Cpl's Course: Leadership II

SETTING GOALS

Using the SMART method of setting goals empowers subordinate leaders to influence coaching outcomes. Additionally, developing goals should be treated as Marines treat mission statements. Therefore, include a proper in order to (IOT) at the end of your set goals. Characteristics of Goals: •Specific: The goals must be clear (PT, education) •Measurable: Check progress and hold accountable •Attainable: Relevant, manageable, and challenging •Realistic: Tools and abilities to accomplish •Timely: Provides focus and accountability Setting goals empowers us to take control over our own circumstances and gives us control to affect what happens in our lives. Additionally, it fosters leader development through engaged leadership, which encourages personal accountability and motivation for enhanced time management. When you are setting goals, it is important to: •Prioritize the basics (MOS competencies, PME, PT, family readiness). •Design a plan for achieving your goals. •Continuously assess results and adjust your plan as needed.

RESPONSIBILITIES OF THE MENTEE

While a mentee can expect to reap professional and personal rewards by working with a mentor, mentees need to be active participants in this relationship. To be an active participant, the mentee should consider the following: •Prepare for meetings with your mentor. •Work to develop targeted skills. •Remain flexible and listen to all options discussed. •Seek advice when needed. •Focus on the goals you desire to achieve.

ATTITUDE, KNOWLEDGE, AND SKILLS

While coaching may very well be knowledge- and skill-based, it is first and foremost an attitude—your attitude as a coach will fundamentally determine the results. •It has long been acknowledged that a leader's attitude and emotions are contagious and they must convey energy and enthusiasm if their organization is to survive and thrive. •If you do what you've always done, you'll get what you've always got. If you want different results for yourself or your people, you'll invariably need to change how you think and feel, but ultimately you'll need do something different.

TREAT

While leaders do not provide direct clinical treatment, they are responsible for facilitating necessary treatment for combat operational stress problems. This includes facilitating discussions, knowing appropriate resources, and referring to the appropriate level of care. The tools available for the treatment of stress reactions include: self-aid; peer-to-peer discussions; support from a Marine leader, chaplain, or corpsman; and definitive medical or psychological treatment. Although some forms of treatment can only be delivered by trained health providers, others can be applied effectively by a peer, family member, or leader. Regardless of the treatment, the responsibility for ensuring appropriate and timely care rests with leaders and their commanders.

A Competitive Combatant Spirit

While part of this critical aspect of combat readiness is mental and emotional, robust physical conditioning and a training program that promotes physical aggressiveness greatly enhance a competitive and combative spirit. Activities that force Marines to overcome natural physical fear, which directly leads to fatigue, are particularly valuable.

GUIDING THE DISCUSSION

While the counseling process must be a two-way interchange to be productive, the senior must guide the discussion to ensure that all objectives set for the session are accomplished. At the same time, the senior should be attentive and responsive to the junior's reactions. For example, if the conversation turns to Item C on the agenda before Item B has been covered, the senior may choose to go ahead with Item C and come back to Item B later. The agenda should be a guide. While it should be followed as closely as possible, the senior should also be flexible. The most important thing is to cover everything fully and to move on when a subject has been fully discussed.

Directive Counseling

With the directive approach, the senior analyzes the situation, develops a solution or a plan for improvement, and tells the junior what to do next. This approach is senior centered. The senior is open and frank about influencing the junior to be one kind of person rather than another.

Nondirective Counseling

With the nondirective counseling approach, the senior asks questions, listens, and draws the junior out. The senior helps the junior analyze the situation and develop the solution or plan for improvement. This approach is junior centered. The junior is encouraged to speak without pressure and have a clear mind. The goal of the nondirective approach is to help the junior become more mature and to develop personal resources. The junior "owns" the problem and the solution

COMPONENT TRAITS OF FITNESS: Coordination

defined as the ability to move all parts of the body in a smooth, efficient, and concerted effort. Coordination is best developed by practicing diversified muscular activities and skills affecting all body parts. One example of developing coordination is through combatives: strenuous, short, and competitive contests where two individuals attempt to overcome each other in a bout of skill and strength. These contests help to develop Marines' resourcefulness, confidence, strength, agility, coordination, and will to win. Integration of these four traits into a physical conditioning program should develop your Marines' ability to excel during the PFT and CFT as well as overcome any challenges they may face during combat. However your program is developed, it must be interesting—we want Marines to stick with it.

COACHING PROCESS: third stage

the coaching process is: facilitate performance. This stage is accomplished by supporting the Marine in dealing with the challenges of making their goal a reality for the purpose of self-actualization. The principles that guide this stage are: •Autonomy: the Marine has professional freedom to choose the course of action they feel best meets their needs in accomplishing their goals. •Responsibility: the Marine is responsible for the choices they make. •Accountability: the Marine is accountable for what they do and the results they get. These principles enable Marines to own the process and the product of their success.

COACHING PROCESS: Stage two

the coaching process is: generate responsibility. During this stage, the coach challenges the person to take action to make their goals reality, while ascertaining their readiness to do so. Generating responsibility is about improving self-motivation.

Broad and Narrow

•Broad questions, like open-ended questions, begin with broad framework. For example: "Where do you see your leadership development in the next few years?" These questions are used to gather information and become more effective as your subordinate leaders become more comfortable with you. Use these questions to solicit how your subordinate leaders think about certain subjects. For example: "I'd like to hear more about your past experience leading Marines," or "How did you become involved in the company's leadership development plan?" •Narrow questions, like closed-ended questions, are used to focus the subordinate leader's attention on a specific topic. Closed-ended questions provide detailed information, verify accuracy, and clarify understanding. They can be used to recall facts, or choose options from a list. For example, "You mentioned that you wanted to start an in-depth study on leadership development. Would you prefer coaching, counseling or mentoring?" Closed or narrow questions are effective in getting agreement or commitment. For example, "How many hours per week do you think you can devote to this reading?"

