Perfect Intelligence”

This chapter concludes with ideas for the special situation of working with non-respon-
sive leaders.

Technique: Positive Reinforcement

When to use it?

The first observations of a counterpart leader ought to be focused on what they are
doing right. Commenting on positive actions up front shows a commitment to bal-
anced and fair observation. It also builds confidence and confirms performance that is
productive and accomplishing an objective.
 How to Employ this Method

1. Identify leader behaviors that should be continued.

2. Verbalize encouragement to the leader after behavior is observed.
3. Be specific, and identify the behavior you want to reinforce.

EXAMPLE
Leader Competency: Establish contact and interact with others who share common
interests (Leads – Extends Influence beyond the Chain of Command); Introduce new
ideas in the face of challenging circumstances (Intellectual Capacity – Innovation).

O/T: Hey, good work this morning at the negotiations! I’ve never seen a leader handle
negotiations with a local leader quite the way you did. Bringing gifts for the village
chief’s children was very innovative.

Providing positive reinforcement does not come naturally to everyone. For people
who don’t readily give positive feedback, practice with a small set of sayings. Other
examples include:

• The climate you set with the troops this morning shows you are on the right track.
• The success the unit had today was in large part due to your communication skills.
• I wish there were more leaders who delegate responsibilities like you do.
• Great job stepping in and coaching that junior officer through his task today.

NOTE
When providing positive reinforcement, remember to be genuine and identify the spe-
cific leadership behavior you want to reinforce.

Technique: Open-Ended Questioning

The mere asking of an open-ended question gets your counterpart to start thinking
about the situation and his or her leadership relative to unit performance. Questions
started broadly maximize the potential for counterpart discovery. More specific ques-
tions may be needed if he/she is not identifying issues that need attention.

Advantages of this approach?

It is a good way to give your counterpart hints about what they may need to do differently,
yet allow them to discover on their own what the actual issue is. In this way, responsibility
for evaluation is with your counterpart, as is ownership for fixing the situation.

22 — STEP FOUR | LEARNING

When to use it?

This technique is useful when the leader has time to listen to the O/T, reflect, and do
something about the situation at hand. Thus, the busiest part of mission planning or
execution is not the most appropriate time to ask an open ended question - unless it
has a critical connection to reflective thought.

How to Employ this Method

• Identify the outcome you want the leader to realize.

• Ask general questions about factors related to that outcome.
• Ask more specific questions and provide hints until the leader connects the
outcome with his or her actions.

EXAMPLE
Leader Competency: (Lead – Communicates).

O/T starts with general questions:

• How have things been going today?

• What have you been focusing your efforts on today?
• Are you satisfied with the results of your efforts?

If needed, transition to more specific questions:

• How did your role in the operations order go today?

• Why where there so many questions asked about the operations order?
• What indications do you have that subordinate units understood the priorities
you communicated?

Only when needed, hone in on the exact need identified:

• What evidence do you have that your communication of the concept of the opera-
tion was clear and articulate?
• What indications do you have that your peers were convinced that this concept was
going to achieve the commander’s intent?
• What steps have you taken today to establish contact and build trust with the new
players in this scenario?
• How could you improve next time in a similar situation?
 Follow-Up to Open-ended Questioning
1. Listen closely to the leader’s response.
2. Confirm and reinforce what you hear to be an accurate assessment.
3. Probe further or offer outcome-based evidence if they are not accurately
assessing the situation.

EXAMPLE
Leader Competency: Encourages open and candid communications (Develop – Creates
a Positive Environment). Apply multiple perspectives and approaches to assessment,
conceptualization and evaluation (Intellectual Capacity – Mental Agility).

O/T: I noticed there was confusion among subordinate units as to why the use of
cordon and search is best. Why was that?

Counterpart: I went over it two to three times with them. As I was talking it through
each time I did use some different words each time. Perhaps that led to confusion.

O/T: I agree with you on that point. When planning the operation, how did your staff
differ in their opinions of the situation with the local leaders?

Counterpart: Well my S-3 had the right idea and the only one pushing back on this was
the S-2.

O/T: How did you handle these differences and come to a tactical decision based
upon staff input?

Counterpart: I didn’t think the S-2 had a grasp of what needed to be done so I pushed
ahead with the S-3’s recommendation. Though now it appears the S-2’s assessment had
merit.

O/T: What can you do next time to improve the decision making process when gener-
ating strategy?

Counterpart: I’ll need consider each viewpoint a little more closely and generate discus-
sion of potential second-order effects.

Technique: Multiple Perspectives

This technique helps a leader see the situation they are in from another person’s per-
spective (or a different frame of reference).

