Providing Feedback: Counseling–Coaching–Mentoring (ATP 6-22.1 PDF)

ATP 6-22.1 PROVIDING FEEDBACK: COUNSELING–COACHING–MENTORING FEBRUARY 2024 DISTRIBUTION RESTRICTION: Approved for public release; distribution is unlimited. This publication supersedes ATP 6-22.1, dated 1 July 2014. HEADQUARTERS, DEPARTMENT OF THE ARMY This publication is available at the Army Publishing Directorate site (https://armypubs.army.mil) and the Central Army Registry site (https://atiam.train.army.mil/catalog/dashboard). *ATP 6-22.1 Army Techniques Publication Headquarters No. 6-22.1 Department of the Army Washington, DC, 13 February 2024 PROVIDING FEEDBACK: COUNSELING–COACHING–MENTORING Contents Page Preface................................................................................................................................................... v Acknowledgements.............................................................................................................................. v Introduction......................................................................................................................................... vii CHAPTER 1........................................................................................................................................... 1 ENGAGING IN EFFECTIVE FEEDBACK...................................................................................... 1 Stages of Change...................................................................................................................... 3 Communication Skills................................................................................................................ 5 Feedback Methods.................................................................................................................. 16 CHAPTER 2......................................................................................................................................... 19 COUNSELING.............................................................................................................................. 19 Developmental Counseling...................................................................................................... 19 Fundamentals.......................................................................................................................... 22 The Four-Stage Counseling Process...................................................................................... 23 Counseling Programs.............................................................................................................. 30 Documentation........................................................................................................................ 30 CHAPTER 3......................................................................................................................................... 31 COACHING.................................................................................................................................. 31 Fundamentals.......................................................................................................................... 32 Setting the Foundation............................................................................................................ 39 Facilitating Learning and Results............................................................................................ 45 Planning Development............................................................................................................ 50 Conducting a Coaching Session............................................................................................. 52 CHAPTER 4......................................................................................................................................... 59 MENTORING................................................................................................................................ 59 Mentoring Relationships.......................................................................................................... 59 Mentoring Stages.................................................................................................................... 60 DISTRIBUTION RESTRICTION: Approved for public release; distribution is unlimited. *This publication supersedes ATP 6-22.1, dated 1 July 2014. 13 February 2024 ATP 6-22.1 i Contents Roles and Responsibilities...................................................................................................... 61 Benefits................................................................................................................................... 64 Mentoring Agreements............................................................................................................ 65 Source Notes...................................................................................................................................... 67 Glossary.............................................................................................................................................. 69 References.......................................................................................................................................... 71 Index.................................................................................................................................................... 73 Figures Figure 1-1. The leadership requirements model.................................................................................... 1 Figure 1-2. Stages of change model...................................................................................................... 3 Figure 1-3. Depth of listening............................................................................................................... 11 Figure 1-4. Change talk diagram......................................................................................................... 12 Figure 3-1. Johari window model......................................................................................................... 33 Figure 3-2. Quadrant movement in Johari window model................................................................... 33 Figure 3-3. Logic tree process example............................................................................................... 49 Tables Table 1-1. Stages of change statements............................................................................................... 3 Table 1-2. Example Soldier statements and motivation........................................................................ 4 Table 1-3. Speech acts to ensure follow through.................................................................................. 8 Table 1-4. Examples of open and closed questions.............................................................................. 9 Table 1-5. Examples of forward-focused and backward-focused questions......................................... 9 Table 1-6. Ways leaders reflect a subordinate’s statement................................................................. 10 Table 1-7. Summarization situations and examples............................................................................ 12 Table 1-8. Change talk likelihood situations........................................................................................ 13 Table 1-9. Using OARS to encourage change talk.............................................................................. 13 Table 1-10. Questions to guide SMART planning............................................................................... 14 Table 1-11. Counseling—Coaching—Mentoring Comparison............................................................. 18 Table 2-1. Counseling preparation example........................................................................................ 25 Table 2-2. Counseling approach summary.......................................................................................... 26 Table 2-3. Example counseling session.............................................................................................. 29 Table 3-1. Coaching presence factors................................................................................................. 32 Table 3-2. International Coaching Federation coaching competencies............................................... 34 Table 3-3. Indicators and questions for building rapport...................................................................... 35 Table 3-4. Indicators and questions for gathering information............................................................. 35 Table 3-5. Indicators and questions for analyzing data....................................................................... 36 Table 3-6. Indicators and questions for addressing gaps.................................................................... 36 Table 3-7. Indicators and questions for narrowing focus..................................................................... 37 Table 3-8. Indicators and questions for setting goals.......................................................................... 37 Table 3-9. Indicators and questions for planning development........................................................... 38 Table 3-10. Indicators and questions for promoting action.................................................................. 38 Table 3-11. Criteria for selecting questions......................................................................................... 39 Table 3-12. Ethics and professional standards.................................................................................... 40 Table 3-13. Modeling ethical and professional behavior..................................................................... 40 Table 3-14. Checking in throughout the coaching engagement.......................................................... 41 Table 3-15. Building a high-quality relationship................................................................................... 42 ii ATP 6-22.1 13 February 2024 Contents Table 3-16. Putting ego aside............................................................................................................... 43 Table 3-17. Attending to multiple levels of listening............................................................................. 