Rhetorical and Hypothetical

•Rhetorical questions are asked to make a point without the expectation of a reply and are often answered by the speaker. For example, "Isn't that window display effective?" or "What sort of impact do you think such a recommendation can have? Well, I think...." Rhetorical questions are primarily statements in disguise. •Hypothetical questions are designed to explore possibilities in an imaginary scenario. They are helpful when trying to decide between a number of choices. Examples of Hypothetical questions are: - What might happen if...? - What would you do if you were in my shoes? - What are the potential benefits if...? - What is the worst that might happen if...?

Scaling Questions

•Scaling questions evaluate a person's feelings towards a particular topic. Marines use scaling questions in a variety of settings but during coaching, they are often used to assess someone's goals and motivations. It is important for both the leader and subordinate leader to rate their interest in a topic because this number will indicate their likelihood to take the steps towards becoming a better Marine. •Here are some sample scaling questions: "On a scale of 1 to 10, how ready are you to put energy into that goal?" "On a scale of 1 to 10, how likely is it you will work on that plan this week?"

BUILDING TRUST

A byproduct of effective coaching is a leader's ability to gain trust and respect through their actions. To do this, a leader must: •Do what they say they will do. •Be fair-minded and strike a balance between ideal and reality. •Clearly communicate goals, vision, individual roles, and responsibilities. •Create a belief in the communicated goals and vision, and instill the confidence to achieve them. •Understand and develop the individual Marine before the skill. •Be honest, approachable, and passionate about developing your Marines. Trust is a state of mind. All of the above are actions. It's not our words that generate trust, but what we do. The real message is in our actions. Trust is a combination of trusting others and being trustworthy.

IDENTIFICATION (2)

A combat operational stress control (COSC) program guides significant leadership development, education, and training implications. It is especially useful for NCOs relevant to operational stress control (OSC). The program promotes mission readiness, preserves the force, and supports long-term health and wellness among Marines, Sailors, and their family members by empowering leaders in prevention efforts informed by evidence-based behavioral health science. Prevention efforts focus on employing the five core leadership functions of COSC: strengthen, mitigate, identify, treat, and reintegrate. These core leadership functions develop Marines individually to better carry out the unit mission.

COMPONENT TRAITS OF FITNESS

A functional fitness program must be balanced in approach and develop the traits of strength, endurance, speed, and coordination. Strength is defined as the ability to generate or apply force. Every Marine needs enough strength to perform the heaviest task encountered in routine and emergency activities. Strength, in the athletic sense that Marines are concerned with, is a learned skill that requires the development of muscle coordination. One example of building strength is log exercises: conditioning exercises performed with a log. The objective of log drills is to develop strength and muscular endurance. The result of putting effort into log exercises is the development of teamwork.

SCALABLE

A functional fitness program must be scalable to allow for the range of fitness levels of various unit members. Scalability is the principle of taking a standard workout and making it more or less intense to be appropriate for a wider audience of participants. This scalability is an acknowledgement that Marines will have different starting points in their personal fitness level and allows the individual Marine to progress at his or her own pace. The program developed by NCOs must be deliberately progressive and work to improve physical skills and advance each Marine's physical condition.

REVIEWING PERFORMANCE

After you create and document SMART goals with a plan for reaching them, engaged leadership becomes easier and more focused. Assessing progress is where small unit leaders truly get to know and understand their Marines. By using a recommended goals form or a locally produced version, documenting these SMART goals sets a standard of assessment. Additionally, leaders have the opportunity to ensure these goals are balanced against all other competing factors of their Marines' time. The foundational key to setting and meeting these goals centers on the fact that the Marine is in control of achieving them. If adjustments to existing goals need to be made, leaders are involved in reinforcing or advising the adjustments. "Equipment is useful only if it improves combat effectiveness" MCDP-1

DISTINCTIONS

Almost all successful modern Marines have pointed to one or more individuals who had a major influence on their professional and personal lives. Mentorship is considered one of the greatest things a Marine can do to advance their career. Mentoring is a developmental relationship that exists between a person of greater experience and a person of lesser experience that is characterized by mutual trust and respect.

METHODOLOGY OF COACHING

As a model of peak performance and emotional intelligence, the Performance Pyramid provides a simple framework that effectively guides the coaching process and employment of coaching skills. In this way, the methodology of coaching can be described as helping a person to develop their emotional intelligence alongside their technical competence. Coaching is a three stage process where the coach employs three core coaching skills.

COMBAT CONDITIONING COMPONENTS

As professional warrior-athletes, every Marine must be physically fit, regardless of age, grade, or duty assignment. Fitness is an essential component of Marine Corps combat readiness. Furthermore, physical fitness is an indispensable aspect of leadership. The habits of self-discipline and personal commitment required to gain and maintain a high level of physical fitness are inherent to the Marine Corps way of life and must be a part of the character of every Marine. Marines who are not physically fit are a detriment to, and detract from the combat readiness of, their unit. Components of an effective combat conditioning program include the PFT, CFT, and Remedial Conditioning Program (RCP). These assessment tools provide Marines and leaders with a set of measured standards that leaders can use in shaping the fitness of their Marines.

Open-Ended and Closed-Ended

Ask open-ended questions like: "What do you think?" or "How do you think we should approach this?" •Open-ended questions can be used to invite a free response from subordinate leaders without revealing the senior's point of view. •Examples include: "How is work going?" or "Why do you think that approach didn't work?" Asking closed-ended questions will lead to a yes or no answer like: "Did you take the test?" • By itself, the question leads no further. It may point the way to another question. For example, if the answer is yes, the next question might be, "Did you pass?" •Questions that begin with who, what, or when can be closed-end questions. They can be useful in getting the facts, but they begin to create the atmosphere of a cross-examination if they dominate the discussion.

