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**This will be 1 of 5 PLDPs that I will need within the next two weeks. In three weeks, I will need to write a Leadership Vision Statement paper incorporating ALL of my PLDP entries. I will attach the readings and Rubric for reference. (I will reference them as PLDP X of 5)Assignment Information Instructions:For each module entry (modules 3, 5, 6, 7, and 8), answer the following questions: 1. Based on what you learned from this module, which one concept is most important to you and why?2. How will you apply this concept to your development?3. You must properly apply the concept.Formatting:For each module entry:1. Use Microsoft Word or PDF format for your entry2. Include a cover page (with each entry)3. Use a narrative writing style 4. Use one-inch margins5. Use Times New Roman, 12-point font6. Double space between sentences and lines7. Number all pages, bottom center, excluding cover page (e.g. cover page, 1, 2, 3)8. Minimum one full page, but no more than two for each module entry (cover page does not count toward page count)
feedback_and_counseling__book_reading.docx

rubric_pldp.pdf

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Feedback and Counseling
According to George Bernard Shaw, “The greatest problem in communication is the
illusion that it has been accomplished. With this in mind, y must be aware that can have
long conversations with your subordinates and still not communicate effectively,
especially on an interpersonal level.
Feedback
How do good interpersonal skills affect feedback to your subordinates? First, it helps you
establish an open and honest cross flow of information. It also establishes and reinforces
trust among all parties, which enhances relationships in the workplace. Lastly, good
interpersonal skills help to provide clear direction and guidance, which in turn helps to
improve overall organizational performance.
What does the statement mean, “Leaders are required to counsel, but effective unit
managers also choose to counsel”? Think about this as you learn the difference between
feedback and counseling. When referring to feedback, it is the active communication
process for controlling effectiveness where you evaluate or judge subordinate
performance (formal feedback and EPRs) and respond by either promoting a change in
behavior or by reinforcing present performance. Although, most call these responses
counseling; unit managers are frustrated by their subordinates’ negative reactions to the
word counseling. Unfortunately, these negative connotations and feelings counseling
presents often get in the way of the good things counselors try to do for their counselees.
Many people seek to draw a very clear distinction between feedback and counseling;
however, in reality, counseling and feedback mirror each other in many ways. The
feedback process controls effectiveness through evaluations and judgments, whereas
counseling works to maintain or improve effectiveness through guidance. However, in
practice the difference between the two is vague, so based on the situation, the line
dividing them can become blurred or even disappear.
As mentioned, you give feedback to discourage or encourage certain subordinate
behaviors; however, behind these general objectives are some more narrowly focused
purposes.
The ENL Evaluation System establishes requirements for conducting the evaluation
process. Simply put, the process starts with what subordinates are supposed to do, moves
on to how they are supposed to do it; then the subordinates do it, and finally you, the unit
manager, record what the subordinates did. This type of documentation facilitates
subordinate performance and development. Although the process involves extra work, it
is the best way to direct performance and respond to changing priorities
Here are a few examples of interpersonal challenges: resistance to change, closedmindedness, negative nonverbal, mixed messages, personality conflicts, and distractions.
How might the use of good interpersonal skills affect feedback? Good interpersonal skills
help keep an open and honest cross flow of information and establish trust among all
parties, which helps with feedback. In turn, this enhances working relationships and helps
to bring out any underlying issues that may exist and help to keep continuous feedback
on track.
When accomplishing feedback, the evaluation system emphasizes the importance of
focusing on performance and all feedback associated with performance. This feedback is
called preventive or rehabilitative. Preventive feedback focuses on preventing the
development of negative behaviors by letting people know upfront what is expected and
the consequences for not meeting work place standards. When is preventive feedback
appropriate? It is appropriate during initial and mid-term feedback sessions or when you
establish goals for your subordinates. Likewise, it works when you are trying to adjust
existing goals. Preventive feedback can also be used to help reinforce good actions,
decisions, and behaviors in order to prompt subordinates to repeat the desired behavior.
