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DEPARTMENT OF THE AIR FORCE
Barnes Center for Enlisted Education
Maxwell Air Force Base, AL 36112
United States Air Force First Sergeant Academy
PART 1
LESSON TITLE: Counseling, Confrontation and Mediation
TIME: 1 hour 45 minutes
METHOD: Informal Lecture/Guided Discussion
REFERENCES:
AFH 33-337, The Tongue and Quill, 1 August 2004
AFI 36-2618, The Enlisted Force Structure, 27 February 2009
AFI 36-2907, Unfavorable Information File Program, 17 June 2005
Carkuff, Robert R., The Art of Helping VI, Human Resource Development Press,
1987
Okun, Barbara F., Effective Helping: Interviewing and Counseling Techniques,
Brooks/Cole Publishing, 1992
Crucial Confrontations, Kerry Patterson 2005
Situational Leadership, 8th edition, Blancher, Kersey 2000
Military equal opportunity Office
Curwin, Richard and Mendler, Allen. Discipline with Dignity. 1999, pg 139-140.
Pierce Brooks. Officer Down: Code 3, 1975.
COGNITIVE OBJECTIVE: The objective of this lesson is for each student to
comprehend the counseling process and how it relates to unit morale and
welfare; comprehend the positive approaches to confrontation; and lastly to
comprehend the mediation process and how it relates to the role of the First
Sergeant.
STRATEGY: This lesson consists of two hours. Hour one will cover counseling;
hour two will cover confrontation and mediation.
During counseling, confrontation and mediation, there are ten main points. In
main point one you will explain the goal of counseling and explain briefly the
communication process or types of counseling approaches. In the second main
point you’ll describe counseling techniques used in a counseling session. The
third main point explains proper listening practices and how they should be used
during a counseling session. Next confrontation is discussed. Main point four
provides a refresher to students on the instructions mandating all NCOs to be
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vigilant to correct lapses of standards. Main point five outlines the various
authorities to act and protections afforded First Sergeants. Once students
understand their responsibilities and authorities, they are ready to diagnosis the
environment of the confrontation. Main point six applies the Situational
Leadership model to the environment. In main point seven, you will cover
attributes of positive confrontation. In the final part, mediation is discussed. In
main point eight you will explain the goal of mediation. In main point nine you will
discuss the mediation process. In the tenth main point you’ll describe mediation
closure techniques used in a mediation session. Emphasize the need for
students to comprehend the importance of mediation and how it relates to unit
morale and welfare. Complete the lesson with a summary using any notes you
have taken during the guided discussion as well as information given in the
lesson plan and from your notes.
INSTRUCTOR PREPARATION: Thoroughly familiarize yourself with AFI 362907, Unfavorable Information File Program, paragraph 3.2, and recommend you
accomplish additional research on subject covered in this lesson and keep
abreast of current schools of thought on the subject.
II
TEACHING PLAN
ATTENTION: As a first sergeant, providing direction and support is critical to
your personnel. Counseling is a process that allows you to help your people, and
from a total force perspective, this is mighty important. One thing to remember
though, is never give too much advice. And, along with counseling, in some
cases, comes confrontation and mediation.
MOTIVATION: Understanding the counseling process and how it relates to unit
morale and welfare is what this lesson is designed to accomplish. Many of our
NCO responsibilities outlined in AFI 36-2618 revolve around counseling and the
counseling process, confrontation, and mediation skills. From a total force
perspective, counseling, confronting, and mediating when necessary, is vital to
mission accomplishment.
OVERVIEW: This lesson consists of ten main points. We’ll begin by discussing
the goal of counseling and explain briefly the communication process or types of
counseling approaches. Next we’ll discuss counseling techniques used in a
counseling session. Then we’ll discuss the proper listening practices and how
they should be used during a counseling session. We will then look at
confrontation and our role as a First Sergeant and then transition into different
authorities. Following this we will describe how to diagnose the environment and
some attributes of positive confrontation. Finally we move into the goal of
mediation and look at the process. Lastly we will discuss mediation closure.
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TRANSITION: As a first sergeant, you will find yourself counseling individuals on
a daily basis, on a variety of topics, from personal issues, financial problems, to
even professional issues. Let’s first begin by looking at the goal of counseling
and some counseling approaches.