ROLE OF THE MENTEE

At any given time you are a leader and a follower. With this in mind, it is equally important to understand your role when being mentored by those you seek mentorship from. In a mentoring relationship, a mentee chooses how interactive a mentoring partnership will be. In other words, the Marine mentee has to determine how much guidance they will need from a mentor.

CLOSING THE SESSION

Before the session ends, the senior should take a few minutes to review and summarize the items discussed. The senior should ask for the junior's comments to ensure that he or she understands the results of the session. As the session ends, small talk is acceptable. The occasion is not a social one, but in many ways it is a highly personal one. It is especially important that the senior recognizes this fact. It is also crucial to end the session on a positive, encouraging, and forward- looking note.

VISION, CHALLENGE, AND SUPPORT

By guiding the coaching process and employing the core coaching skills, the coach provides the Marine with vision, challenge, and support. •Vision - Help your Marines to visualize their goals. •Challenge - Challenge your Marines to take the necessary action to achieve their goals. •Support - Support your Marines throughout the process of achieving their goals.

READINESS (2)

COSC has three main goals—prevention, identification, and treatment of stress problems arising from military training and operations. More broadly, the goal of COSC is to instill resilience (or the ability to withstand adversity without becoming significantly affected), and the ability to recover quickly and fully from whatever stress-induced impairment has occurred. The two overarching objectives of COSC are: •Create and preserve a ready force. •Promote the long-term health and wellness of Marines and their family members. These two objectives are of paramount strategic importance, since the mission of the Marine Corps is to win wars and to return good citizens to civilian life after these wars are fought.

OPENING THE SESSION

Climate and clarity are particularly important in the opening moments of the session. A climate should be established that is conducive to an open and relaxed discussion. It is usually a good idea to begin with a few minutes of small talk. Second, both parties should clearly understand why they are holding the session. To ensure that the purpose is clear, the senior should go over the objectives and agenda of the session and then invite the junior's comments before proceeding.

IMPORTANCE: process

Coaching is a continuous process. It occurs during training while Marines show others how to perform actions during the course of their duties or the accomplishment of their missions. While Marines carry out tasks, coaching is applied to improve the efficiency and effectiveness of their work and simultaneously develop subordinate leaders confidence and knowledge base. The true value of any training is not so much the training itself, but the change in behavior that should result from learning. Performance is not so much about what you know as it is about what you do with what you know.

CHARACTERISTICS

Coaching is a process that enhances potential in individuals to improve performance. It is about helping someone learn rather than drilling them on memorization. Coaching uses: •Hard leadership skills: - Goal setting - Reviewing performance •Soft leadership skills: - Believing in potential - Developing self-belief It is often about addressing the "attitude or motivation of an individual," which all too regularly limits their performance, progress, and potential.

BELIEVING IN POTENTIAL

Coaching is not a short-term fix; it is a long-term solution to help a person unlock their true potential and maximize their own performance through instilling confidence. Coaching involves a skill set that can only be developed with practice and requires an investment in time, energy, and resources to maximize performance. As a leader there are four facets of coaching to keep in mind. You want to develop yourself to: •Coach as a guide—to keep individuals on target with performance. •Coach as an instructor—to focus on objectives. •Coach as a motivator—to enhance performance. •Coach as a mentor—so that your subordinate leaders have the desire to emulate you.

TRAUMATIC BRAIN INJURY (TBI)

Despite best efforts, our enemies are relentless and injuries may occur. TBI, the signature combat wound of Iraq and Afghanistan, occurs when a sudden trauma disrupts the function of the brain. The most reported occurrence of TBI is traced to IEDs, used extensively against coalition forces. Symptoms of TBI can appear immediately or weeks to months following the injury. Some of these injuries are considered mild, or MTBI. They are commonly referred to as concussions, resulting in a brief loss of consciousness or disorientation for up to 30 minutes. MTBI symptoms, such as headaches, concentration problems, irritability, and excessive tiredness usually disappear with time. Early detection and proper rest are key to recovery.

FOLLOW-ON COUNSELING

Documenting the Session There are three important aspects listed on the example worksheet: subjects discussed, targets for the coming period, and notes on accomplishments since the last counseling session. The worksheet can be filled in before the session and used as a guide. The senior and the junior should make any necessary changes to reflect what actually happened at the close of the counseling session. Documentation of a counseling session is only for the use of the senior and the junior and is not to be forwarded in the reporting chain, nor passed from one senior to the next. When the senior/junior relationship ends, all documentation should be destroyed. At minimum, the counseling notes should provide: •The date of the counseling session •The name of the Marine who received the counseling •The subjects that were discussed •The targets/tasks that were set

CORE COACHING SKILLS

During stage one, "raise awareness," of the coaching process, leaders use questioning to generate thinking and reflection. Examples of questioning and questioning techniques are: •Open and closed •Broad and narrow •Rhetorical and hypothetical •Leading and interrogative •Scale of 1 to 10 questions The process of thinking and reflecting encourages responsibility in those being coached.

COMPONENT TRAITS OF FITNESS: Endurance

Endurance is defined as the ability to sustain prolonged stressful effort or activity. Marines need sustaining power to maintain maximum ability without undue fatigue. Two types of endurance are: •Muscular endurance: the ability to perform continuous work over long periods of time. •Cardiovascular-respiratory endurance (wind): necessary to maintain muscular endurance and is dependent on the efficiency of the blood vessels, lungs, and heart. Cardiovascular exercise aimed to improve endurance must be at least 20 minutes long to include and maintain oxygen debt. Short duration exercises increase strength and bulk but do little to affect endurance. One example of building endurance is through sustained guerrilla exercises. These basic skills are performed rapidly while moving forward in a circular formation. The objective of this exercise is to increase strength and endurance, aid flexibility, and develop coordination.