44 Table 3-18. Developing and asking powerful questions....................................................................... 44 Table 3-19. Using metaphors to increase understanding..................................................................... 45 Table 3-20. Identifying patterns in feedback for deeper understanding............................................... 46 Table 3-21. Tailoring developmental actions to the leader’s role and opportunities............................ 47 Table 3-22. Using a logic tree for goal setting...................................................................................... 48 Table 3-23. Encouraging habits of learning and self-reflection............................................................ 50 Table 3-24. Suggested IDP Discussion Questions.............................................................................. 55 Table 3-25. Standardized Coaching Sequence.................................................................................... 57 Table 4-1. Mentor roles and responsibilities......................................................................................... 63 13 February 2024 ATP 6-22.1 iii This page intentionally left blank. Preface Army Techniques Publication (ATP) 6-22.1 provides doctrinal guidance for all leaders, military and civilian, responsible for providing feedback through counseling, coaching, or mentoring and explains how to effectively plan, prepare, execute, and assess feedback actions. Leadership is fundamental to Army operations as a dynamic of combat power; subsequently developing leaders through feedback requires an understanding of related doctrine. To fully understand ATP 6-22.1, readers should be familiar with the fundamentals of leadership, attributes, and competencies in Army Doctrine Publication (ADP) 6-22, Army Leadership and the Profession and understand the nature and fundamentals of operations as described in ADP 3-0, Operations. The leader attributes and competencies are common to all Army leaders. Each branch identifies the technical and tactical knowledge, skills, and abilities required of leaders to perform their duties at specific grades and positions. The principal audience for ATP 6-22.1 is all Army leaders, military and civilian. ATP 6-22.1 serves as a primary aid to leaders to develop individuals through counseling, coaching, and mentoring. Trainers and educators throughout the Army will also use this manual. Commanders, staffs, and subordinates must ensure their decisions and actions follow applicable U.S., international, and in some cases host-nation laws and regulations. Commanders at all levels will ensure their Soldiers operate following the law of armed conflict and applicable rules of engagement (see FM 6-27). ATP 6-22.1 uses Army terms and definitions in the glossary and text. For definitions shown in the text, the term is italicized and the proponent publication number follows the definition. This publication incorporates copyrighted material. ATP 6-22.1 applies to the Active Army, Army National Guard/Army National Guard of the United States, and United States Army Reserve unless otherwise stated. For specifics in addressing Department of the Army (DA) Civilian counseling requirements, leaders should consult the governing DOD Instructions and contact the servicing civilian personnel office. The proponent of ATP 6-22.1 is Headquarters, U.S. Army Training and Doctrine Command. The preparing agency is the Center for Army Leadership, U.S. Army Combined Arms Center–Mission Command Center of Excellence. Send comments or recommendations on DA Form 2028 (Recommended Changes to Publications and Blank Forms) to the Center for Army Leadership, ATTN: ATZL-MCV-R, 804 Harrison Drive, Fort Leavenworth, KS 66027-2302 or by e-mail to [email protected]. Acknowledgements These copyright owners have granted permission to reproduce material from their works. The updated ICF Core Competencies (2019) are used with permission from the International Coaching Federation (ICF). The ICF Core Competencies can be accessed at https://coachingfederation.org/core-competencies. 13 February 2024 ATP 6-22.1 v This page intentionally left blank. Introduction ATP 6-22.1 provides knowledge, skills, processes, guidelines, and techniques to develop Army leaders through effective feedback. Such knowledge, skills, and behaviors increase the effectiveness of Army missions while improving its individual leaders. The knowledge, skills, and behaviors discussed in ATP 6-22.1 are developed through the regular practice of giving and receiving feedback to enable team cohesion and mission success. From 5 U.S. Code § 1103, feedback is a requirement that ensures the continuity of effective leadership through implementing recruitment, development, and succession plans, thus sustaining a culture that cultivates and develops a high performing workforce. The Army’s culture of learning provides leaders with information for feedback, assessment, and self-development. Assessments effectively bring change when they are coupled with the interpersonal and trusted interactions through counseling, coaching, or mentoring. ADP 6-22 and FM 6–22 articulate the careerlong attributes and competencies needed in Army leaders; establish imperatives for integrating policies, programs, and initiatives to produce Army leaders; and provide guidance for career-long development of Army leaders through education, training, and experience. Such leader development instills and refines desired attributes and competencies in Soldiers and DA Civilians. Feedback fits within an integrated, progressive, and sequential process that occurs in schools, units, and civilian education institutions and organizations. ATP 6-22.1 provides a doctrinal framework for providing quality feedback to subordinates through counseling, coaching, or mentoring. ATP 6-22.1 consists of four chapters: Chapter 1 provides an overview of stages of change, communication skills, and feedback methods. Chapter 2 addresses counseling through information on developmental counseling, counseling fundamentals, the four-stage counseling process, counseling programs, and documentation. Chapter 3 covers information supporting effective coaching to include fundamentals, setting the foundation, facilitating learning and results, planning development, and conducting a coaching session through a standardized coaching sequence. Chapter 4 addresses information related to mentoring to include mentoring relationships, mentoring stages, roles and responsibilities, benefits, and mentoring agreements. 13 February 2024 ATP 6-22.1 vii This page intentionally left blank. Chapter 1 Engaging in Effective Feedback 1-1. Army leaders who engage with and know their subordinates are prepared to develop others. Leaders who demonstrate the attributes and competencies defined in the Army’s leadership requirements model (see figure 1-1) tend to be more capable at providing effective feedback critical to developing others. For example, attributes, like empathy and interpersonal tact, allow the leader to adjust feedback to motivate the receiver to act upon it. Competencies, such as communicates and creates a positive environment, set the conditions and expectations for effective feedback processes. Army leaders can maximize their effectiveness at providing feedback the same way other skills are developed: through training, practice, reflection, and assessment. Figure 1-1. The leadership requirements model 1-2. Feedback is information provided to an individual or organization derived from observation, conferences, interviews, focus groups, surveys, and so forth, for use in improving performance and/or to elicit a desired performance. Feedback may be positive or negative in nature. Feedback provided in an education/training environment should enhance transfer of learning. Feedback comes from multiple sources including informal dialogues (such as interpersonal interactions or conversations) and formal processes (such as assessments, interviews, and surveys). Individuals leverage feedback to develop or improve performance and accomplish goals. Leaders maximize feedback effectiveness to elicit specific outcomes by being intentional about what, when, and how feedback is provided. 1-3. Providing feedback is a common element of interacting with others, regardless of developmental role or process. Leaders get results and accomplish the mission by providing effective, intentional feedback, as well as by determining the appropriate setting and timing for feedback. Effective feedback that considers the individual’s motivation can significantly contribute to development, accelerate learning in day-to-day experiences, and translate into optimal performance. Feedback is a key component of counseling, coaching, or mentoring. Army leaders support each other and enable transparent and effective assessment of the individual’s performance and their role in the organization’s overall performance. Assessments and feedback are not additional duties extraneous to the mission but are integral to accomplishing the mission. 13 February 2024 ATP 6-22.1 1 Chapter 1 1-4. Feedback is information that can help direct, motivate, or reward desired behavior. It is a critical part of development, education, and training which helps motivate and advance knowledge, skills, and abilities. Additionally, feedback helps individuals maximize their potential and professional development at different stages of growth, raise their awareness of strengths and areas for improvement, and identify actions to take to improve performance. Feedback contributes to building working relationships and is the basis for performance and development. Effective feedback facilitates leader development and potential and, ultimately, improves unit performance and mission success. 1-5. Feedback can be provided to individuals and to organizations. At the organizational level, feedback may be sought through surveys or focus groups. However, the importance of feedback at the organizational level is similar to the individual level. It promotes improved performance and development when organizations are motivated to receive and implement action based on the feedback received. 