MP 1. Goal of Counseling and Counseling Approaches
Counseling serves many purposes and often has many goals. In the military, we
find our reason for counseling in AFI 36-2907, paragraph 3.2. Counseling helps
people use good judgment, assume responsibility, and face and solve their
problems. Counselors help subordinates develop skills, attitudes, and
behaviors that are consistent with maintaining the Air Force’s readiness.
As you can see by this definition, the bottom line is to help people solve their own
problems. Often, counselors, supervisors, and first sergeants think it’s up to
them to solve someone’s problem. As a first sergeant, your role is more as a
helper. Remember, you’re now a first sergeant, and to be a successful
counselor, you MUST think BEYOND the role of a supervisor. Now, let’s look at
the different approaches of counseling.
Counseling approaches should be thought about prior to entering into a
counseling session. Understanding the approach should become the base or
foundation from which to operate from because without a framework or structure
for the session, you’ll probably flounder with vague goals and no means of
achieving them. Counseling approaches or theories can be thought of in many
ways. We’ll preview three basic approaches: Cognitive, behavioral, and
affective.
Cognitive approach: This approach involves thinking (for example, decision
making and problem solving). People who always seem to make the wrong
decisions or who are afraid to make decisions, or who refuse to accept
responsibility for their actions can use help in this area. Typically, this approach
is instructional or directive in nature, where the strategy focuses on step-by-step
problem solving and decision-making.
Behavioral approach: This approach deals obviously with behavior. This
approach to counseling deals with the principle of reinforcement. First sergeants
must be aware that everything they do and say reinforces behavior (both positive
and negative). When using this approach the first sergeant should help the
counselee outline a goal or course of action that has a good chance of success
and lead to positive reinforcement.
Affective approach: The affective approach deals with feelings or emotions.
One of the most noted affective approaches is counselee-centered counseling,
the belief that each person has the ability to solve their own problems. It
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stresses the counselees’ responsibility to determine issues important to them and
to solve their own problems.
TRANSITION: You’ve noticed we haven’t spent much time discussing listening.
Obviously, listening skills play an important role in the counseling process. With
that, let’s look at listening skills and practices.
MP2. Listening
Listening is one of the most often misunderstood skills we possess. Some key
things you can do to become a better listener is to first understand the listening
process. Answer the following questions: (Ask these to the students)
1.
2.
3.
4.
5.
6.
7.
Do you pretend to listen?
Do you seek distractions?
Do you often criticize speakers?
Do you stereotype topics as uninteresting?
Do you prejudge the meaning and intent of the speaker’s message?
Do you avoid difficult and complex topics?
Do you formulate answers and follow-on questions while a speaker is
presenting information?
8. Do you get emotionally charged about minor points a speaker makes?
If you answered yes to three or more of the questions, you may need to improve
your listening skills. Understanding the listening process means knowing the
difference between hearing and listening.
LOQ: Is there a difference between
hearing and listening?
ANTICIPATE RESPONSES:
 Yes, hearing requires the
receiving of sounds
 Listening involves making
sense of what is being
heard
 Yes, hearing doesn’t
require deciphering or
remembering
 Listening demands that you
are active vs. passive
There’s more to listening than just knowing the difference between hearing and
listening. Recognition of the reasons for listening and motivating yourself to
become a better listener are two areas you should work to improve on. But the
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most important skill is to overcome your own personal barriers to effective
listening.
LOQ: Can you name some barriers to
effective listening?
ANTICIPATED RESPONSES:
 Information overload
 Personal biases
 Distractions
 Semantics
Once you recognize some of your own barriers to effective listening then you can
work on eliminating or reducing them.
LOQ: What are some things you can do
to eliminate or reduce the listening
barriers?
ANTICIPATED RESPONSES:
 Prepare to listen
 Take notes
 Hold your fire so to speak
 Listen actively
 Check your perceptions
 Respond appropriately
 Listen for the whole message
 Concentrate
TRANSITION: Now that you have a basic understanding of the goal of
counseling and some of the basic approaches in counseling, let’s explore proper
counseling techniques.