FORMAT AND FREQUENCY

Event-related counseling sessions are informal, unscheduled, can occur at any time, and can be initiated by either party. These sessions typically occur when the senior or junior sees a need to meet before the next scheduled follow-on session. These sessions are usually short and focus on a specific recent event. The senior may not draw on the full array of counseling techniques, and any planning or target setting that occurs is likely to focus on the short term.

FORMAT AND FREQUENCY

Follow-on counseling sessions for active component lance corporals and below occur at least once every 30 days. On the other hand, follow-on counseling sessions for reserve component lance corporals and below not on active duty orders occur once every three months and during annual training. Follow-on counseling sessions for corporals through colonels occur approximately 90 days after the initial counseling session and subsequent sessions will occur every six months. All counseling sessions are conducted on an individual basis to: •Address observed strengths and weaknesses. •Reinforce the junior's successes and provide guidance to correct deficiencies. •Identify and analyze performance problems that have emerged since the last counseling session.

FORMAT AND FREQUENCY

Formal one-on-one counseling sessions occur at the initial and follow-on sessions. They are scheduled, planned out, and follow an agreed upon agenda that includes discussing the junior's goals and targets. During these sessions, the senior should: •Draw on the full range of counseling practices and skills. •Document the session. •Schedule the next follow-on session. These sessions usually focus on the junior's overall performance and targets over a period of several weeks or months.

IDENTIFY

IDENTIFY Initiative involves seeing what has to be done and doing it without being told. Leaders and their Marines need to be able to recognize psychological stress injuries early and take initiative to help. This process could be complicated by a Marine who begins to experience psychological distress but may not want anyone to know. However, if leaders have prepared their Marines, they should be able to recognize early warning signs of stress. Some of the stress responses they may experience are: •Difficulty falling asleep or staying asleep •Unusual fatigue •Difficulty concentrating •Unexplained physical illness •Apathy or carelessness •Unusual irritability, anger, or rage outbursts, sometimes with little provocation •Repeated disturbing dreams of a stressful experience •Uncontrollable heart palpitations, sweating, or trouble breathing •Isolation from other people or feeling uncomfortable around crowds

ROLE OF THE MENTOR

In every situation, the mentor's role is to be an open and available resource. At any one time, a mentor could be a teacher, guide, counselor, motivator, sponsor, coach, advisor, referral agent, or role model. As you become involved and experienced as a mentor, you will know what role is appropriate for each situation. The needs of the Marine you mentor will determine the direction you take to ensure success. For example, a question may require you to be a teacher to provide the answer. As this is understood and applied, you may shift into a coaching role to provide support. Next, you could become an advisor when they have mastered the task and are looking for greater opportunity.

REINTEGRATE

In most cases injured Marines are expected to fully recover and return to duty. To facilitate this, leaders should champion those who return following treatment. Leaders should also keep their Marines active, busy, and useful, and continuously assess the fitness of Marines returned to duty after treatment. Reintegration support includes two important factors: •Addressing command climate regarding stigma •Establishing confidence Reintegrating Marines upholds our core values and preserves the investment made in the individual Marine. Stigma is dispelled when other members of the unit see previously injured Marines return to full duty. Leaders should mentor with a focus on restoring the confidence of the stress-injured Marine.

FORMAT AND FREQUENCY

Informal counseling sessions can occur at any time. Even if they are brief, they keep the junior aware of the senior's interest and concern. They also give the senior and junior an opportunity to deal with problems before they become serious. These sessions are: •Unscheduled •Unplanned •Less formal in structure •Brief and pointed to the concern

FORMAT AND FREQUENCY

Initial and follow-on formal counseling sessions are prescriptive in nature. An initial counseling session occurs when a new senior and junior relationship is established. Common instances of initial counseling sessions are when a Marine reports into a new unit and when there is a change in a Marine's immediate supervisor. In all cases, the counseling session should occur within 30 days of the newly established senior and junior relationship.

RESPONSIBILITIES OF THE MENTOR

Initially, a mentor is generally responsible for guiding the partnership. A mentor should consider the following: •Set realistic expectations. •Maintain contact with your mentee. •Listen with empathy and provide feedback. •Provide support and encouragement. •Foster the relationship. •Follow through on commitments. •Remain alert for development opportunities. •Share successes and failures.

FORMAT AND FREQUENCY

It is important to remember that event-related counseling sessions are not only used to deal with problems, but are also occasions for praise. Counseling should be a means of reinforcing a Marine's strengths and correcting deficiencies. Leaders commonly use event related counseling when there is a time sensitive need to deal with a problem or correct a deficiency. These sessions will include the three D's: •Determine or identify the nature of the problem. •Discuss the impact of the behavior. •Develop a plan of action to correct the behavior or problem.

CORE COACHING SKILLS

It is useless to ask the right questions if you do not listen to the answers. During stage two of the coaching process, leaders focus on employing active listening skills. To listen actively, a leader must: •Be silent and actively engage in the listening process as opposed to passively doing so. •Be genuinely interested in understanding what the Marine being coached is thinking or wanting. •Check your understanding before responding. Restate or paraphrase your understanding of what is being said and reflect it back to the sender for verification. This feedback process is what distinguishes active listening and makes it effective.

IDENTIFICATION

Leaders at all levels are responsible for preserving the psychological health of their Marines, Sailors, and family members, just as they are responsible for preserving their physical health. This responsibility applies to every link in every chain of command from fire team leaders to commanding officers. Medical, religious ministry, and other support personnel can help with this task. However, leaders must balance combat and operational requirements that expose warriors to risks with the imperative to preserve health and readiness.