A complementary step to the decision making process is to understand a problem and

appreciate its complexities before seeking to solve it, a concept known as Design. O/T’s

24 — STEP FOUR | LEARNING

help a counterpart reframe the current situation through open-ended questions. The
purpose of this technique is to prompt counterparts to think creatively and innovatively
in their approach.

When to use it?

wThis technique should be used when a counterpart appears to be stuck in a limited
way of thinking, or unable to break away from a mental block.

EXAMPLE
Leader Competency: Form sound opinions and make sensible decisions and reliable
guesses (Intellectual Capacity – Sound Judgment); Reflect on what is learned and orga-
nize to create new knowledge (Develop – Prepares Self (Knowledge Management).

O/T: If you were a fly on the wall in your targeting meetings, what would you observe
yourself saying and doing that contributes to the discussion being effective? …being
ineffective?

Counterpart: As for making the meetings more effective, I think I quickly make deci-
sions on targeting priorities and we go back to work getting steel on prioritized targets
quickly...

As for what makes the meetings ineffective…, I guess I don’t ask many questions about
the quality of the intelligence that is supporting our targeting. We have ended up wast-
ing much of our fires resources on questionable and dated intelligence.

O/T: Ok, why don’t you try a few changes and see what effect it has. Which person
or evidence would be able to tell you it is more effective?

Counterpart: My Executive Officer is pretty observant... he would tell me if my changes

are improving the process.
 Technique: Scaling Questions
The scaling technique is useful in facilitating a leader’s self understanding of how
difficult or challenging a problem is in relative terms. It also facilitates incremental
improvement and helps an individual recognize that progress has been made.

How to Employ this Method

Using
1. a 10-point scale (where 10 is highest or best and 1 is lowest or worst) ask
your counterpart to assess his or her performance on an action or behavior
(e.g., competency).
2. Ask the counterpart what they could do differently to improve performance one
or two points to the scale.

EXAMPLE
Leader Competency: Form sound opinions and make sensible decisions and reliable
guesses (Intellectual Capacity – Sound Judgment).

O/T: On a scale of 1 to 10 with ten being highest, how would you rate the timeliness of
your decisions once you receive information?

Counterpart: I would probably put it at a 5. I was waiting on more intelligence on the

location of the suspects. Subordinate units barely had enough time to put out their
operations order. They did not have time to rehearse cordon and search procedures.

O/T: What could you do to move that rating just one point on the scale?

Counterpart: Next time I need to decide to execute with less than perfect intelligence
and keep to our timetable. I can always issue a FRAGO if more intelligence comes in. We
need to get out there and find the bad guys before they have a chance to move.

O/T: (after counterpart executes a quicker decision) Now that you implemented
changes in your decision making and allowed them time to work, where on the scale
would you rate it now?

Counterpart: I would put my decision-making speed this time at around a 7. I am still

cautious, but by huddling my key intelligence experts briefly I was able to clarify the
intelligence picture, make a decision, and keep the orders process flowing.

Technique: Cause and Effect Analysis

Leader actions are often several layers or processes removed from their consequences.
The cause and effect analysis is a method to identify the root (or original) cause of
consequences and outcomes.

26 — STEP FOUR | LEARNING

Why this Approach?

It is not always obvious to leaders how certain behaviors affect outcomes further down
the line. This method of analysis is important because a leader and unit will continue
to experience a negative outcome until the actual root cause is identified and resolved.
Many times only subsequent effects (or symptoms) of a problem are addressed, leaving
the root cause intact.

When to use it?

When there is limited time and capability for personnel to address shortcomings. Iden-
tification of a root cause focuses on remedial actions that will fix the problem and
change the consequence.

How to Employ this Method

1. Asking what? Show or depict consequence or outcome data. Ask what is causing
it to happen (what rather than why).
2. Continue to ask “What?” and “What else?” until all causes have been identified.
This should be worked out graphically in a notebook or on a whiteboard.
3. Depict the relationships between causes and effect (see example).
4. Identify which causes, if removed or changed, would prevent reoccurrence of the
outcome or consequence.
5. Identify solutions or changes that can be implemented without causing other
negative outcomes or consequences to occur.
6. Coach the leader on being proactive about using Root Cause techniques to avoid
negative outcomes before they occur.
 EXAMPLE
Leader Competency: Builds and maintains alliances, and remains firm, fair and respect-
ful to gain trust (Leads – Extends Influence beyond the Chain of Command); Anticipate
or adapt to uncertain or changing situations (Intellectual Capacity – Mental Agility).

O/T: Let’s go through what might have caused the bad guys to get away today.

Counterpart: I am fresh out of answers and all for it.

O/T: What caused the road blocks to be unmanned today?

Counterpart: The local militia did not show up to man them.

O/T: What caused the local militia to not show up today?