Rehabilitative feedback is aimed at correcting inappropriate or unacceptable actions,
decisions, and behaviors. It is important to use this type of feedback when the quality and
quantity of work performance is poor and/or related to personal problems that affect
others and mission accomplishment. Essentially, if an Airman has individual behaviors
that detract from their own self-accomplishment, unit, and overall organizational
effectiveness, then rehabilitative feedback is designed to help him or her get back on
track, and it prevents further crisis.
So far, you have learned that feedback is a process designed to help your people become
more effective on the job, and thus lead to increased organizational effectiveness.
However, managing subordinate performance effectively is not always as simple as
providing feedback; sometimes the evaluation process reveals issues that require your
involvement in another way. When this occurs, you must transition from giving feedback
to providing counseling.
Counseling
Counseling, just like feedback, improves organizational effectiveness. When done
correctly, it guides the subordinate in a change of behavior. It can also be a timeconsuming endeavor that requires careful planning. What may begin as a feedback
session may change into a counseling session or vice versa. Therefore, pay attention to
personal and performance concerns of your people. Always be prepared to counsel when
necessary.
Effective leaders like you should be skilled in both areas and pay attention to personal
and performance concerns of their people and counsel when necessary.
Counseling is a type of communication used to empower subordinates to achieve goals. It
is more than simply telling subordinates how they are doing, that is
feedback. Good counseling focuses on developing subordinates’ abilities to achieve
individual and unit goals, and when performed correctly, it guides subordinates toward
appropriate changes in behavior.
However, when done incorrectly, that is without a clear understanding of and attention to
individual and unit goals, the communication lacks focus, and when that happens, the
counseling session becomes nothing more than friendly conversation.
There are times when a leader is required to counsel, but effective unit managers realize
there are also times when they must choose to counsel even though it is not an Air Force
requirement. Whenever there is a need for focused, two-way communication aimed at
subordinate development, counseling is appropriate.
Effective counseling takes practice and patience, and effective leaders use both to
develop their counseling skills. Good counseling skills include respecting subordinates,
being aware of cultural differences (self and others), and empathy. While developing
these skills, effective leaders avoid the following common counseling mistakes:






Operating based on personal likes and dislikes.
Using stereotypes, personal biases, and prejudices to counsel.
Making rash judgments.
Loss of emotional control.
Using an inflexible approach.
Improper (or no) follow-up.
Assume for a moment that a leader has committed each mistake during a
counseling session. Take a closer look at some of these common mistakes and see
how they impact a counseling session:
Operating on
personal
likes/dislikes
Likes: Session may not be as effective as it should be because the
counselor may be easier on the counselee, (e.g., may not hold
counselee accountable for meeting standards or changing behavior,
etc.).
Dislikes: Session may not be as effective as it should be because the
counselor may be harder on the counselee (e.g., may hold
counselee to a higher standard than someone you like).
Session may not be as effective as it should be because the
Using stereotypes, counselor may make decisions, take actions, or display behaviors
personal biases and that indicate his/her negative stereotypes, biases, and prejudices
prejudices
which may cause counselee to become emotionally upset and/or
shut down communication.
Session may not be as effective as it should be because the
counselor may judge someone as guilty or not guilty without all the
Making rash
judgments
facts and thus make decisions, take actions, or display behaviors
that are not in the best interest of the institution and the counselee.
Session may not be as effective as it should be because the
Loss of emotional
counselor may make decisions, take actions, or display behaviors
control
that are not in the best interest of the institution and the counselee.
Using an inflexible Session may not be as effective as it should be because it may be
approach
hard to come to an agreement on a plan for problem resolution.
Session may not be as effective as it should be because an improper
Improper (or no)
(or no ) follow-up sends the wrong message to the counselee and
follow-up
problems may not get resolved.
People sometimes forget the meaning of counseling and consider routine feedback and
communication to be counseling. Counseling is much more than telling a subordinate
how they are doing. Performed correctly, it guides the subordinate in a change of
behavior. It can also be a time-consuming endeavor that requires careful planning. Now
that you have learned about counseling and feedback, move on to the different counseling
categories and guidelines.
Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor
linked a rubric to this item and made it available to you. Select Grid View or List View to
change the rubric’s layout.
Name: PLDP Module Entry Evaluation Rubric
Exit
Grid View
List View
Ineffective
Effective
Very Effective
0 (0%) – 0 (0%)
15 (15%) – 15 (15%)
0 (0%) – 0 (0%)
Did not identify
what one concept
he/she found most
important from
module
Identified what one
concept he/she
found most
important from
module
N/A
How well did
student articulate
why he/she found
this concept most
important?
9 (9%) – 14 (14%)
15 (15%) – 19 (19%)
20 (20%) – 25 (25%)
Failed to consider
why he/she found
this concept most
important
Described why
he/she found this
concept most
important
Described why
he/she found this
concept most
important AND
Discussed the
implications of not
applying this
concept
How well did
student explain
how he/she will
apply the
concept? How well
did student
properly apply
concept?
17 (17%) – 22 (22%)
23 (23%) – 29 (29%)
30 (30%) – 35 (35%)
Failed to consider
how he/she will
apply new concept
Improperly applied
any part of concept
Described how
he/she will apply
the concept AND
Demonstrated a
thorough
understanding of
the concept
Described how
he/she will apply
the concept AND
Demonstrated a
thorough
understanding of
the concept AND
Explained the
impact the new
insight will have on
subordinates,
peers, AND
supervisors
Assignment
Specifics
Did student
identify what
concept he/she
found most
important from the
module?
Format
0 (0%) – 2 (2%)
3 (3%) – 5 (5%)
0 (0%) – 0 (0%)
2 or more
formatting errors
0 to 1 formatting
errors
N/A
5 (5%) – 6 (6%)
7 (7%) – 8 (8%)
9 (9%) – 10 (10%)
Tone:
Unprofessional and
not appropriate for
this assignment
Tone: Generally
professional, and
appropriate for this
assignment
Tone: Consistently
professional and
appropriate for this
assignment
Did not support the
paper’s intent
Satisfactorily
supported paper’s
intent
Positively promoted
paper’s intent
How well did the
student’s paper
conform to the
PLDP module
entry format
requirements:
cover page, oneinch margins,
narrative writing
style (not bullets),
pages numbered
(bottom center
except cover
page), Times New
Roman (12-point
font), double
spaced between
sentences and
lines, Microsoft
Word or PDF
format, and 1 full
page, no more
than 2 pages?
Mechanics
SUBSTANCE: How
well did student
use tone and
words to convey
thoughts?
Word Choice:
Consistently used
unfamiliar words,
phrases, acronyms,
and abbreviations
MECHANICS: How
well did student
apply active voice
and the rules of
grammar
throughout this
assignment?
Word Choice:
Used familiar
words, phrases,
acronyms, and
abbreviations while
conveying thoughts
with no more than
three errors
Word Choice:
Skillfully used
words and phrases
to precisely convey
thoughts and
clarified acronyms
and abbreviations
with no errors
5 (5%) – 6 (6%)
7 (7%) – 8 (8%)
9 (9%) – 10 (10%)
Voice: Passive
used excessively
and incorrectly
(active rarely used)
Voice: Active used
with minor errors
(passive used with
minor errors)
Voice: Active and
Passive used
appropriately and
with no errors
Grammar (7 or
more errors):
Spelling,
capitalization,
punctuation,
Grammar (4 to 6
overall): Spelling,
capitalization,
punctuation,
subject- verb
Grammar (no more
than 3 overall):
Spelling,
capitalization,
punctuation,
subject-verb
agreement,
fragmented
sentences, run-on
sentences, modifier
words/phrases,
parallelism errors,
pronounantecedent
disagreements
agreement,
fragmented
sentences, run-on
sentences, modifier
words/phrases,
parallelism errors,
pronounantecedent
disagreements
subject-verb
agreement,
fragmented
sentences, run-on
sentences, modifier
words/phrases,
parallelism errors,
pronounantecedent
disagreements
Name:PLDP Module Entry Evaluation Rubric
Exit

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