MP 3. Counseling Techniques
As most of you already realize being able to properly counsel individuals is
critical to ensuring our people develop personally and professionally. When it
comes down to a helping relationship, certain counseling techniques are used
throughout the counseling session. However, before beginning a counseling
session it’s important to establish the proper environment. Here are some things
you can do:
1. Preparing for the session: Gather background information if applicable.
Check information in the individuals PIF or contact the supervisor to
determine any information necessary for the session. Ensure you consider
the privacy of the individual. Most people would rather meet in an area where
there’s a degree of privacy. Ensure your meeting area is comfortable, seating
arrangement plays an important role. Another consideration is trying to avoid
interruptions. Phone calls, knocks on the door, email, palm-pilot alarms all
can hinder the rapport and trust building process.
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2. Beginning the Session: Most people refer to this step as the initiation
phase of the counseling session. A warm, smiling welcome is always a good
way to begin a session. Putting the counselee at ease and getting down to
the business of identifying issues and concerns as quickly as possible is the
purpose of this step. Ice-breaking remarks such as, “Tell me what I can do
for you” or “I’m interested in what’s going on with you now” can help focus on
the reason for the meeting. Having the ability to draw out information in a
non-threatening, open, and indirect manner are door openers and their
purpose is to keep the communication flowing without any judging,
confronting, or manipulating. Once you’ve established rapport and the
counselee understands what is to be discussed then it’s time to move forward
to the next stage, conducting the session.
3. Conducting the session: During the session you can assist the counselee
taking ownership of their problem or your concern. This is done by using
various techniques such as:
a. Attending behaviors: This area deals with physical behaviors.
LOQ: Can you identify or describe some ANTICIPATED RESPONSES:
positive attending behaviors?
 Posture
 Eye contact
 Facial expressions
 Voice control
b. Noting nonverbal behaviors: This area is likely to reveal the real
message rather than the spoken message.
LOQ: Can you describe some nonverbal
behaviors you should be aware of?
ANTICIPATED RESPONSES:
 The counselee’s body position
(tense, relaxed, leaning
away/toward the counselor)
 Eye contact (steady, avoiding)
 Body movements (gestures,
fidgeting, head nodding)
 Facial expressions
 Appearance
 Voice
c. Another technique is proper questioning techniques.
LOQ: How would you define the type of
questioning technique you should use?
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ANTICIPATED RESPONSES:
 Open ended questions
 Questions that elicit more than a
yes/no response
 Avoid double questions
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d. Responding is a technique that allows the counselor to communicate
with the counselee without relying on questions.
LOQ: Can you describe some
responding techniques you can use in a
counseling session?
ANTICIPATED RESPONSES:
 Restatement of content to convey
understanding
 Paraphrasing the counselee’s
thoughts
 Reflection of feelings
 The mm-hmm response
accompanied by the nod of the
head let’s the counselee know
where focused
 Clarification of what was said
 Responsive listening
These techniques will allow you to effectively help the individual take ownership
of their problem or concern. Some other factors to consider during the
counseling session are referrals. Once the problem or concern is identified,
clarified, and acknowledged you’ll be able to decide whether or not you are able
to provide the help in solving that problem. If you feel you are unable to assist,
you can aid the counselee in obtaining assistance by the experts. The whole
goal of the counseling session is to assist the counselee in developing goals,
objectives, and a course of action to solve their issue. Once this is established,
it’s time to close the session.
4. Closing the session: During this stage both parties should be aware it’s
taking place. No new material should be introduced. Sometimes a short
summary by the counselor is all that’s necessary or a short summary of the
course of action can effectively end the session. Either way, closing is
important because it could determine the counselee’s impression of the
session as a whole. It will also set the stage for the last part of the counseling
session, follow-up.
5. Documentation: Should you document? If so, when? Well, documentation is
important. Explain to the counselee that you’ll be jotting down some notes, etc.
These notes will assist you in the future. If you’re actually conducting a formal
session, where you’re counseling an individual on an issue (e.g. failure to do
something, etc.), you can either use a AF Form 174, Record of Individual
Counseling (RIC), or a Letter of Counseling (LOC). However, don’t let your
documenting the session become the center of attention, where is causes the
counselee to “shut-down”. Occasional jotting down of notes will let the counselee
know that they’re the “center” of attention; you can always sit down later and
rewrite your notes, inputting any other information you remember.