Counterpart: Well, they did not get paid last week and we have sort of blown off
meetings with their leader, the Village chief. I would think they take this as a sign of
disrespect.

O/T: What caused the local militia to not get paid last week?

Counterpart: Convoy runs carrying the cash were delayed. We have had a surge in IED’s
and all of the routes had to be re-cleared.

O/T: Given this sequence of events, what could have been done differently to ensure
the militia was manning the check points?

Counterpart: For one, if I had been meeting regularly with the village chief, I could have
let him know what was going on and give assurances of eventual payment. Second, if I
had been told we were having route problems, aircraft could have flown the cash to us.
Getting cash to the militia was just not a critical event I or my staff was staying on top
of…

O/T: I agree. The relationship and trust you establish with the village chief has direct
effects on many of the unit’s outcomes.

Technique: Recovery from Setbacks

When a counterpart leader experiences a difficult situation, setback, or seemingly

insurmountable challenge, an O/T can help restore confidence and prevent condi-
tions from going from bad to worse.

28 — STEP FOUR | LEARNING

How to Employ this Method
1. Reinforces a strength; a leadership behavior the individual is performing well.
Help the leader recognize that he/she is already successfully handling some
part of the task.
2. Ask open-ended questions to increase the leader’s awareness of the situation,
and probe for solutions.
3. Provide recommendations if/when the leader is unable to arrive at an appro-
priate course of action.
4. Increase the percentage of positive reinforcement and support, relative to
negative reinforcement.

EXAMPLE
Leader Competency: Establishes and imparts clear intent and purpose (Lead – Leads
Others); Determines information-sharing strategies (Lead – Communicates); Displays
understanding of the importance of building alliances (Lead - Extends Influence beyond
the Chain of Command).

O/T: I heard about the setback you experienced this morning. The local populace is
refusing to cooperate with your unit. Is this correct?

Counterpart: Yes, we are getting zero intelligence from the locals and we have had
a rise in reported civilian abuses. I don’t understand it. In my commander’s intent I
emphasized to achieve our end state we must gain the trust and confidence of the local
populace, but that does not seem to be happening.

O/T: You definitely have an understanding of the importance of trust and the need for
influence with the local populace. How about let’s talk through the different options of
what you might do differently to turn this around. When was the last time you did some
serious battlefield circulation and met with subordinate leaders?

Counterpart: The last time I got out to visit with subordinate units was a week ago.

O/T: So it is way past due to get out there - I’ll walk with you! Let’s exchange percep-
tions to better understand why your commander’s intent is not being implemented at
the small unit level. Let’s talk communication strategy and the unit’s background in
working with locals.

With the recovery from setbacks technique, the O/T lends support and encouragement
while helping the individual probe for actions they have taken in the past that might be
useful in improving the current challenge to get the leader back on track.

NOTE
The Recovery from setbacks method should be used to restore confidence and motivate
a leader, but not as a safety net that prevents learning from challenges.
 Technique: Leverage “Perfect Intelligence”
By virtue of position, an Observer/Trainer often knows something is going wrong or
right before the counterpart leader knows it. CTC data collection systems provide the
O/T with “perfect intelligence” on any given scenario. There is an art to knowing when
to impart aspects of that “perfect intelligence” to a leader. A great deal of learning
can occur by providing leaders with hints and bits of information – well short of full
understanding.

O/T’s carefully weigh the pros and cons of providing a leader with hints during train-
ing exercises. It is important to allow situations and events to unfold without premature
intervention. If the O/T provides information or solutions too soon, the value of a
situation for leader development can be diminished, as situations of ambiguity and
adversity compel leaders to eventually adapt and problem-solve on their own.

Yet, an O/T does not want to hold on to information that may inhibit learning during
the exercise itself. Without hints, a leader may experience a situation and its conse-
quences, but not effectively learn from it. With hints and additional information, a
leader is set off on a learning expedition while the situation itself is still evolving. The
inquisitive leader will take action to follow up on the O/T’s lead and find out why
systems and/or people did not perform to expectations, a learning expedition that is
valuable in and of itself.

30 — STEP FOUR | LEARNING

 EXAMPLE
O/T: I heard the bad guys got away today, any idea what happened?

Counterpart: We thought we had every escape route covered... I can’t figure out how
they got away.

O/T: Are you aware that your local militia did not show up today to man their
checkpoints?

Counterpart: No I did not know that. At the rehearsal they all nodded in agreement
to the plan. And we received reports by radio that all of their vehicle inspections had
turned up negative. I better check into the situation and see what happened.