STRENGTHEN

Leaders can provide realistic training prior to combat operational settings, which helps Marines become more resilient to combat operational stress injuries. Individuals enter military service with a set of pre-existing strengths and vulnerabilities based on genetic makeup, prior life experience, personality, family support, and other factors. Enhancing the psychological resilience of unit members and their families is achieved through: •Realistic training •Social or unit cohesion activities •Leadership aligned to build Marines' physical, mental, social, and spiritual domains

PHYSICAL DEMANDS OF COMBAT

Leaders motivate and lead their subordinates to meet and exceed physical standards assessed in the elements of the PFT and CFT because they know that physical fitness supports endurance and resilience. Leaders must challenge subordinates physically to promote a warrior who can endure the demands and uncertainty of combat or crisis. There are three primary elements of effective physical fitness for combat: •Lower body strength and stamina •Upper body strength and stamina •A competitive combatant spirit Cardiovascular functioning is not treated as a separate element since it is a necessary foundation for all three elements.

FIVE COSC CORE LEADERSHIP FUNCTIONS

Leaders must take preventative measures against combat and operational stressors that inhibit the effectiveness of combat readiness and force preservation. COSC is ultimately the commander's responsibility. However, leaders help fulfill this responsibility by remaining aware of these five essential functions: •Strengthen •Mitigate •Identify •Treat •Reintegrate Employing the five COSC core leadership functions and utilizing the Stress Continuum provides the Marine Corps framework for understanding, recognizing, and dealing with combat and operational stress reactions, which affect individual and unit readiness.

STRENGTHEN - UNIT COHESION

Leaders strengthen resiliency and cohesion in their Marines and unit through building mutual trust and support of a social group. Cohesion is developed through sharing adversity and team-building activities. It is an important factor in countering the effects of combat and operational stress. Peer-to-peer support within units is a key factor in engaging stress reactions early and preventing stress injuries and illness. Leaders must know unit cohesion can be compromised by adverse events involving violations of ethics, rules of engagement, or core values. Hazing, assault, and other destructive behavior also compromise unit cohesion. Leaders must provide training and oversight to ensure proper conduct and address any infractions fairly and promptly.

MITIGATION

Leaders use mitigation techniques to minimize the impact of unnecessary stressors; this includes balancing the need to intentionally stress Marines during training and missions. Leaders must continually assess risk factors for stress injuries and encourage Marines to address them promptly. In addition to sleep and rest, adequate recreation and spiritual renewal are valuable for stress mitigation in the face of operational challenges. Marine Corps Order 5351.1 Appendix F presents a stressor mitigation checklist aligned to the physical, mental, social, and spiritual domains. These valuable options to replenish resources and control cumulative stress can be facilitated through peer support and senior mentorship.

STRENGTHEN - LEADERSHIP

Leadership is a critical factor in strengthening. Marines are strengthened by leaders who: •Teach. •Inspire. •Maintain focus on mission essentials. •Instill confidence. •Provide a model of ethical and moral behavior. •Provide an example of courage and fortitude. Unit members should be able to look to their leader during times of adversity and challenge. When Marines face hardships, they are enhanced by a sense of purpose and belonging; they are contributing to a greater good. Leaders convey this sense of purpose by clearly communicating the meaning and value of the unit's activities. Additionally, leaders stress that all decisions made, and all actions taken are consistent with core values, the law of war, and rules of engagement. Leaders are the keepers of ethical decision-making and core values. If they are dismissed, leaders must openly acknowledge and correct them before unit members mistakenly take such deviations as proof that the standards are not to be trusted.

Leading and Interrogative

Leading and interrogative questions suggest, hint, or exclude many other possible answers. For example, if you were testing your Marines on leadership, a leading question might be, "Which leadership trait is associated with the way a Marine carries themselves?" This is a leading question because it pointed the Marine in the direction of the answer (one of the leadership traits) and eliminated many other possible answers (anything other than a leadership trait).

BUILDING TRUST

MCDP-1 states that trust must be earned and is a product of confidence and familiarity. •Confidence is the result of demonstrated professional skill. •Familiarity is the result of shared experience and a common professional philosophy. Demonstrating professional skills through daily coaching: •Provides limitless opportunities for you to build confidence and familiarity in your subordinate leaders •Builds mutual trust and develops initiative in your subordinates It is this combination of confidence, familiarity, trust, and initiative that allows your Marines to execute missions with minimal supervision.

Comparison of Coaching and Mentoring

Mentoring a subordinate can be easily confused with coaching because one of the functions of a mentor is to coach the protégé or mentee. However, mentoring is a relationship in which you do more than coach or train your subordinates to do their job well. Rather, your focus is to share your experience, wisdom, and tactic knowledge to enable your Marines to progressively take on tasks beyond those designated in their billet descriptions

CONSIDERATIONS FOR SELECTING A MENTOR

Mentors help their mentees develop personally and professionally by sharing knowledge and experience. When evaluating a potential mentor, consider leaders that have positively impacted unit cohesion and foster self-confidence of individuals. Factors to consider are: •Does the mentor have knowledge and experience mapping professional growth and future assignments? •Does the mentor have organizational knowledge and information on career opportunities? •Is the mentor professionally capable? •Is the mentor a good role model? •Is the mentor an achiever? •Is the mentor a good teacher, coach, and motivator? •Is the mentor supportive and respectful? •Will the mentor be available to meet regularly? •Do you feel comfortable talking with him or her? •Will the mentor give you honest feedback about you or your developmental needs? •What do other Marines say about the leader as a mentor?

POST-TRAUMATIC STRESS DISORDER (PTSD)

PTSD is a stress illness that can arise after a very close brush with death such as nearly being killed, witnessing someone else's death, the aftermath of death, or taking another person's life. It can be one of the most chronically disabling stress illnesses; however, military leaders are responsible for knowing the common signs and symptoms of PTSD so they can help recognize it in their unit members.