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6. Follow-up: Following up after a counseling session will ensure the counselee
has been effectively helped. Whether you’ve referred the person to another
agency or helped them establish a course of action, following up will ensure you
show concern for the individual. Ultimately, the success or failure of the session
often is linked to effective follow-up actions.
TRANSITION: Now that we have an understanding of proper counseling
techniques, let’s look at confrontation.
CONFRONTATION :
MP 4. OUR ROLE DEFINED
First Sergeants have a pretty notorious reputation. We have a reputation for
confronting issues, whether violations of dress and appearance or someone
being insubordinate, we usually do not shy away from taking care of the troops.
As an example, you come across an Airman in the gas station, pumping gas, and
not wearing his hat. You ask him “Where’s your hat?” He tells you it’s in his car,
he forgot to put it on (though you saw him toss it into the car)…he continues to
pump his gas and goes on as if you had said nothing to him… (how does this
tie into our “notorious” reputation ? and how does this tie into the LOQ ?)
LOQ: Somewhere in your past you took ANTICIPATED RESPONSES:
an oath that said something to the affect
 AFI 36-2618
“I will always be found doing my duty” (is
 We are challenged to address
there a question here—where else is that
lapses in standards
said…and what duty?). Where is that
“duty” defined and what does it say about
Confrontation?
FUQ: How is your role different as a
First Sergeant?
ANTICIPATED RESPONSES:
 AFI 36-2618 applies to all NCOs
 AFI 36-2113 charges shirts to be
an even greater mentor and affair
of more “bigger picture” items such
as morale.
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FUQ: Specifically, what duties does AFI
36-2618 assign to the role/position of
NCO and SNCO with regards to
confrontation?
ANTICIPATED RESPONSES
 AFI 36-2618 para. 4.1.5
states: Instill professional behaviors in
subordinates. Correct those who violate
standards.
ANTICIPATED RESPONSES:
FUQ: Most shirts have corrected
members who were not meeting
standards, with NCOs standing within
feet of them. Why is that?
FUQ: How does that excuse describe
their understanding of their role as an
NCO in the Air Force?

“I didn’t see them”
ANTICIPATED RESPONSES:
 Some NCOs think they are only NCO
with the people they write EPRs on.
 They don’t understand their role as
designed.
If we stop and reflect for a moment we come to this conclusion. Our culture
acknowledges there will be some who deviate from standards. Our system
assigned the responsibility of detecting and correcting this to ALL NCOs. Senior
NCOs have an additional responsibility under AFI 36-2618 to “Deliberately grow
and prepare their NCOs to be effective future SNCOs.” So, our game plan is
every NCO must be alert to detect and immediately correct deviations in
standards. And by design, SNCOs will mentor the younger NCOs with regards
to confronting unacceptable behavior with the right maturity and style.
TRANSITION: It is obvious if every NCO was playing their position, the First
Sergeant would have a much less “notorious” reputation. Some people are
reluctant to confront lapses in standards because they have forgotten their
authorities, or they’re afraid to use them. Let’s remind ourselves of the basic
NCO authorities.
MP 5. Authorities
You’ll remember from previous leadership training that each of you has a
different level of influence with the various groups you come into contact with.
Remember the two levels of power? Personal and Position? .
Personal power is effective when people know enough about you and choose to
be influenced by you. Each of you will build this power base as you get to your
units and become their First Sergeant. Remember Position power? The
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diamond on your sleeve and your position in the command section gives you
“position power ”specifically, “Legitimate Power”.
ANTICIPATED RESPONSES
LOQ: What are some of the Legitimate
powers entrusted to you as a NCO?


FUQ: Why are these Articles so
important to you while carrying out your
duty?


FUQ: First Sergeants often have more
legitimate power then other SNCOs in
the organization. Why is that?
FUQ:
Every member has moral and legal
obligations. What are these obligations
and what enforces them?

UCMJ Article 7 gives
apprehension authority.