Special Situation: Working with Non-Responsive Leaders

There will be times when a leader does not respond to any of the previously mentioned
feedback or discovery learning methods. When this occurs, the O/T might first reflect
on why this is occurring and if there is anything the O/T might do differently to trig-
ger a leader response. Ultimately the responsibility for learning lies with the observed
leader. Even in such difficult situations there are techniques to use that may gain the
leader’s attention and create learning opportunities.

How to Employ this Method

1. Redirect your efforts to work with the leader’s subordinates, peers, or superior.
They are most likely feeling the consequences of the leader’s behavior. Support
the leader’s adaptation to the identified developmental needs by providing solu-
tions and taking action to mitigate impact on the unit’s mission. The leader will
notice the change in unit mission performance and want to know why it
is occurring.
2. Resources and time permitting, swap places with a fellow O/T for a time, or have
another O/T observe the non-responsive leader. Compare notes and see if your
observations are consistent with that of the other O/T.
3. Leverage the experience of the O/T team. Talk the situation over with O/T’s
you know that are good at observing leadership. Obtain their perspectives and
ideas on how to work with non-responsive leaders.
 Summary: Leader Observation and Guided Discovery
Observing for Leadership
• Identify a time and situation to observe leader behavior
• Talk over leader observation and feedback techniques with a peer
• Refresh your knowledge from doctrinal leadership references
• Know your counterpart’s background and experience
• Observe for leadership
• Determine the appropriate time to deliver the observation

Delivering an Observation to Your Counterpart

• Confirm the situation
• Ask for a self assessment
• Clarify and come to an agreement
• Add your observations (specific behaviors)
• Raise future-oriented questions; ask for a recommendation
• Reinforce something they are doing correctly (validate a strength)

32 — STEP FOUR | LEARNING

Return to Observation and Follow-up
• Allow your counterpart time and space to adjust his or her actions
• Observe for a change in leader actions
• Give brief verbal and non-verbal reinforcement when changes in behavior
are observed
• Observe for changes in outcomes and consequences
• Bring leader’s attention to changes in outcomes and consequences - reinforce success

“BE THE EXAMPLE”

Role Model behavior you want to see in others
 STEP FIVE | INTEGRATING
Learn to Integrate Observation, Delivery and Discovery Learning.

Applying SOAR in the field

Review the behavioral indicators before you observe the leadership of your counter-
part. Do this so you can associate your observations with the various levels of proficiency
under each competency and attribute. Prior to an observed event, create a table of four
boxes in a notebook or other piece of paper like so:

Situation:

Observation: Associate & Assess:

Reinforce & Recommend:

Note: Draw the boxes large enough so there is sufficient space to write.

1. Before the observed event, record the situation in the top box. Include information
such as the date/time, place, and mission or task your counterpart leader is involved
in. Also note any other key players in the situation and the climate of their relationship
(if known).

2. Observe for leadership. During and immediately following an event, record your
observations of leadership in the observations box.

3. Refer to the behavioral indicators in the appendix of this guide to associate observed
behaviors with the competencies and attributes. Indicate proficiency as either a devel-
opmental need, meeting the standard, or a strength. In the associate/assess box, asso-
ciate each competency or attribute with one of the following symbols:
• Strength (+)
• Meets Standard (  )
• Developmental need (DN)

34 — STEP FIVE | INTEGRATING

4. Following the event, record how you will reinforce the behaviors you have observed,
and note recommendations you will make to the leader. Make these notes in the bot-
tom box.

Delivering SOAR using Guided Discovery Learning

When planning your approach to deliver these observations to your counterpart leader,
refer to the notes you recorded. In your delivery, be prepared to highlight your coun-
terpart’s strengths (+), where they meet the standard ( ) and most importantly, his/
her developmental needs (DN). The discussion with your counterpart should lead to
reinforcement and recommendations from you.

Engage in a guided discovery learning conversation with your counterpart. Ask open-
ended questions to help your counterpart realize the impact his or her actions had on
the mission and Soldier outcomes. Guide your counterpart toward the realization of
strengths and improvement of developmental needs.

A Review of the Process for Delivering an Observation:

(Tip for remembering: use the acronym CA CARS)

1. Confirm the situation

2. Ask for a self assessment
3. Clarify and come to an agreement
4. Add your observations
5. Raise future-oriented questions; ask for recommendation
6. Strengthen the leader – validate and reinforce positives

Review the examples on the following pages to see how the SOAR observation and
assessment method is recorded and how these observations are delivered to the
observed leader.
 EXAMPLE
Background:
At FOB Bender, an O/T is paired with SFC Olson, who is about to lead a 9 vehicle con-
voy to an assembly area (AA) 12 km away. SFC Olson’s mission is to successfully deliver
all 9 vehicles to the AA. He leads 5 subordinate NCOs and 8 junior enlisted Soldiers.
Employing the SOAR Observation and Assessment method:

Situation: (Describe behavior and impact on mission and or Soldiers)

1900 14MAR - FOB Bender
SFC Olson leads convoy of 9 vehicles
9 drivers and 13 other troops (5 NCOs and 8 junior enlisted)
High morale and enthusiasm among the unit

Observation: (Describe behavior and Associate & Assess: (Identify competency –

impact on mission and or Soldiers) attribute and assess proficiency)

Provided initial guidance and followed-up; Communicates +

ensured everyone understood objective and
requirements and kept in contact Creates Pos. Environment 
Promoted optimistic expectations and atti- Leads Others 
tudes among troops
Ensured PCI were completed by all drivers Leads by Example (DN)
Improperly wore kneepads around ankles Develops Leaders (DN)
Missed opportunities to delegate leadership Gets Results 
responsibility to subordinates during this
task
Mission completed [Assess: + Strength; Standard; (DN) Need]

Reinforce & Recommend: (Note appropriate feedback, praise, or correction, and the rec-
ommendations for action to sustain/improve leader behavior)

Reinforce- Troops and drivers were prepared, well informed, and motivated

Recommend- (Leads by Example) Several junior enlisted Soldiers wore kneepads around
ankles violating the standard

Reinforce - Mission completed successfully – but missed opportunities to delegate/develop

subordinate leaders

36 — STEP FIVE | INTEGRATING

 EXAMPLE
Upon recording these observations, the O/T in this situation then engages SFC Olson in
guided discovery learning.

(Confirm the situation - Ask for self assessment)

O/T: How do you think this mission went?

SFC Olson: It went well - we completed the mission because everyone knew what they
were doing and stayed motivated.

(Come to an agreement - Add your observations)

O/T: I agree - your initial guidance on the task ensured everyone understood the
objectives, and you promoted positive attitudes among them. How else did you
ensure success for the drivers?

SFC Olson: We have some newer troops so I went around and made sure everyone had
done pre-combat inspections of their vehicles and gear. We made a few corrections
after that and were all good.

(Open-ended questions to reveal developmental needs – Add your observations)

O/T: I definitely think the PCI contributed to your success. But, given you had
other experienced SSGs with you, could one of them have personally checked on
the PCIs?

SFC Olson: I guess they could have, and then reported to me. I got caught in the
moment and wanted to be positive we were all ready to go.

(Reinforce – Open-ended questions to reveal developmental needs)

O/T: Delegating something like that can go a long way – those SSGs will have your
job some day. You had a lot of visibility before the convoy left – it’s clear the troops
respect you. But was there anything about your appearance that might have con-
veyed the wrong message about standards?

SFC Olson: You mean my kneepads? I meant to take them off but I started feeling
rushed to get going.

(Add your observations - Reinforce)

O/T: I noticed several Soldiers also wearing kneepads around their ankles – includ-
ing you – which is not to standard. Demonstrating the standard is an easy way to
set expectations of others.
 EXAMPLE
Background:
In the main TOC, an O/T is paired with CPT Erickson, a battle captain working in a
BCT. CPT Erickson’s duties include the conduct of periodic intelligence briefings.
Employing the SOAR Observation and Assessment method:

Situation: (Describe behavior and impact on mission and or Soldiers)

07APR to 10APR – BCT Tactical Operations Command

CPT Erickson has been briefing the BCT commander on intelligence-gathering in the
area. Coordination with personnel outside his team has been minimal.

Observation: (Describe behavior and Associate & Assess: (Identify competency –

impact on mission and or Soldiers) attribute and assess proficiency)

Briefings are lucid, concise, and tailored to Communicates, Interpersonal Tact +

the audience
Prepares Self 
Briefing content demonstrates a firm under-
standing and ability to manage knowledge Mental Agility +

Changes to conditions required new Domain Knowledge 

approaches to collect information; Erickson
evaluates effectively and presented well Extends Influence (DN)
thought-out information

Demonstrates knowledge of facts and rel-

evant geopolitical awareness

Did not act on opportunity to engage with

allied partners that visited, though infor-
mation sharing is needed
[Assess: + Strength; Standard; (DN) Need]

Reinforce & Recommend: (Note appropriate feedback, praise, or correction, and the rec-
ommendations for action to sustain/improve leader behavior)

Praise – He received few follow-up questions from senior leaders which indicates briefings are
thorough and complete

Reinforce - Domain knowledge is driving his success, though finding opportunities to extend
influence could improve (Provide Recommendation)

38 — STEP FIVE | INTEGRATING

 EXAMPLE
Using SOAR Notes to Guide Development:

Upon recording these observations, the O/T in this situation then engages CPT Erickson
in guided discovery learning.