FITNESS

Physical fitness is oriented on an ability to perform physical work. Combat poses an infinite variety of physical tasks—some are foreseeable, others are not. The physical demands of combat operations support the argument that a preparation effort should promote a strong foundation of general fitness based on function. Any comprehensive fitness program created by leaders should develop the physical skills necessary for combat including: •Core strength •Endurance •Speed •Coordination Additionally, any program developed must be intense, infinitely varied, and interesting.

STRENGTHEN - TRAINING

Realistic training is critical to building tactical and technical proficiency and enhancing confidence and cohesion. Since intense surprise can be detrimental to psychological health, leaders must ensure pre-deployment training is realistic and anticipated tasks, stressors, and the environment of the operation are closely replicated. Additionally, the training plan should provide opportunities for critical thinking and decision-making, creating a more skilled Marine and directly enhancing team building and cohesion. Understanding the nature of stress reactions enables leaders to develop better training plans that achieve maximum effectiveness while including safeguards to prevent stress injuries.

IDENTIFY

Since even the best preventive efforts cannot eliminate all stress reactions and injuries, effective COSC requires continuous monitoring of stressors and stress outcomes. Leaders must know their Marines' stress loads, and recognize reactions, injuries, illnesses, and disorders. Most importantly, leaders need to continually monitor which stress zone unit members fall under. Leaders must recognize when a Marine's confidence is shaken or when effectiveness is lost. Leadership involvement is crucial to identifying and maintaining visibility on Marines who may be at increased risk of stress, injury, or illness. High-risk Marines include those with three or more deployments, single parents or deploying married Marines, and single Marines new to the unit. Identifying Marines who may be at risk in a timely manner may be critical to that Marine receiving help before larger problems develop. Nothing replaces talking and listening to your Marines.

Lower Body Strength and Stamina

Some common demands combat places on lower body strength and endurance are: •Marching long distances under load and functioning effectively at the destination •Moving quickly and evasively under fire •Carrying Marines to safety

Upper Body Strength and Stamina

Some common demands that combat places on upper body strength and stamina are: •Rapidly placing crew-served weapons •Handling large-caliber ammunition for extended periods •Climbing walls, cliffs, and other high obstacles •Performing field maintenance on aircraft or heavy machinery

COMPONENT TRAITS OF FITNESS: speed

Speed is defined as the ability to perform a movement in the shortest time possible. In physical training, Marines should perform all exercises vigorously and rapidly once they know how to execute exercises correctly. In developing speed, NCOs should insist on top-speed performance; anything less is not effective in developing this trait. One example of building speed is through orienteering: land navigation over a prescribed course as a timed, competitive event. It is an excellent way to integrate land navigation training with physical conditioning and requires Marines to have skills in both areas. NCOs adjust the training as needed to change the degree of difficulty or to emphasize navigation or conditioning. In extreme conditions, an orienteering exercise is conducted in full combat gear over rugged terrain against aggressors.

COACHING PROCESS

Stage one of the three-stage coaching process is: raise awareness. During this stage, the coach helps the Marine create a vision of their goal in terms of what they want to achieve, why they might want to achieve it, and how they intend achieve it. Throughout the process, the emphasis is on guiding the person towards finding their own solutions to their own performance problems. Raising awareness is about encouraging the person to think for themselves for the purpose of self-education.

EXPECTATIONS OF MENTEE

Strong and effective leadership is essential because people are the first and most important element of the Marine Corps command and control system. Mission command and control requires a predominantly persuasive or delegating approach to leadership which fosters initiative in subordinate leaders. It becomes the role of the senior leaders to motivate Marines to perform to the highest standards and to instill self-discipline. Leadership is a matter of enlisting the committed, enthusiastic, and loyal performance of subordinates as a habitual quality and in support of each specific mission. Mentees should view their mentoring relationship as a mission, and shoulder equal responsibility for this professional relationship. Consider the following when evaluating a potential mentee: •Professional competence and credibility •Ambition and desire to learn •Attitude and commitment to the Marine Corps •Initiative, desire, and ability to accept greater responsibilities

IDENTIFY - COSC CONTINUUM MODEL

The Combat and Operational Stress Continuum Model is a tool that assists leaders in identifying the level of distress present in each Marine as well as the care required to return them to a healthy state. The continuum normalizes the entire range of stress responses, including (from left to right): a. Adaptive coping and wellness (Ready: green zone) b. Mild and reversible reactions (Reacting: yellow zone) c. More severe and persistent distress or loss of function (Injured: orange zone) d. Mental illness/disorders arising from stress or unhealed stress injuries (Ill: red zone). Leaders should be aware that it is normal for individuals to move back and forth between zones. Leaders should understand that all COSC activities are designed to move Marines, units, and families towards the green zone.

SCOPE AND IMPORTANCE OF COUNSELING

The Marine Corps has a well-known image for developing people to their highest potential. Counseling is one way this is accomplished. Counseling involves two-way communication between a Marine senior and a Marine junior to help the junior achieve or maintain the highest possible level of performance. The two inherent missions of all Marines are mission accomplishment and troop welfare. As a leader, you must be able to show and tell your Marines how to be a good Marine. The most effective and efficient method of molding young warriors into well-rounded efficient Marines is to mentor them through effective counseling.

PROFESSIONAL PERFORMANCE

The Marine Corps takes pride in the level of physical fitness of its members. For Marines, physical fitness is associated with professional performance in combat. This association enables leaders to prepare their Marines for the physical rigors of combat. Preparation for combat is similar to the way a professional athlete prepares for their sport. The differences are that Marines do not know the exact game they will be playing nor the climate for the game. These preparations are difficult compared to the preparations for a sport. The unknown factors reinforce the Marine's need for a fitness that is based on the functions of combat operations. Physical fitness training in the Marine Corps has one purpose: to prepare Marines to physically withstand the rigors of combat. All other goals of physical fitness training are subordinate to and must support attainment of this goal.

