JLBC CADET CORPS Leadership Skills & Theories

JLBC CADET CORPS Leadership Skills & Theories

• JLBC Cadets Build JLBC teams of teams with cohesion, discipline, trust, and proficiency

• JLBC Cadets Translate complex concepts into understandable plans and decisive action

• JLBC Cadets Develop programs and plans and synchronize your systems to execute your plans

• JLBC Cadets Convey your commander’s intent

• JLBC Cadets Serve as a role models to cadets for the Cadet Code, Honor Code, and the JLBC Core Values

• Instill pride in your organization

• JLBC Cadets Extend your influence to school leaders (adult and student), brigade, and corps

• JLBC Cadets Develop subordinates and empower them to execute missions and responsibilities

• JLBC Cadets Be active in getting your cadets to participate in activities outside the unit (Bde/State level)

• Set achievable standards

• Coordinate for resources to support your plans

• Lead by example

•JLBC Cadets Ensure shared understanding; share as much information as possible

•JLBC Cadets Communicate openly and clearly with your Commandant and Staff

•JLBC Cadets Interact with the next-higher staff (brigade/corps) to understand plans and priorities

•JLBC Cadets Improve your unit – determine your goals (short and long term) and work toward them

•JLBC Cadets Recognize mistakes as opportunities to learn

• Create a culture of discipline within your organization

Part of indirect leadership is coaching and mentoring the leaders who report to you. The assistance you provide these leaders tremendously influences your whole organization. It’s not the same as the direct leadership you have learned to provide to cadets. Learn more about that in the next lesson.

Coaching and Mentoring

Every leader does a certain amount of coaching and mentoring, but junior leaders, such as Squad Leaders or Platoon Sergeants, spend less of their leadership time on this. Senior leaders with mid-level leaders reporting to them engage in mentoring as their primary leadership role.

In her book Coaching, Mentoring, Managing, Micki Holliday defines the management role as a mixture of coaching, mentoring, and counseling. For subordinates who are achieving average or higher performance standards, the leader’s role is that of a coach. For aides exceeding the criteria, you are a mentor. And for associates who are not meeting minimum performance standards, you engage more in counseling. (Holliday, 2001)

So how can you tell who needs what method, and what are the differences? Get to know the people who depend on you as a supervisor! Talk with them and observe them doing their job. You need to understand what motivates them, what problems they’re encountering, and their goals. Holliday uses an assessment tool to recap a subordinate’s potential after interviewing them:

Commitment to the organization. Gets along with people—enthusiasm for position of Initiative Taker.

Drive to excel, Willing to learn

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