1-6. Feedback provides multiple benefits to both the giver and receiver. Feedback— Promotes growth and development for improved performance. Supports a learning environment through shared understanding and shared mental models. Supports adaptive and critical thinking. Develops and reinforces desired behaviors. Addresses undesirable behaviors. Prompts change. Creates awareness. Shifts perceptions. Boosts confidence. Enables a strong relationship between giver and receiver. 1-7. One challenging aspect to giving effective feedback is selecting the best way to communicate it for the specific situation and the individual. A leader should consider what they want to accomplish (such as inform, guide, motivate, praise, or admonish), the situation, leader capabilities, and the subordinate’s situation, goals, and expectations. As the leader, it is important to recognize their own internal reactions about talking with a subordinate. For example, a leader may become disappointed and frustrated with a subordinate that needs to be corrected or may be uncomfortable talking about personal situations that affect work performance (such as problems at home or with health). Furthermore, leaders must develop a flexible mindset aimed towards growth. This ensures personal and professional growth remain the focus, which leads to confidence, motivation to learn, and reciprocating the same for others. 1-8. Self-aware Army leaders consistently develop and improve their feedback delivery abilities. They do so by studying human behavior, understanding the problems that affect their subordinates, providing feedback themselves as a subordinate, and developing their interpersonal skills. Self-aware leaders are also aware of their limitations and when to seek help from subject matter experts and other professionals to ensure their subordinate’s safety and well-being. While a self-aware leader may refer a subordinate for additional support, it does not negate the leader’s need to communicate and follow up to ensure needed resources are being used. The skills needed to provide effective feedback vary with each situation so it is important to practice. 1-9. Leaders must understand how to deliver difficult or uncomfortable feedback. They must know that the timing of delivery is crucial. Leaders must stick to the facts, remain open and non-defensive, while treating everyone affected respectfully. Leaders should highlight the positive, focus on solutions, and consider their language throughout by using familiar terms and not talking down to anyone. 1-10. The Army-wide effectiveness of feedback methods begins with senior leaders who actively role model and provide subordinate leaders with developmental feedback. Army leaders create situations that foster learning in training and operational environments and then provide feedback. A common method leaders use is conducting after action reviews that discuss how leaders and units can improve training and operations more effectively. Such meaningful feedback allows individuals to experience, become comfortable with, and eventually thrive in ambiguity and chaos. Additionally, effective feedback enables leaders to identify talent gaps and refine Army developmental programs to address those gaps. 1-11. Change is constant in life, yet it is human nature to maintain the status quo, thus resist change. Change, both positive or negative, can make people uncomfortable and appear as if they do not want to change for the 2 ATP 6-22.1 13 February 2024 Engaging in Effective Feedback better. This tendency towards the status quo can appear as resistance and discourage others from investing their time to give feedback. Leaders should understand what motivates change and how they can leverage a person’s internal motivation to change to shift focus away from the status quo. STAGES OF CHANGE 1-12. The stages of change model (see figure 1-2) describes how people become ready for change. People can range from having no interest in making changes (precontemplation), to having some awareness or mixed feelings around change (contemplation), to preparing for change (preparation), to having recently begun to make changes (action), to maintaining changes over time (maintenance). Subordinates in the earlier stages may feel coerced into making changes, while those in the later stages are typically interested in making changes for personal reasons. This can also be described as compliance versus commitment. Figure 1-2. Stages of change model 1-13. Leaders can gauge a subordinate’s readiness for change by listening to how they talk. Table 1-1 provides example statements that may occur at each stage of change. Table 1-1. Stages of change statements Stage of Change What a Subordinate might Say I work hard during the week. I deserve to have good meals and treats when I am off Precontemplation duty. I like to go out on weekends and I definitely overdo it at times. I noticed my uniform is Contemplation fitting a little tighter and I have lost some time on my runs. When I move off base, I am going to eat better. I will have a place to cook healthier Preparation meals and do some meal prep. I have been eating a lot less the last few weekends. I just look for something else to do Action when I get bored and want to eat. At first, cutting back on my eating was really difficult. I was used to eating when I was Maintenance bored and being in a new duty station made it worse. Now I am used to it and eating much healthier. 1-14. Three factors move people through the stages of change. The first factor is developmental. People’s priorities change over time. For instance, people in their 30s often have different goals than those in their 20s. The second factor is experiential. Often, personal experiences such as marriage, birth of a child, receiving critical feedback, or promotion motivate a person to grow and make different choices. The third factor involves system-level efforts like training that instills Army Values. 1-15. Looking at change this way provides leaders four insights: 13 February 2024 ATP 6-22.1 3 Chapter 1 Internal change tends to be a process. Some people do change behavior quickly after a significant event, but most change takes time as they become aware of personal and professional goals and more committed to the change. People may need to gather information and assess different options before committing to something. Certain approaches are more helpful at different stages. When dealing with people who do not see a need to change behavior, the goal may be to raise their level of awareness that a problem exists. Those in the middle stages (preparation or action) may need help with planning. In later stages (action or maintenance), when they are committed, advice and problem-solving can be helpful. Relapse to old behaviors is a typical part of the cycle. Change is a trial-and-error process for most people. People often make several attempts before the new behavior sticks. Although leaders often prefer to see subordinates move through all of the stages quickly, the goal of any particular conversation may only be to plant a seed or raise motivation. Each conversation helps the subordinate move forward in accomplishing their goal. 1-16. The stages of change model can help leaders improve conversations by highlighting areas to emphasize or avoid. For instance, if a person is making positive progress, pointing out old problems may impede progress. Yet, giving suggestions to someone who is not yet convinced of the need for change may be an inefficient use of time and may lead to frustration for leader and subordinate. SELF-DETERMINATION THEORY 1-17. The stages of change model describes how but not why people change. It is often assumed that people rationally weigh the pros and cons of their actions before deciding. Unfortunately, this logic does not always prevail—people do not always behave rationally. For example, a subordinate may decide that the small immediate benefits of continuing to drink with friends at a bar are more important than the larger future penalty for violating curfew. 1-18. Self-determination theory is an approach developed by psychologists in 1985 to analyze personal motivations. It is a theory that explains why some changes stick better than others. The theory first assumes a range of motivation. Like the stages of change, people range from having no interest in change to being extremely interested in change. People on the lower end of the scale have only external reasons for change (“I might fail tape”), while those on the upper end may also have internal reasons such as family, health, or personal pride (“I want to take care of myself”). 1-19. When people have internal reasons for change, they try harder, are more satisfied, and stick with those changes longer than when they make changes for only external reasons. The more leaders help a subordinate own and take credit for positive behaviors, the more likely they are to keep doing it. Table 1-2 illustrates ways subordinates might describe vehicle maintenance. Based on their statements, the one on the right has more internal motivation and is going to work harder. Table 1-2. Example Soldier statements and motivation External Motivation Internal Motivation The equipment’s old and always breaking. It I have learned a lot from doing maintenance Soldier has just got to make it through dispatch, and on the big equipment. I would like to get more Statements then it will be someone else’s problem. training so I can work on aircraft engines. Quality of Low High Effort 1-20. Self-determination theory suggests that leaders can increase subordinates’ internal motivation by emphasizing three basic human needs factors in their conversations—autonomy, competence, and relatedness: Autonomy is a person’s self-perception as an action’s determining agent (“I want to do a good job”). A leader builds autonomy by normalizing difficulties (“It can be hard to get it right the first time. It often takes practice.”), providing options (“There are a couple things that can help here.”), and emphasizing personal choice (“What’s your best option here?”). This gives a person choices and ownership over the outcome. Competence involves beliefs about ability (“I can do this”). Some come from backgrounds where expectations are low, and examples of prosocial behavior are hard to find. Helping people set 4 ATP 6-22.1 13 February 2024 Engaging in Effective Feedback realistic goals, emphasizing personal strengths, and giving positive feedback on progress (rather than only pointing out what is wrong) can increase their sense of competence. Encouragement from a leader may be the only positive feedback that some receive with any regularity. Demonstrating the task or change where feasible also helps those with low levels of confidence. Relatedness is the need to feel connected to others. Positive, lasting change is more likely when people believe it benefits their social group or their social group supports the change. For instance, a Soldier might practice a drill because they want to contribute to squad performance, while another might complete an online course or save money because they want a better life for their family. 