Coaching: IMPORTANCE

The Marine Corps' vision of leading is less concerned with rank, self-identity, recognition, or privilege than with the essence of our Corps —the individual Marine and the unyielding determination to persevere. Our vision of leading is linked directly to our common vision of warfighting, which needs leaders devoted to leading, capable of independent and bold action, who are willing and eager to assume new and sometimes daunting responsibilities, and willing to take selfless risks because the Corps must succeed. This guidance and the objectives of Marine corps leadership inspired the framework for this lesson.

BENEFITS OF A MENTORING RELATIONSHIP

The NAVMC 1500.58 defines a mentor as a "...wise adviser, teacher, and guardian." Every Marine should seek out a mentor to provide guidance and leadership. For example, a seasoned infantry squad leader could be a mentor to his fire team leaders. There are tangible and intangible benefits to participating in a mentoring partnership. Most mentors report: •Sharpened leadership skills •Expanded professional contacts •Personal satisfaction and fulfillment •Pride in another person's achievement •Increased career and educational opportunities •Additional opportunity to contribute to the Marine Corps and practice great citizenship Those being mentored can look forward to: •Increased confidence •Enhanced career satisfaction •Greater awareness of career opportunities •Smoother career transitions •Stronger leadership competencies

SCOPE AND IMPORTANCE OF COUNSELING

The NAVMC 2795 USMC User's Guide to Counseling is a prescriptive yet flexible reference tool to assist leaders and their subordinate leaders to be continuously motivated toward more effective individual performance. Counseling focuses on: •Creating an ingrained counseling ethic •Emphasizing the teacher-scholar or father-son relationship envisioned by General Lejeune •Effective means of communication between senior and junior Marines Counseling sessions keep Marines and their leaders directed toward effective individual performance, and thus toward increased unit readiness and effectiveness.

FOLLOW-ON COUNSELING

The NAVMC 2795 recommends documenting subjects discussed, and guidance given to use as a written reference of counseling sessions. This ensures mutual understanding of responsibilities and expectations. These notes prevent the repetition of topics, unless required, and provide a measure from which to see improvement. The small unit leader's/platoon commander's notebook is one method for recording the counseling notes. Appendix A of NAVMC 2795 provides sample worksheets that can be modified as necessary to fit the unit's specific needs. It is recommended that the forms fit into the small unit leader's/platoon commander's notebook for convenient reference.

Setting the Agenda

The agenda should reflect the objectives for the session. The topics to be covered should be in the sequence in which the senior would like to discuss them. For example, it is often desirable to start the session with positive comments on the performance that the senior wants to praise and reinforce. Save discussion of problems and difficult issues until both parties are warmed up and feel comfortable.

IMPORTANCE defined

The coaching methodology complements a leader's existing knowledge toward developing leadership in subordinate leaders. Coaching is defined as a process of ongoing observation and encouragement for a Marine's personal and professional growth. It occurs on a daily basis and provides informal feedback, documentation, and communication of goals focused on the development of the Marine. Improved competence is the desired outcome of coaching. The coaching methodology uses interpersonal interaction to impart techniques and improve the recipient's ability to accomplish their goals. Coaching occurs whenever an individual provides a fellow Marine with the benefit of their experience.

Collaborative Counseling

The collaborative counseling approach uses directive and nondirective techniques. It offers the senior greater flexibility and promotes joint diagnosis. The junior and senior work as a team to diagnose and solve the junior's problem. This approach can succeed if the junior accepts the senior and is eager to solve the problem. With the collaborative counseling approach, the senior may emphasize directive or nondirective approaches depending on the subject of the discussion, the purpose in mind, and the sense of how well the discussion is going.

CORE COACHING SKILLS

The core coaching skill employed to facilitate performance during stage three of the coaching process is empathetic responding. Responding with empathy requires the coach to have a true understanding of the Marine's needs before choosing the best response to meet them. •To respond with empathy, a coach must employ both constructive feedback and validated praise appropriately. •To be constructive, feedback must be positively presented, build self-image, and confidence. •To be validated, praise must be evidence-based, develop self-esteem, and motivate.

POST-TRAUMATIC STRESS DISORDER (PTSD) (2)

The core features of PTSD include four cardinal symptoms and several associated sets of symptoms. The cardinal symptoms of PTSD are: •Re-experiencing the life-threatening event •Numbing of normal emotional responses to non-threatening life situations •Avoiding situations or people that may trigger uncontrollable recollections of the life-threatening experience •Excessive physiological activation, emotional intensity that is uncontrollable and inappropriate The four cardinal symptoms of PTSD are often associated with secondary symptoms, such as: •Alcohol or drug abuse •Reckless or thrill-seeking behavior •Depression •Suicidal or homicidal thoughts or actions •Aggressive or violent behavior

Scheduling the Time and Place

The counseling session should be scheduled enough in advance so that both parties have sufficient time to prepare for it. The senior should ensure that the calendar is clear. There should not be any interruptions. Time should be set aside for the session so that everything on the agenda can be covered.

Review and Evaluate Performance

The first step in preparing for a counseling session is to review and to evaluate the junior's performance since the last session. The review should cover everything that was planned at the last counseling session and anything that has occurred in the meantime that either party thinks should be discussed. The review should be as detailed and specific as possible. It should cover good and bad performance—performance that the senior (or the junior) considers praiseworthy as well as problems that need correction. To ensure having a complete, balanced picture of the junior's performance for the period to be discussed, the senior should keep informal notes for reference when the time comes to prepare for the counseling session. The leader's notebook is the ideal place for such notes. The notes should serve as a reminder to ensure that the senior does not forget or overlook events needing attention.