(Confirm the situation - Ask for self assessment)

O/T: I’d like to chat about your role in the TOC this week. How do you think the
intelligence briefings were received?

CPT Erickson: I’m not certain. I haven’t received much feedback. I haven’t had to field
many questions.

(Come to an agreement – Add your observations)

O/T: That is a good sign. Looking around the room, your superiors have appeared
satisfied with the level of detail they are receiving. You have tailored each message
to the audience well and ensured a shared understanding of the content. Speaking
of audience, there were guests present this morning... did you interact at all with
the Allied partners that were visiting?

CPT Erickson: No I didn’t. They met with another coordinating cell.

(Open-ended questions to reveal developmental needs – Add your observations)

O/T: They were from the same unit that recently visited the area you gave a brief-
ing on yesterday. What information might they have had to share with you?

CPT Erickson: If they just visited that area they could have provided a lot of perspective
on the intel we have. I really should have approached them when they had a break. My
team has gathered some intel but not much of it is current.

(Reinforce- Validate a strength)

O/T: I agree. Building relationships with Allied partners can save you a lot of leg
work. You have been managing the information you have very well. Continue to look
for new sources of information through reliable contacts such as these leaders.
 APPENDIX
FM 6-22 Leadership Requirements Model and
associated Behavioral Indicators

40 — APPENDIX
Core Leader Competencies: Leads
• Leads Others
• Communicates
• Extends Influence Beyond the Chain of Command
• Leads by Example

What Leads looks like during unit training:

LEADS OTHERS
• Development Need
Inconsistently demonstrates influence techniques, and assessment and
monitoring of risk factors during task execution. Allows mission priority
to adversely affect subordinate morale, physical condition or safety. Hesitates
to act when risk factors escalate.

• Standard
Influences others effectively. Assesses and routinely monitors the impact of task
execution on subordinate welfare. Monitors conditions of subordinate morale
and safety. Implements appropriate interventions when conditions jeopardize
mission success. Assesses and manages risk.

• Strength
Demonstrates full range of influence techniques. Continually assesses and
monitors mission accomplishment and Soldier welfare. Attends to subordinate
morale, physical condition and safety. Implements interventions to improve
situations. Exudes a safety-conscious attitude.

COMMUNICATES
• Development Need
Misunderstands or fails to perceive nonverbal cues. Ideas not well organized or
easily understandable. Speaks without considering listener interest. Information
dissemination is inconsistent or untimely.

• Standard
Chooses appropriate information-sharing strategy before communicating.
Conveys thoughts and ideas appropriately. Disseminates information in a timely
manner. Provides guidance and asks for a briefback or confirmation.

• Strength
Uses verbal and nonverbal means to maintain listener interest. Adjusts
information- sharing strategy based on operating conditions. Ensures information
dissemination to all levels in a timely manner. Avoids miscommunication
through verifying a shared understanding.
 EXTENDS INFLUENCE
(Beyond the Chain of Command)
• Development Need
Inconsistently demonstrates understanding of indirect influence. Misses or
passively acts on opportunities to build trusting relationships outside
the organization.

• Standard
Demonstrates understanding of conditions of indirect influence. Builds trust
to extend influence outside the organization. Displays understanding of
the importance of building alliances.

• Strength
Demonstrates effective use of indirect influence techniques. Establishes trust
to extend influence outside the chain of command. Proactively builds and
maintains alliances to benefit the organization.

LEADS BY EXAMPLE
• Development Need
Demonstrates behavior inconsistent with the Army Values. Displays a lack
of commitment and action. Remains unaware of or unconcerned about
the example being set.
• Standard
Demonstrates an understanding of leader attributes and competencies.
Recognizes the influence of personal behavior and the example being set.
Displays confidence and commitment when leading others.

• Strength
Models sound leader attributes and competencies. Exemplifies the Warrior
Ethos through actions regardless of situation. Demonstrates competence,
confidence, commitment and an expectation of such behavior in others.

42 — APPENDIX
Core Leader Competencies: Develops
• Creates a Positive Environment
• Prepares Self
• Develops Leaders

What Develops looks like during unit training:

CREATES A POSITIVE ENVIRONMENT

• Development Need
Demonstrates negative expectations and attitudes not conducive to a productive
work environment. Focuses on task accomplishment. Fosters an expectation
of zero-defects. Holds honest mistakes against subordinates.

• Standard
Promotes expectations and attitudes conducive to a positive work environment.
Demonstrates optimism and encourages others to develop and achieve. Provides
coaching, counseling and mentoring to others.

• Strength
Exemplifies a positive attitude and expectations for a productive work
environment. Conveys a priority for development within the organization.
Encourages innovative, critical and creative thought. Leverages lessons
learned to improve organization.