1-21. Therefore, those who have internal reasons for change feel confident about new behaviors, and those who have others to support them are more likely to make lasting changes. This positive attitude enables a leader to assign more trust and responsibility to a subordinate, which in turn, develops them. GROWTH MINDSET 1-22. By understanding how and why people are motivated to change, leaders can leverage their use of feedback to meet people where they are in the change process. This understanding also helps leaders identify and manage their personal beliefs and assumptions that interfere with providing consistent, direct, and actionable feedback to subordinates. To be effective, leaders can tailor feedback by— Understanding the stage of change a person is in. Encouraging autonomy, competence, and relatedness. Knowing their people: their strengths and developmental needs, motivations and drivers, and their preferred communication style. Realizing that what works for one person may not work for all, therefore adapting their approach to the individual. Creating honest and empathetic conversation because knowing the context and the person’s view of the context is essential. 1-23. To be effective at giving feedback that promotes growth and development, communication skills are essential. Conversations, emails, text messages, and formal documentation are all communication modes used to provide feedback. While all types of communication are essential for Army leaders, interpersonal communication skills are especially useful when providing feedback. COMMUNICATION SKILLS 1-24. Army leaders use communication skills to conduct many aspects of their jobs including developing, training, and motivating subordinates to improve personal and team performance. Leaders should also understand that using active listening skills then responding with intention is the key difference between building rapport and developing others. Most people have used these techniques to communicate but may not have done so with a specific intention. Effective leaders should master these basic communication skills to best perform their roles: Self-awareness. Recognizing and evoking change talk. Active listening. Redirecting resistance. Intentional responding. Feedback receptiveness. Appropriate questioning. SELF-AWARENESS 1-25. The communication process is complex as many factors affect effective communication, such as the setting, individual beliefs and perspectives, and culture. While no one can control all aspects of the communication process, it is important that leaders are aware of and mitigate as many barriers as possible to ensure effective communication. 1-26. Self-awareness is fundamental to understanding one’s ability to effectively communicate and develop others. Everyone has an identity or how they see themselves. Leaders and subordinates bring personal, family, and cultural experiences to bear on their professional role, responsibilities, and interactions with others. 1-27. Army leaders require self-awareness to accurately assess personal experiences during the communication process. While everyone brings their perspective to bear on the communication process, it is 13 February 2024 ATP 6-22.1 5 Chapter 1 critical for Army leaders to be aware of their personal and professional experiences that may skew their perception while engaged in communication with others who possess different perspectives. Self-awareness, along with open and honest discussions regarding perceptions, can be useful to reduce perceived biases. 1-28. In order for leaders to be intentional in their communication with subordinates, it is important that leaders reflect on specific goals when communicating. Understanding the ultimate goal helps determine the best response. It is also important to understand that no two situations will be the same, so practicing communication skills is critical to development and leader adaptability. 1-29. Army leaders cannot help everyone in every situation. Army leaders should recognize their personal limitations and seek outside assistance when needed. When necessary, leaders refer a subordinate to a qualified agency. Although it is in an individual’s best interest to begin by seeking help from their first-line supervisors, leaders should respect an individual’s preference to contact outside support agencies. ACTIVE LISTENING 1-30. Active listening is a communication skill in which the listener engages fully with the speaker. Army leaders use active listening by focusing their attention on the speaker, understanding what the speaker is saying, clarifying their understandings, and responding with intention. Active listening implies listening thoughtfully and deliberately to capture the nuances of the subordinate’s language. Stay alert for common themes. A subordinate’s statements or recurring references may indicate personal priorities and motivation that a leader can use to relate to or motivate subordinates. 1-31. Active listening communicates that the leader values the subordinate and enables receiving the subordinate’s message. To capture and understand the message fully, leaders listen to what is said without dominating the discussion or speaking over the subordinate and mindfully observe the subordinate’s mannerisms. Key elements of active listening include: Eye contact. Maintaining eye contact without staring shows sincere interest. Occasional breaks of eye contact are typical and acceptable, while excessive breaks, paper shuffling, clock-watching, and repeated mobile telephone checks may indicate a lack of interest or concern. It is important to notice changes in body language throughout the interaction and to inquire when noticed. Body posture. Being relaxed and comfortable helps put the subordinate at ease. However, an overly relaxed position or slouching may be interpreted as a lack of interest. Head nods. Occasional nodding indicates attention and encourages the subordinate to continue. Facial expressions. Keep facial expressions natural and relaxed to signal a sincere interest. Verbal expressions. Refrain from talking too much and avoid interrupting. Let the subordinate do the talking, while keeping the discussion on the counseling subject. Check for understanding. Paraphrase or summarize points back to the subordinate for confirmation; for example, “What I heard was….” Comfort with silence: It is not unusual for a person to stop talking during a conversation to organize thoughts, focus opinions, interpret feelings, or simply catch their breath. Leaders may feel excessive pressure to break the silence by saying something. Do not try to anticipate their feelings or thoughts. This can lead the conversation in the wrong direction. It is better to let them restart the conversation when ready and continue it at their pace. This eliminates putting personal feeling and bias into the conversation. Let them voice their feelings and thoughts. 1-32. Leaders must pay attention to the subordinate’s gestures to understand the complete message and gauge the subordinate’s understanding. By watching a subordinate’s actions, leaders identify changes in body language that signal emotional reactions—the emotions behind the words. Not all actions are proof of feelings but should be considered, and the leader should inquire if there are changes in these nonverbal messages. Nonverbal indicators of leader and subordinate attitude include: Interest, friendliness, and openness. Be aware that leader actions must be context and situation specific. For example, leaning toward the subordinate may be considered as expressing interest or being aggressive—the leader must be able to understand how the subordinate interprets this action. Self-confidence. Standing tall, leaning back with hands behind the head, and maintaining steady eye contact. Anxiety. Sitting on the edge of the chair with arms uncrossed and hands open. 6 ATP 6-22.1 13 February 2024 Engaging in Effective Feedback Boredom. Drumming fingers, doodling, clicking pens, or resting one’s head in their hand. Defensiveness. Pushing deeply into a chair, glaring, or making sarcastic comments as well as crossing or folding arms in front of the chest. Frustration. Rubbing eyes, pulling on an ear, taking short breaths, wringing the hands, or frequently changing total body position. 1-33. When a leader actively listens, they focus on what the speaker is and is not saying, understand meaning in context of the speaker’s desires, and support the speaker’s self-expression. Self-aware leaders understand what they bring to bear on their interactions with others and benefit from thinking about the different levels of listening here and how they can be used with subordinates to maximize development: Level 1 is internal listening, with focus on what the speaker says as it applies to personal situations, judgments, and feelings. Level 2 is focused listening, with a sharp focus on the speaker’s goals, opinions, assessment, or frame of reference. Leaders listen to the words, but monitor the tone, pace, and feelings expressed. Level 3 is global listening, with focus on the speaker plus an awareness of unexpressed thinking, feeling, and emotions. Listening Tip Leaders ask themselves these questions to confirm listening at all three levels: What am I thinking, feeling, and experiencing regarding what they are saying? What are they saying with their words, voice, and nonverbal cues? What is not being said and what does the context tell me about what is going on? Listening Modes 1-34. In addition, four different modes of listening exist. The different modes are listed from the lowest to highest level of awareness: Habitual: This mode is about listening from the leader’s assessment or conclusion, with little to no awareness of the speaker’s assessment being different from the leader’s. Thoughtful: This mode is about recognizing that a speaker’s assessment or conclusion is different from the leader’s. The leader’s ability to appreciate that the speaker’s conclusions may be different defines this mode. Committed: This mode is about being curious and listening for how the speaker’s assessment or conclusion differs from the leader’s. This mode is defined by the leader’s ability to see differences and seek to confirm these similarities and differences. Appreciative: This mode is about actively listening to the speaker’s assessments and conclusions. During this mode, it is possible to detect mental models and listen for new possibilities. A mental model is a set of beliefs, assumptions, and values that lead an individual to think the way they do about a situation. Speech Acts 1-35. A leader providing feedback must be aware of the different types of speech acts and ways to respond to them. Various types of statements individuals make during conversations include: Assessments—based on personal judgment, subjective opinions, views, and beliefs. Assertions—grounded assessments based on facts or confirming evidence. Declarations—statements of intent that are action- and future-oriented and measurable. Requests—include asking for action and providing clarity. Offers—self-generating proposals. Promises—statements of intent usually made to others. 