FREQUENCY AND FORMAT

The format and frequency of counseling will vary; however, the process of counseling involves: •Supporting and reinforcing good performance •Correcting deficiencies •Transmitting guidance and standard •Providing direction to subordinate development •Shaping future performance

FORMAT AND FREQUENCY

The initial counseling session should be scheduled and planned in advance. The goals of the session are to: •Make the senior's expectations clear. •Convey the senior's interest and concern. •Help the junior understand the senior's leadership style. •Ensure the junior understands the mission of the unit and the junior's primary and collateral duties. •Set goals and plans to meet those goals for the junior. •Motivate the junior to achieve a high level of performance. The senior and junior Marine should both prepare for this session.

DEVELOPING SELF-BELIEF

The key to reaching the established SMART goals is to continuously create and maintain an inspiring shared vision. Developing self-belief is essential and the most powerful instrument a leader can cultivate. Useful tactics include coaching on: •The "golden hour": Your thoughts in the first hour of the morning, the "golden hour," have a strong influence on how you think, feel, and act for the rest of the day. Take advantage of the "golden hour" and start every day in a thoughtful, productive way that sets you up for greater success in the hours ahead. •Improving habits of personal development: Investing in your mind by reading something motivational, positive, and consistent with reaching your goal. •Engaging in productive behaviors: Plan every day in advance—make a list of everything you have to do; prioritize your list by value and importance.

TARGETS AND PLANS FOR IMPROVEMENT

The last stage of the counseling session defines targets and plans for achieving them. Both parties should enter the session with some idea of what these targets should be and review them for potential modification: for example, adding or dropping a target or making a target more challenging. In any case, the senior must be satisfied that the targets will accomplish what is most important in the junior's future performance and development. Additionally, the senior must ensure that the junior understands and agrees to the targets. Once the performance targets have been established, the junior outlines a detailed and specific plan to meet them. The plan confirms understanding of expectations and how to accomplish meeting them

Comparison of Counseling and Mentoring

The main difference between counseling and mentoring is the focus. Counseling focuses on the subordinate Marine's performance, which is a vital key to the unit's ability to meet its mission. Mentoring focuses on the development of the total Marine and the mentor's role in assisting the subordinate to reach their full potential, which is a key to developing leaders. Both assist in a junior's development.

PREPARING FOR A FORMAL COUNSELING

The most effective counseling sessions have thorough advance preparation. The steps in preparing for a counseling session include: •Review and evaluate performance. •Define objectives: - Determine what the goal of the session is. - Have the subordinate provide input. •Set the agenda. •Schedule the time and place of the session. Take the time to prepare for your counseling sessions and you will reap the benefits of having subordinates who respect the senior and subordinate relationship and work effectively toward the unit's overall mission.

MAINTAIN READINESS

The principle of "know your Marines and look out for their welfare" guides the actions of NCOs. NCOs take broad guidance from their leaders; identify the necessary tasks, standards, and resources; and then plan, prepare, execute, and assess training. The orders and directives guiding our physical fitness and combat fitness tests provide defined standards for developing and conducting physical training for Marines. Additionally, as the closest leaders to their Marines, NCOs will base physical training requirements on identified strengths and weaknesses of the Marines they lead. NCO physical training is a common approach used to effectively sustain the health and quality of a ready, capable, and prepared unit of Marines.

Defining Objectives

The senior and junior should have a clear idea of what they want to accomplish in the counseling session. They should identify the successes, failures, and problems that should be covered. This stage of the planning process should include the analysis of performance problems, development of some tentative solutions for them, and identification of the junior's targets for the next performance period.

CONDUCTING COUNSELING SESSIONS

The success of a series of counseling sessions depends a great deal on the first one. If it is poorly conducted, it creates obstacles for the success of future sessions. However, if the first counseling session is well conducted, the future idea of counseling sessions will be met with collaboration. It is suggested that leaders consider the following elements when they are conducting counseling sessions: •Opening •Guiding •Junior Marine participation •Agreement on plans for improvement •Closing

ENCOURAGING JUNIOR PARTICIPATION

There are a number of counseling techniques for promoting a two-way conversation and keeping the junior actively involved. The senior should know these techniques and develop skill in using them. They include various kinds of questions and approaches for encouraging participation by the junior. In this process, the most important general rules for the senior are to pay attention and to concentrate on what is heard and seen during the session. Also, the senior must keep the overall purpose of the counseling process in mind. Remember, the goal is to develop the junior's ability to evaluate performance clearly, objectively, and take responsibility for improving performance, thereby contributing to unit readiness.

TYPES OF COUNSELING APPROACHES

There are three types of counseling approaches: •Directive •Nondirective •Collaborative Regardless of the approach the senior is using and whether the purpose is for praise or for criticism, it is important to focus on performance and not on the person.

TRAUMATIC BRAIN INJURY (TBI)

There is no standard treatment for TBI. Currently, a person suffering from TBI is treated through a combination of medication and skill rebuilding. Recovery from brain injury varies by individual and degree of damage. Little can be done to reverse the initial damage, although immediate medical treatment is essential for stabilizing the patient and preventing further damage. Severe TBIs, or STBIs, may require surgery to repair ruptured blood vessels and bruised brain tissue. Medications and therapy can also help mitigate symptoms such as headaches, chronic pain, behavioral problems, and depression. The bottom line for leaders is to maintain awareness and ensure their Marines remain judicious in following their treatment.

READINESS

To promote psychological health in Marines, leaders must actively: •Foster resilience. •Prevent as many stress problems as possible. •Recognize when stress problems have occurred. •Eliminate the stigma associated with getting needed help. Psychological health encompasses wellness in body, mind, and spirit. It is a broad concept that goes beyond the limited concepts of mental health and readiness. Components of psychological health include a healthy lifestyle, strength of body and mind, moral and spiritual fitness, positive relationships within oneself and others, and confidence based on real competence.