UCMJ Article 91
ANTICIPATED RESPONSES
Article 7 and rule 302 empower
NCOs to apprehend with
probable cause or for
investigative detention
Article 91 protects all NCOs
from insubordinate conduct
ANTICIPATED RESPONSES
Commander’s delegate some of
their G series authorities to First
Sergeants.
ANTICIPATED RESPONSES
 Oath of enlistment “of those
appointed over them” (moral)
 Article 92 Failure to obey and
defines Dereliction of Duty
 Article 91: C(4) para 14c(2)
states “An order …may be
inferred to be lawful and it is
disobeyed at the peril of the
subordinate.
TRANSITION: Thinking back to that airman at the gas station. What has gone
wrong? He is obliged to comply with the dress and appearance instructions.
Why doesn’t he display a level of self-discipline? He didn’t forget because he
threw his hat into the car. When the shirt confronts him about his lack of
discipline, what is the confrontation going to be like? The shirt needs to decide
how to approach this situation.
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MP 6. DIAGNOSING THE SITUATION
Remember the recent counseling lesson and the three styles of approaches to
counseling: Behavioral, Cognitive and Affective? Now is the time you have to
utilize these concepts and diagnose the situation before you just shout out “Hey
Airman Get your hat”. Remember you are required to confront lapses in
standards immediately but you should pause and apply some mature Air Force
leader style and finesse.
The diamond on your sleeve sets you apart from others and you represent shirts
all over the Air Force. What is your focus? What do you want to do and not do?
Consider that the notorious reputation of shirts have is good and bad. People
are either unable and unwilling, able and unwilling, unable and willing, or able
and willing. It all boils down to (1) do they have the training or instruction to
accomplish what you want or need them to, and (2) do they have the initiative to
do what you want and or need them to do? Diagnose, then determine which
approach you’ll use.
Furthermore, in handing any situation, you, as the first sergeant applies either
supportive or directive behaviors in using the counseling techniques, in getting
folks to accomplish what needs to be done. Our airman at the gas station is a
prime example. He had received the instruction of the requirement to wear his
hat when at the gas station (e.g. covered vs. uncovered areas)…so, he was
able…but was he willing? I think not! What type of counseling technique should
be employed here? Cognitive? Behavioral? Affective? That will depend on his
response to you!
From a cognitive aspect, we can ensure that the Airman understands that he
must have his hat on when pumping gas at the gas station. We can come from
either an affective approach or be more direct and come from a cognitive
approach. Whatever approach we use, we must ensure we do not “lose’
them…that is, shut them off.
If any one is going to go highly directive about a lapse in standards it’s accepted
the shirt can (or will). You might benefit from a split second of directive behavior
to get someone’s attention and focus. However, back off of directive quickly—
why? , you always have that in your pocket. You need to be thinking supportive,
for any long term affective fix. This is where the affective style comes into play.
TRANSITION: There is no “Silver Bullet” or “Magic Shirt phrase” that works in
every situation. Experienced shirts know after the first 20 seconds of the
confrontation the member will decide “how it will go”. (then that puts the member
“in control” which is a ‘no no’ from earlier lessons about counseling)…the
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member may decide how they will respond; the shirt MUST decide “how it
will go”). Let’s now talk about some positive attributes of confrontation.
MP 7: ATTRIBUTES OF A POSITIVE CONFRONTATION
Let’s see what we can learn about how to get a positive outcome by looking at
some positive attributes of confrontation.
According to Curwin and Meddler (Discipline with Dignity, 1999, pages 139-140),
positive confrontation involves setting aside some time to attempt to resolve
differences through negotiation. It is patterned after processes of mediation (our
next hour of instruction) that attempt to resolve disputes or issues between
individuals. The idea is to find solutions that are good for both sides.
From their perspective, individual negotiation through positive confrontation can
be accomplished. A few of important attributes of confrontation that may be
applied include: (1) be a good listener, (2) be able to remain calm when the
going gets rough, (3) share directly with the individual, (4) take the risk of hearing
unpleasant things from them, and (5) discuss alternatives for them. Granted,
Curwin and Mendler wrote from the educator’s perspective, however, given our
situation, their approach can be applied to our situation also.