1-36. Exploring personal assessments can cause a shift in leader attitude, thinking, or feeling, though decisions and actions based solely on these assessments may not get the desired results. Decision making and 13 February 2024 ATP 6-22.1 7 Chapter 1 action based on assertions may create alternatives for getting the desired results. When a leader makes a request or offer to an individual, it gives the leader a chance to provide feedback. Table 1-3 provides example speech acts to move leaders through the modes of listening. As listening progresses from habitual to appreciative, the leader experiences the feedback process as supportive of and targeted to their development and success. For this reason, it is critical for the leader providing feedback to be aware of how they listen. Table 1-3. Speech acts to ensure follow through To move from.... Engage the individual by... Considering what is different about how the leader sees things from habitual to thoughtful listening how the individual sees things. thoughtful to committed listening Stating “Help me understand how you see this.” Asking “What are the values, beliefs, and assumptions that lead you to committed to appreciative listening see it this way?” INTENTIONAL RESPONDING 1-37. A leader most effectively responds to a subordinate’s communication when the leader has a clear vision of the end state. This determines the best type of response and is based on the situation (such as performance counseling or directions during a training exercise). Many communication skills are used in day-to-day interactions as well as during counseling, coaching, or mentoring; however, not all types of communication are described here. 1-38. Verbal responses include questioning, summarizing, interpreting, and clarifying the subordinate’s message. Nonverbal responses include eye contact and occasional gestures such as a head nod. A leader’s responses should encourage the subordinate to continue. Appropriate Questioning 1-39. Although focused questioning is an important skill, leaders should use it cautiously. Leaders should ask open-ended questions to obtain information or to get the subordinate to think deeper about a particular situation. Open questions should evoke more than a yes or no answer and not lead toward a specific answer or conclusion. Well-posed questions deepen understanding, encourage further discussion, enhance developmental processes, and create a constructive experience. Too many questions can aggravate the power differential between a leader and a subordinate and place the subordinate in a passive mode. The subordinate may also react to excessive questioning and become defensive, especially if the questions resemble an interrogation or intrusion of privacy. Listening and asking questions gives leaders the chance to gather more information while also providing time to pause, breathe, and collect themselves so they can respond tactfully. Open questions, affirmations, reflections, and summaries (OARS) form the basis for a disciplined listening and speaking style—the building blocks of productive conversations. 1-40. Open questions ask for longer answers or elaboration, while closed questions ask for yes/no or limited- range responses. Closed questions are better for getting short answers or verifying understanding. Open questions are usually better at pulling out detailed information or encouraging a person to think about the answer, providing the basis for conversation. Asking and responding to open questions allows candid and authentic conversations to flourish and builds rapport and trust. Open questions can also help an individual arrive at a specific plan of action: What led to this? Who will help you to…? Where are helpful resources? How do we leverage the team? What is your action plan? What worked for you in the past? Why is this important? 1-41. Closed questions are weak ways to structure a two-way conversation because they do not invite a person to talk or think through the response. The subordinate’s experience must also be considered when asking questions, as they may feel embarrassed if they cannot give what they consider the correct response. However, asking questions enables the leader to understand the situation more clearly. Open questions tend to be better because they encourage reflection, increase cognitive engagement, and promote experiential learning. Table 1-4 on page 9 provides examples of open and closed questions. 8 ATP 6-22.1 13 February 2024 Engaging in Effective Feedback Table 1-4. Examples of open and closed questions Open question examples Closed question examples What questions do you have about this? Do you have any questions about this? Who could you talk to about this? How would that help? Can you talk to someone about this? Where do you want to be long-term? Anything else? What other ideas do you have? What else might work for you? What else? How do you feel about it? 1-42. This approach requires leaders to be patient, to avoid jumping in and finishing sentences, or coming to premature conclusions. Disciplined listening helps a leader understand a subordinate’s perspective and helps a subordinate think through their responses as part of the learning process. 1-43. It is useful to concentrate on forward-focused questions that ask what subordinates could do, will do, or things that will work for them. In contrast, backward-focused questions ask why they cannot, will not, or did not do something. Table 1-5 provides examples; the questions on the left encourage subordinates to talk about solutions, while the ones on the right encourage them to talk about barriers. Table 1-5. Examples of forward-focused and backward-focused questions TRY AVOID (forward-focused questions → solutions) (backward-focused questions → barriers) How can you fix this? Why did you do that? What is your plan to make sure the form gets submitted next time? Why did you forget to submit the form? How will you make sure you are here on time tomorrow? Why are you late? Affirmations 1-44. Some leaders take time to learn about a subordinate’s family, hobbies, and strengths so that they can show a genuine interest in their personal life. Knowing what drives a subordinate and what they do well is a crucial part of providing effective feedback. Unfortunately, many do the opposite—they criticize what bothers them and stay quiet when they see something they like. 1-45. Some Army leaders avoid praise because they believe subordinates should not be rewarded for doing their job. However, if a leader believes their role involves helping subordinates develop new skills, positive reinforcement must be considered. Good leaders call attention to positive progress or evidence of strength and competence. Furthermore, disciplined initiative only happens if positive behaviors are reinforced. If only negative behaviors are identified, then initiative and growth for both subordinates and the organization ceases, as it creates a risk-adverse culture where people put in only the minimum effort. 1-46. Task-based affirmations highlight something a subordinate has done well. Some examples are: This is really great work. The attention to detail is excellent. You are making great progress on this exercise. It is clear you have thought a lot about this. 1-47. Trait-based affirmations call attention to strengths or character traits. Some examples are: You care a lot about your work products. I think you will do well as a sergeant. You are the person who speaks up when something is not right, and that is a real strength. You have a lot of leadership qualities. It is clear that people listen to you. 1-48. Some research suggests the optimal ratio for positive behavior change is around four affirmations for every critique. One recommendation, less rigid, is for leaders to use as many affirmations as possible and affirm any behavior that they want to see again. Emphasizing positive qualities can help shift subordinates’ perspectives from their deficiencies to their capabilities and from past disappointments to future opportunities. How (rather than why) questions can reinforce positive efforts and build confidence: 13 February 2024 ATP 6-22.1 9 Chapter 1 How did you do this? How did you know that would work? You have done a remarkable job putting this together. How did you manage to do all that? Reflections 1-49. Reflections are restatements of what a subordinate says or thinks. Leaders may repeat or rephrase what a subordinate has said, summarize an emotion, or point out mixed or ambivalent feelings. The best reflections use slightly different words to demonstrate that the leader understands the subordinate’s point. Accurate reflections demonstrate respect, increase shared mental models, and clarify both parties’ understanding. 