PREPARES SELF
• Development Need
Reluctant to accept responsibility for learning. Downplays feedback from others.
Acts on information without regard to source, quality or relevance. Ineffectively
transfers new information into knowledge.

• Standard
Accepts responsibility for learning and development. Evaluates and incorporates
feedback from others. Analyzes and organizes information to create knowledge.
Focuses on credible sources of information to improve personal understanding.

• Strength
Seeks feedback from others. Seeks learning opportunities to improve self.
Demonstrates knowledge management proficiency. Integrates information
from multiple sources; analyzes, prioritizes, and utilizes new information to
improve processes.
 DEVELOPS LEADERS
• Development Need
Disinterested in motivating and assisting in the growth of others. Focuses on the
task at hand without consideration of improving organizational effectiveness.

• Standard
Demonstrates willingness to motivate and help others grow. Provides coaching,
counseling and mentoring. Builds team skills and processes to improve organization.

• Strength
Seizes opportunities to teach, coach and mentor. Fosters job development and
enrichment. Knows subordinates and prepares them for new positions. Improves
unit productivity.

Core Leader Competencies: Develops

• Gets Results

GETS RESULTS
• Development Need
Demonstrates a limited understanding of supervising, managing, monitoring,
and controlling priorities of work. Hasty prioritization and planning lead to
incomplete guidance and direction.

• Standard
Prioritizes, organizes and coordinates taskings for others. Plans for expected
setbacks and enacts appropriate contingencies when needed. Monitors,
coordinates and regulates subordinate actions but allows subordinates to
accomplish the work.

• Strength
Utilizes other competencies to accomplish objectives. Demonstrates understanding
of supervising, managing, monitoring, and controlling of priorities of work. Reflects
on end state prior to issuing guidance. Provides subordinates autonomy to
accomplish the work.

44 — APPENDIX
A Leader of Character demonstrates:
• Army Values
• Empathy
• Warrior Ethos

What Character looks like during unit training:

ARMY VALUES
• Development Need
Inconsistently demonstrates: Loyalty, Duty, Respect, Selfless Service, Honor,
Integrity, and Personal Courage. Demonstrates these with more than occasional
lapses in judgment.
• Standard
Consistently demonstrates: Loyalty, Duty, Respect, Selfless Service, Honor,
Integrity, and Personal Courage.
• Strength
Models Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal
Courage. Promotes these principles, standards, and qualities in others.

EMPATHY
• Development Need
Exhibits resistance or limited perspective on the needs of others. Words and
actions communicate distance or lack of understanding. Unapproachable and
disinterested in personally caring for Soldiers.

• Standard
Demonstrates an understanding of another person’s point of view. Identifies with
others’ feelings and emotions. Displays a desire to care for Soldiers and others.

• Strength
Attentive to other’s views and concerns. Takes personal action to improve
Soldiers’ situation. Breaks into training, coaching or counseling mode when
needed and role models empathy for others.

WARRIOR ETHOS
• Development Need
Inconsistently demonstrates the spirit of the profession of arms. Downplays the
importance of this sentiment.

• Standard
Demonstrates the spirit of the profession of arms.

• Strength
Models the spirit of the profession of arms. Instills this behavior in subordinates and others.
 A Leader with Presence demonstrates:
• Millitary Bearing
• Physical Fitness
• Composure and Confidence
• Resilient

What Presence looks like during unit training:

MILLITARY BEARING
• Development Need
Inconsistently projects a professional image of authority. Actions lack a
commanding presence. Allows professional standards to lapse in personal
appearance, demeanor, actions and words.

• Standard
Possesses a commanding presence. Projects a professional image of authority.
Demonstrates adherence to standards.

• Strength
Models a professional image of authority. Commanding presence energizes others.
Exemplifies adherence to standards through appearance, demeanor, actions and words.

PHYSICAL FITNESS
• Development Need
Physical health, strength or endurance is not sufficient to complete most assigned
missions. Fitness level unable to support emotional health and conceptual
abilities under prolonged stress.

• Standard
Displays sound health, strength and endurance that support emotional health
and conceptual abilities under prolonged stress.

• Strength
Models physical health and fitness. Strength and endurance supports emotional
health and conceptual abilities under prolonged stress. Energetic attitude
conveys importance of fitness to others.

46 — APPENDIX
COMPOSED, CONFIDENT
• Development Need
Inconsistently displays composure or a calm presence. Allows a set-back to derail
motivation. Displays a less than professional image of self or unit.

• Standard
Displays composure, confidence and mission-focused under stress. Effectively
manages own emotions and remains calm when situations become adverse.

• Strength
Projects self-confidence and builds confidence in others. Models composure, an
outward calm, and control over emotions in adverse situations. Manages
personal stress, and remains supportive of stress in others.