1-50. Leaders sometimes underestimate the importance of reflections. Reflections can be invaluable to the development of others. When a subordinate hears how others understand their message, they process the information differently, increasing their opportunities to develop. In addition, reflections can be crucial to understanding a viewpoint different than our own and can reduce the emotional reactions during difficult conversations, such as receiving negative feedback. At points of disagreement, reflections acknowledge the subordinate’s viewpoint while moving the conversation forward. Instead of disagreeing or pointing out a subordinate’s poor attitude, a better leader response is usually to reflect what the subordinate says and redirect the conversation with an open question or a statement that highlights their options or responsibility to meet the standard. Any discussion, if it is to be productive, requires a give-and-take style of communication. Table 1-6 provides examples on how a leader could reflect. Table 1-6. Ways leaders reflect a subordinate’s statement Subordinate’s original statement: The PT standards are too strict. The food they serve in the Army makes people fat. Options Example leader replies Repeat/Rephrase You think the PT standards are strict. [Similar words used] (Use similar words) Paraphrase It has been hard to meet the PT standards with the available food options. (Use different words) [Adds meaning] Double-Sided Reflection You have a choice about what you eat, but at the same time, your choices are (Capture both sides) limited. [Captures two sides of the issue] Reflection with a Twist It feels like you are being set up for failure. You really have to plan ahead and (reflect back part, with be careful about what you eat. [Agrees with part of statement, adds meaning] slightly different emphasis) 1-51. On the other hand, responses that give the leader’s opinion are not reflections. It is not clear that the leader understands the subordinate’s point. These response examples would not be reflections: I understand what you are saying. (Lacks subordinate content.) I understand how difficult that is. (Emphasizes the leader’s understanding.) I did not develop the PT standards. They are what they are. (Dismisses subordinate’s view.) 1-52. In figure 1-3 on page 11, the responses on the right show deeper listening because they capture the point being made, rather than just repeating what the person said using the same words. It is clear the leader understands what the subordinate is saying. 10 ATP 6-22.1 13 February 2024 Engaging in Effective Feedback Figure 1-3. Depth of listening 1-53. Reflections have an important role in counseling, coaching, and mentoring because they help the leader work through resistance. Resistance to change is common in the change process. Accurate reflections help a subordinate increase their commitment to working toward change, rather than getting stuck in resistance. Reflections allow leaders to acknowledge a subordinate’s viewpoint while moving the conversation forward. Resistant statements do not necessarily mean things are going badly. A leader needs to explain a standard and quantify it. However, it is not necessary for a leader to address every negative comment. Dealing with frustrating situations is an important skill for leaders and subordinates to learn. 1-54. Two things can raise the quality of reflections: Strip the statement down. State only the most important elements of what they said. Avoid starting reflections with stems like, “So, what I hear you say is that…” or “What you are telling me is…” Stems like that can make reflections feel forced or disingenuous. ▪ It is surprising. (I am surprised.) ▪ It feels like a waste of your time, and so it frustrates you. ▪ It almost feels like others are singling you out. Continue the thought. The best reflections do not just parrot back what a person says. They either paraphrase or guess what would come next if the person continued to talk. In this way, good reflections give momentum to a conversation by helping the person express their thoughts: ▪ …and that makes you angry. ▪ …it is overwhelming to think about what you will do after leaving the military. ▪ …because it feels like no good options here. Summaries 1-55. Summaries remind a person about major discussion points, the plan of action, and their reasons for acting. Summaries are useful in three ways. If subordinates stop talking, summaries can be a bridge to help them keep talking. Like reflections, summaries can point out patterns in what they say. Finally, summaries allow for the leader to direct the conversation, highlight key topics, and offer an interpretation and next steps. This demonstrates that the leader accurately understands what has happened and sets the stage for the leader to guide the conversation to focus on a plan of action. See table 1-7 on page 12 for summarization examples. 13 February 2024 ATP 6-22.1 11 Chapter 1 Table 1-7. Summarization situations and examples Situation Example summarization Leader has no particular goal in It is like you said…marriages can be difficult. In your case, it is a vicious cycle. When mind you get home, you are exhausted from being at work all day, and she is exhausted (other than helping from being alone with the baby. You both end up saying things you regret later. You a Soldier think suggested she spend more time with the family readiness group on post, but for through a difficult whatever reason, it is just not working for her. situation) So, let me summarize here. We have been talking about time management and PT Leader has a goal performance. This week you have been consistently a few minutes late to formation, in mind and the running, in particular, has been rough. Because of weight gain, you are at risk for failing your next PT test. So, what is your plan here? We have talked about several things. One is getting caught up on your training hours, and you thought that working with PFC Marshall on the flashcards would help. I think During a counseling that is a smart idea and would benefit you both. As far as your work assignment, we interaction talked about several options for the days you are not on vehicle maintenance. You said it is important to you to get some skills you can use on HVAC repair when you finish active duty. What else do you want to add to this plan? Using OARS in Everyday Conversations 1-56. Most leaders and subordinates have used the OARS techniques at some point. The leader can use these communication skills with intention to create a positive climate that supports and encourages open dialogue and development. 1-57. Another technique looks at how people take turns in speaking. In competitive conversations, one person dominates by interrupting, talking over, or drawing conclusions before the speaker is done talking. In cooperative conversations, the listener waits until the speaker is done talking and may ask questions or repeat what the speaker has said to help them make a point. A cooperative approach tends to be better at moving conversations forward; it helps both parties understand the full meaning of the communication. Teams that take turns while talking have greater efficiency over teams where one or two people dominate conversations. The extent to which team members listen to each other matters greatly. Groups that take turns during a conversation and listen to each other tend to be more cohesive and effective. RECOGNIZING AND EVOKING CHANGE TALK 1-58. Language and behavior are strongly related. Of course, people use words to describe behavior, but the opposite can also be true: people can talk themselves in and out of change. This happens in debates where people become entrenched in their viewpoints the more they talk about them. In research studies with people who do not have strong views about a topic, allowing them to talk about a side tends to move their views to that side suggesting a capability to talk ourselves into a different viewpoint or action. 1-59. Researchers have studied the language people use when talking about change. This change talk can be divided into five categories—desire, ability, reasons, need, and commitment (see figure 1-4). Figure 1-4. Change talk diagram 1-60. When people make statements about desire, ability, reasons, or need to change, they are more likely to make statements about commitment to change, which in turn makes them more likely to act in the future. 12 ATP 6-22.1 13 February 2024 Engaging in Effective Feedback Table 1-8 presents statements of two Soldiers who smoke. The Soldier who makes the statement on the left is more likely to quit smoking than a Soldier who makes the statement on the right. The Soldier on the left talks about reasons (coughing, expensive) and ability (medication) to quit, while the Soldier on the right talks about reasons to continue smoking. (Talk against change is called sustain talk.) In both cases, their speech indicates their future behavior. Table 1-8. Change talk likelihood situations High Likelihood of Change Low Likelihood of Change I cough a lot more than I used to. I know it is the There is nothing to do here. If I did not smoke, I smoking. Plus, it is expensive, even at shoppette would be bored to tears. Sure, it affects my PT, but I prices. Maybe I should look into help to quit. am a long way from failing, so it is not a big deal. 1-61. One way to encourage change talk is to ask for it. These example questions ask about desire, ability, reasons, and need to change: Why would you want to make that change? [Desire] If you decided to change, how would you go about it? [Ability] What concerns do you have about your overall health? [Reasons] Why do you need to make this change? [Need] 1-62. These types of questions ask about commitment to change: How are you going to do that? What will that look like? What is the first step? 1-63. A second way to encourage change talk is to follow up on productive statements. This makes it likely that the person continues to talk in a positive direction. Consider a Soldier who says, “I know I need to improve my PT performance, but these standards are impossible. I have gained too much weight in the last 6 months.” This statement has some change talk (“need to improve PT” and “gained a lot of weight”) and some sustain talk (“going to be impossible”). A leader’s response determines which part the Soldier talks about. Table 1-9 provides ways leaders can use OARS to encourage subordinates to talk about change. Table 1-9. Using OARS to encourage change talk Open Question So, what are some things you could do to lose weight? That is a good connection. I agree that losing weight would help a lot, especially with your Affirmation run time, since that is where you tend to lose the most points. Reflection So, just weighing more has really affected your PT score. [single sided] It is important to you to improve your PT score, but it would mean some sort of weight Summary loss. [double sided] 1-64. In this example, a Soldier talks about a curfew violation. The statement contains some change talk and some sustain talk: We just lost track of time [change talk]. The gate took forever to get through, and then they singled me out for a search. [sustain talk] 1-65. If a leader wanted to encourage Soldier ownership of the curfew violation, it might look like this: Reflection: Looking back, you would have done things differently. You would have planned ahead to make sure you had plenty of time to get back. Question: What is your plan next weekend to make sure you do not lose track of time? Planning 1-66. People are likely to follow through with things they have talked about in detail. For this reason, leaders should encourage subordinates to talk about their timeline and ask what they need to do at each point in the plan. The leader can give suggestions and advice where appropriate, but it is better if subordinates do most of the problem solving—the more specific, the better: What would be the first step? 13 February 2024 ATP 6-22.1 13 Chapter 1 What things would you need to do to make that happen? How can I help you? What do you need? Setting Goals 1-67. Goals should be specific, measurable, achievable, realistic, and time bound (SMART). If a subordinate has a large goal, it may help to break the goal into smaller, short-term steps to increase chances of success. For example, if they want to obtain a job in an area where they have no experience, a leader might help them break the goal into smaller pieces. Table 1-10 gives example questions to guide SMART planning. Table 1-10. Questions to guide SMART planning Key Question Example Response Specific What specifically do you want to achieve? I would like to gain experience in air defense. How will you know if you have reached When I leave the Army, I would like to get my Measurable your goal? degree in aviation or aerospace engineering. I would need to apply to Air Defense Artillery Achievable What resources are needed? School. I have a good head for numbers. Aerospace is a Realistic Is the goal reasonable? big industry where I live. In the next week, I would like to do some Time- When will each of the steps be completed? research on what training programs are bound available. 1-68. A leader can help a subordinate brainstorm situations that might cause problems by asking questions: What parts of your plan might be difficult? What would you have to do to address that? 1-69. A leader can also help a subordinate identify who (or what) would help to achieve the goal. These questions engage the subordinate in planning their own strategies to achieve a goal, in this case by involving someone the subordinate has identified as being able to help: Who might be able to help you? How would they help? What is your timeline? 1-70. The more specifically a person talks about an idea, the more likely it is to happen. Written or visual cues, such as notes, schedules, and reminders can also be helpful. Again, the subordinate should be the one who does most of the talking. Leaders sometimes add advice or information where appropriate and use reflections or summaries to reinforce the plan the subordinate develops: What would that look like? Where would you start? What would happen next? What are some things that might get in your way? How would you deal with that? If you are at a 2 now in your progress, what would it take to get you to a 3? Giving Information and Advice 1-71. Leaders engage in subordinate development by guiding them through the problem-solving process. This is best done by asking a series of open-ended questions to get the subordinate to recognize the root issue. It is critical for leaders to understand when and how they can best advise the subordinate; leaders should not be abrasive or overly eager to offer advice. For subordinates to maintain autonomy over a decision, leaders can employ these strategies to ensure their advice is likely to be acted upon: Ask for permission before providing advice, such as, “Is it okay if I gave you some information about…?”. In many cases, subordinates do not know they need guidance or advice. Preface advice with permission to disagree, such as, “This may or may not work for you, but one thing you might consider is....” Give several options, such as, “Several resources might work for you. One option to consider....” Emphasize personal responsibility, such as, “Ultimately, you have to decide what to do here.” 14 ATP 6-22.1 13 February 2024 Engaging in Effective Feedback 1-72. One format to provide advice is elicit–provide–elicit. Leaders first ask subordinates what they know about something or what questions they have (elicit). The leader gives some information (provide), building on what the subordinate has said. Finally, the leader asks what the subordinate would like to do with the information (elicit). This format emphasizes the subordinate’s competence and responsibility in the action: Elicit readiness and interest. ▪ What do you know about how field exercises are organized? ▪ What have you heard about the NCO Development Program? Provide information or feedback. ▪ That is right. For most Soldiers.... ▪ Yes, that is certainly one reason the program exists. Another reason is.... Elicit the plan or reaction. ▪ What is your plan to improve performance at the next drill? ▪ How can I help? Follow Up 1-73. Behaviors are difficult to change—relapse is a normal part of the change process for most people. Therefore, it is important for an engaged leader to help a subordinate plan, try, observe results, and think about the next goal. Thinking about the change process from beginning to end can help someone anticipate challenges and develop a contingency plan to ensure success. 1-74. The Plan-Do-Study-Act cycle, designed for organizational change, can also be applied for personal change. This framework can be useful during developmental counseling sessions, as well as the informal conversations that happen between counseling sessions. 1-75. Everyday conversations keep the feedback loop open to substantial gains between formal sessions. In Plan, the subordinate and leader select an area to work on, set goals, and develop a plan for change. In Do, the subordinate executes, while the leader monitors progress. In Study, they review the data to see what happened. Finally, in Act, the subordinate and leader use the data to plan the next change cycle, looking for opportunities to improve. Close attention to each phase ensures the next attempt improves on the last. REDIRECTING RESISTANCE 1-76. Resistance to change is a common occurrence and may stem from several factors, including the beliefs and thoughts leaders and subordinates have about providing and receiving feedback. Identifying and understanding resistance, and who is resistant, is essential to engaging successfully. A leader may demonstrate resistance by not engaging in feedback. Leaders may avoid providing feedback if they have had no effective role modeling for what is involved in the process, do not understand how to provide feedback, are uncomfortable giving feedback, or are concerned about the consequence of giving feedback. Additionally, leaders may think they have no time to provide feedback, incorrectly believe feedback is not a constructive use of time, or mistakenly think it violates a regulation or policy. Some may associate feedback with only negative issues such as dispensing punishment or correcting poor performance. Further, leaders may not want to confront a subordinate. Other typical reasons for leader reluctance involve having a lack of respect for the subordinate, believing the subordinate lacks potential, or encountering repeated issues with the subordinate. 1-77. Subordinate resistance often occurs as a reaction to the purpose or message of the feedback, or the feedback is different than how they see themselves. They may be embarrassed, misunderstand the feedback’s intention, or disagree with the leader’s assessment of the situation. Subordinates may not see a need to change (the precontemplation stage of change), be ambivalent about changing (the contemplation stage of change) or become discouraged if they have tried to make a change unsuccessfully. Resistance may manifest by blaming the leader for the issue or behavior at hand, avoiding accountability, or defying being disciplined. In some cases, the subordinate may not respect or trust the leader. 1-78. Leaders may preempt potential subordinate resistance by maintaining a climate that supports open communication. It will be much easier to talk with a subordinate about difficult subjects if the leader has had regular communication to build trust and rapport. The leader also sets the stage for feedback by opening the session by discussing its purpose and expectations and how feedback relates to the subordinate’s short- and long-term goals. Through regular periodic feedback and discussion, leaders should understand and be aware 13 February 2024 ATP 6-22.1 15 Chapter 1 of the subordinate’s goals. To be effective, leaders must focus on the issue and adapt the feedback to the subordinate’s needs and understanding. 1-79. Once a leader understands that providing feedback to subordinates is a significant leader responsibility in developing subordinates’ potential, leader reluctance to provide feedback can be overcome through preparation and improving communication skills. 1-80. Resistance is best addressed by leaders who anticipate its occurrence and understand the underlying reasons for the perceived resistance (such as being in a precontemplation stage of change). The leader should always examine their communication to guide an ambivalent subordinate to engage in more change talk. Leaders can realize more success by guiding conversations to focus on change talk. These techniques help leaders overcome resistance and redirect the subordinate: Reconfirm the session’s purpose—be specific, focus on the details (such as conditions, triggers, and outcomes) of the situation, and refrain from any personal attacks on the subordinate. Keep the discussion professional and balanced in tone—do not argue or place blame on any party. Discuss the suspected resistance openly with the subordinate and respect their response. Slow the session tempo—rely on pertinent open-ended questions to give the subordinate the time and ability to reveal information and be an active participant. Focus on a specific behavior’s effect and consequences to minimize overwhelming the subordinate. It may be necessary to divide the discussion over multiple meetings to address each area adequately. Further, leaders should prioritize discussions based on individual needs. Leaders may have to accept incremental change if a subordinate is not ready for substantial changes. 