RESILIENT
• Development Need
Slowly recovers from adversity or stress. Inconsistently maintains a mission or
organizational focus after a setback.

• Standard
Recovers from setbacks, shock, injuries, adversity and stress while maintaining a
mission and organizational focus.
• Strength
Quickly recovers from setbacks. Focuses on the mission and objectives in the
midst of shock, injuries and stress. Maintains organizational focus despite adversity.
 A Leader with Intellectual Capacity demonstrates:
• Mental Agility
• Sound Judgment
• Innovation
• Interpersonal Tact
• Domain Knowledge

What Intellectual Capacity looks like during unit training:

MENTAL AGILITY
• Development Need
Inconsistently adapts to changing situations. Attends to immediate conditions
and surface outcomes when making decisions. Hesitates to adjust an approach.

• Standard
Demonstrates open-mindedness, Recognizes changing conditions, and considers
second- and third-order effects when making decisions.

• Strength
Models a flexible mindset and anticipates changing conditions. Engages in
multiple approaches when assessing, conceptualizing and evaluating a course of action.

SOUND JUDGMENT
• Development Need
Inconsistently demonstrates sound assessment of situations. Hesitates in decision
making when facts not available. Forms opinions outside of sensible information available.

• Standard
Demonstrates sound decision making ability. Shows consideration for available
information, even when incomplete.

• Strength
Models sound judgment. Engages in thoughtful assessment. Confidently makes
decisions in the absence of all of the facts.

48 — APPENDIX
INNOVATION
• Development Need
Relies on traditional methods when faced with challenging circumstances.
Hesitates to introduce new or novel ideas when given the opportunity or when appropriate.

• Standard
Offers new ideas when given the opportunity. Provides novel recommendations
when appropriate.

• Strength
Consistently introduces new ideas when opportunities exist. Creatively
approaches challenging circumstances and produces worthwhile recommendations.

INTERPERSONAL TACT
• Development Need
Demonstrates lapses in self-awareness when interacting with others. Misses
cues regarding others perceptions, character and motives. Presents self in
appropriately or not tactfully.

• Standard
Maintains self-awareness of others perceptions and changes behaviors during
interactions accordingly.
• Strength
Demonstrates proficient interaction with others. Effectively adjusts behaviors
when interacting with others. Understands character and motives of others, and
modifies personal behavior accordingly.

DOMAIN KNOWLEDGE
• Development Need
Demonstrates uncertainty or novice proficiency in technical aspects of job.
Inconsistently applies competence of joint, cultural and geopolitical knowledge.
Displays indifference toward expanding knowledge or skill set.

• Standard
Possesses facts and beliefs of joint, cultural and geopolitical knowledge. Seeks
out information on systems, equipment, capabilities and situations. Expands
personal knowledge of technical, technological and tactical areas.

• Strength
Demonstrates expert-level proficiency with technical aspects of job. Demonstrates
understanding of joint, cultural and geopolitical knowledge. Conveys knowledge of
technical, technological and tactical systems to subordinates and others.
 SOAR (Situation, Observation, Associate and Assess, Reinforce and Recommend)
Leadership Feedback Form

Situation: (Time, Place, Mission and Conditions)

Observation: (Describe behavior and Associate & Assess: (Identify competency –

impact on mission and or Soldiers) attribute and assess proficiency)

[Assess: + Strength; Standard; (DN) Need]

Reinforce & Recommend: (Note appropriate feedback, praise, or correction, and the rec-
ommendations for action to sustain/improve leader behavior)

50 — APPENDIX
 SOAR (Situation, Observation, Associate and Assess, Reinforce and Recommend)
Leadership Feedback Form

Situation: (Time, Place, Mission and Conditions)

Observation: (Describe behavior and Associate & Assess: (Identify competency –

impact on mission and or Soldiers) attribute and assess proficiency)

[Assess: + Strength; Standard; (DN) Need]

Reinforce & Recommend: (Note appropriate feedback, praise, or correction, and the rec-
ommendations for action to sustain/improve leader behavior)
 SOAR (Situation, Observation, Associate and Assess, Reinforce and Recommend)
Leadership Feedback Form

Situation: (Time, Place, Mission and Conditions)

Observation: (Describe behavior and Associate & Assess: (Identify competency –

impact on mission and or Soldiers) attribute and assess proficiency)

[Assess: + Strength; Standard; (DN) Need]

Reinforce & Recommend: (Note appropriate feedback, praise, or correction, and the rec-
ommendations for action to sustain/improve leader behavior)

52 — APPENDIX
 For further information or to submit comments on this handbook,
contact the Combined Arms Center—Center for Army Leadership at
(913-758-3160 or http://usacac.army.mil/CAC2/CAL