1-81. While a subordinate may respond to feedback in many ways, it is important for leaders to remain consistent in providing feedback. Reactions can include agreement, disagreement, silence, taking offence, surprise, anger, making excuses, denial, emotional reactions, justification, or appreciation. The important thing for leaders to remember is that the initial reaction to feedback may not determine true acceptance. For example, a subordinate may agree wholeheartedly with a leader’s feedback during a discussion but continue the same behavior with no change while another subordinate may become defensive during discussion only to readily implement changes the following week. When giving feedback, it is helpful for leaders to remember the self-determination theory to maximize a subordinate’s autonomy, competence, and relatedness. FEEDBACK RECEPTIVENESS 1-82. The most effective feedback is given when the recipient is receptive to it, and it is sufficiently close to the situation being discussed. To gauge receptiveness, leaders must remain attuned to verbal and nonverbal cues. These may occur as verbal disagreement or resistance or nonverbal gestures such as folded arms, rolling eyes, or a lack of attentiveness. These tips enable being more receptive to feedback: Recognize that feedback can be difficult to receive but be open to what is heard. Actively listen without comment until the speaker is finished and focus on the words being used. Take notes to capture what is said and refer to them later. Ask for specific examples for clarification about a specific critique or comment. Allow time to process the information and schedule a follow-on meeting if necessary. FEEDBACK METHODS 1-83. As Army leaders plan and provide feedback, they must consider what feedback, method, and frequency are appropriate for the individual and organization. While feedback can be used for multiple purposes, the Army has highlighted the need for effective feedback to promote development and performance during three specific activities: Counseling. Coaching. Mentoring. 1-84. Counseling, coaching, and mentoring are critical to success by supplying information on performance and developmental needs and successes. Building and exercising relationships and engaging in effective communication are the foundation for providing and receiving feedback. Counseling, coaching, and mentoring are intentional developmental processes and can enhance mutually trusting relationships between 16 ATP 6-22.1 13 February 2024 Engaging in Effective Feedback leaders, subordinates, and peers. Each process relies on effective communication and feedback to achieve the specific goal of each. Army leaders use these processes to engage in developing others. Table 1-11 on page 18 provides a comparison of counseling, coaching and mentoring from multiple areas. COUNSELING 1-85. Counseling is central to leader development. Counseling is the process leaders use to guide subordinates to improve performance and develop potential. Counseling provides clear, timely, and accurate information concerning individual performance compared to established criteria. Subordinates are active participants in the counseling process. During performance and professional growth counseling, leaders help subordinates identify strengths and developmental needs by reviewing multiple inputs with them. These observations may include past performance, individual development plans (IDPs), career progression, civilian and military education, or personal and professional goals. To ensure plans work, leaders actively support subordinates through the implementation and assessment processes. Subordinates invest in the process with candid willingness for self-assessment and self-development. Leaders encourage a two-way communication process to enhance a subordinate’s understanding and application of feedback to improve performance. Counseling is a regulatory part of a comprehensive program to develop subordinates. With effective counseling, evaluation reports—positive or negative—are never surprising. Supervisory counseling programs include all subordinates, not just those needing correction or just those with the most potential. COACHING 1-86. Coaching is development technique used for a skill, task or specific behavior. Coaching can occur between members of any organization with various levels of experience. The person receiving coaching may not necessarily be subordinate to the coach. Coaching is a technique that relies primarily on guiding people through open-ended questions to enhance or advance their capabilities or specific behaviors. The coach helps individuals understand current performance levels and guides them toward their next development level. Coaches should have pertinent knowledge in the area being coached, but do not have to be an expert. MENTORING 1-87. Mentorship is the voluntary developmental relationship that exists between a person of greater experience and a person of lesser experience that is characterized by mutual trust and respect. Mentoring occurs when the mentor provides a less experienced leader with advice and counsel over time to aid professional and personal growth. The developing leader often initiates the relationship and seeks counsel from the mentor. The mentor takes initiative to check on the leader’s well-being and development. Mentees carefully consider their personal assessment, feedback, and guidance; these become invaluable for growth. 13 February 2024 ATP 6-22.1 17 Chapter 1 Table 1-11. Counseling—Coaching—Mentoring Comparison Counseling Coaching Mentoring Review past or current Provide guidance focused on performance to sustain and Guide learning or skills Purpose professional or personal improve current or future improvement. growth. performance. Supports the leader in developing personal Develops a skill set or career Driven by a specific event, to solutions and strategies. path or skill set. review performance, or for professional growth. Supports the leader in Build a relationship where putting ideas and awareness the mentor invests in the Provides specific feedback Focus into practical application. mentee’s progress and to establish performance success. objectives and standards. Balances individual and organizational goals. Supports the organization Emphasizes subordinate and advances individual and development. Transfers knowledge or professional goals. technical understanding. Coach with pertinent Those with greater Source Chain of command. knowledge or experience. experience. Formal or informal Between a coach and the Conversation on a personal Interaction conversation between individual. level. superior and subordinate. Experience in a relevant Clearly defined purpose for An ability to enable the area. counseling. leader to produce personal Willingness to dedicate time Right balance of support and solutions and strategies for and energy. challenge to encourage the success. subordinate while providing Ability to provide the right Ability to present information What is guidance to improve in a balance of support and in a readily understandable provided specific area. challenge. manner. Flexibility in counseling style Ability to listen and provide Appropriate environment for to fit the subordinate. feedback. transfer of knowledge, one- Interest in the subordinate’s on-one interaction, or Genuine interest in the success. demonstration. mentee’s development and success. Leader works with subordinate to identify need, The mentor applies prepares for the session, experience, shares conducts counseling with The coach provides knowledge, provides How it works active subordinate guidance and feedback. challenges, and addresses participation, assists questions to guide the subordinate in setting goals, mentee. and checks progress to ensure subordinate success. Formal (evaluations, Personal commitment to Individual Development Behaviors identified for career choices, intent to Outcome Plan) or informal goals for improvement, higher improve, or better sustainment and performance level. knowledge. improvement. Required—develop and Voluntary, by mutual Requirement Voluntary. counsel all subordinates. agreement. Prescribed times according Training or performance to performance evaluation or events. Occurrence Initiated by either party. when chain of command determines a need. Periods of transition. How DA Form 4856 or Can develop IDP (DA Form No requirements. Documented appropriate evaluation form. 7906). 18 ATP 6-22.1 13 February 2024 Chapter 2 Counseling 2-1. Counseling is the process used by leaders to engage subordinates to improve substandard performance as well as recognize superior performance in an area. The counseling process ensures subordinates are aware of expectations, progress toward meeting expectations, and gain insight into their potential, strengths, and developmental needs. The counseling process is distinct from the documentation process on DA Form 4856 (Developmental Counseling Form). Counseling is one of a leader’s most important leadership and professional development responsibilities. Counseling enables Army leaders to help Soldiers and Department of the Army (DA) Civilians increase their capabilities, resilience, and satisfaction and be better prepared for current and future responsibilities. When leaders provide intentional counseling throughout the supervisory relationship, they mitigate risks for misconduct. The Army’s future and legacy of today’s Army leaders rests on those they prepare for greater responsibility. DEVELOPMENTAL COUNSELING 2-2. Regular developmental counseling is an important tool for developing future leaders at every level. Counseling responsibiliti

Providing Feedback: Counseling–Coaching–Mentoring (ATP 6-22.1 PDF)

Document Details

Tags

Related

Summary

Full Transcript