An LAPD Homicide Investigator and officer safety instructor by the name of
Pierce Brooks published a book entitled, Officer Down: Code 3. In the book
Brooks identified a list of Ten Deadly Mental Errors committed by law
enforcement officers that lead to their being assaulted or murdered. What he
was talking about was “confrontation”, albeit from a policeman’s perspective, but
useful in our discussion just the same. Two of the attributes he listed were (1)
Acquire and maintain a high level of skill and knowledge, (2) Establish and
maintain sound tactical positioning. The first is real easy…know your stuff!
Nothing hurts yours or our credibility as not knowing what you’re talking about.
The second is more interesting, your positioning and demeanor in relation to the
person you’re talking to. Our position should be one of confidence,
professionalism, and eye contact, establishing who you are, etc.
In positive confrontation, both the superior and subordinate have an opportunity
to state what’s on their minds to each other ["Did you know that you MUST have
your hat on while pumping gas while under the gas station overhang?"]; to state
appreciations or behaviors that are liked or appreciated ["Your uniform is nicely
pressed"]; or to make demands upon each other ["I need you to be on time for
work from now on" or "How do you want Amn Snuffy to behave that is different
from what he (she) is doing now?"].
After each person states what’s on their mind, the other is asked to repeat the
statement to ensure understanding. This is done for each step in the process.
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After all of this information is presented, the superior and subordinate discuss it
with each other ("I saw you toss you hat in your car and you just told me that you
forgot to put it on?" "I’m sorry Shirt, I wasn’t quite truthful with you…I did know,
but didn’t think it was important?"). A plan of action or agreement is then
reached, “I’ll wear my hat from now on Shirt.”
So let’s again go back to the Airman at the gas station. Can this be a positive
confrontation? Will or can it turn into a negative, hostile situation? That choice
could be up to you!
TRANSITION: As you can see, confronting individuals is not as easy as it
sounds. Now we’ll be discussing mediation and how it fits into the counseling
process, and how each of them goes hand-hand.
MP 8. Goal of Mediation
Mediation serves many purposes and often has many goals. According to
Webster’s New Collegiate Dictionary , Mediation is defined as intervention
between conflicting parties to promote reconciliation, settlement or
compromise. In the military, mediation, like counseling helps people use good
judgment, assume responsibility, and face and solve their problems. First
Sergeant’s help subordinates develop skills, attitudes, and behaviors that
are consistent with maintaining the Air Force’s readiness and can help
teach others how to cope with others, often in very stressful situations. As
you can see by this definition, the bottom line is to help people solve their own
problems by helping them work out their issues with others. Sometimes having a
neutral party is just what is required. As a first sergeant, your role is vital as a
helper. Your ability to act as the middle person in a dispute can be of great
assistance in dissolving a hostile situation and restore good morale and order.
TRANSITION: Now, that we have a working definition of mediation let’s look at
the mediation process.
MP 9. Mediation Process
As most of you already realize being able to properly mediate is critical to
ensuring our people develop personally and professionally. As with other helping
techniques there is a process that needs to be understood and applied. Here are
some things you can do:
1. Opening statement by mediator: When it comes to a verbal opening of the
mediation session, it is always a good idea to practice, yes, be prepared with
what to say, it will be the first impression that may well set the tone for the entire
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mediation process. When dealing with people you are unfamiliar with, identify
yourself and qualify yourself as a mediator. Be sure to assert yourself as a
neutral party. Establish ground rules:
LOQ: What kind of ground rules would
you set?
2. Opening statement by parties:
LOQ: When listening to the opening
statements by the parties involved, what
would you listen for?
ANTICIPATED RESPONSES:
 Respect for each other
 Only one speaker at a time
 Check emotions at the door
 Use a team approach to problem
solving
ANTICIPATED RESPONSES:
 The issues
 Hidden concerns
 Real cause of the problem
 How far apart the parties might be
 How clearly they state the
problem/issue
 See if they agree on any aspect
3. Joint discussion:
Mediator summarizes opening statements, asks clarifying questions. Parties ask
clarifying questions of each other. Parties have an opportunity to offer possible
solutions.
4. Conducting the session: Proper use of open ended questioning techniques
is essential.
LOQ: Give some examples of the type
of questions you would ask.
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ANTICIPATED RESPONSES:
 What do you feel is the main
problem?
 What would you like to see
happen?
 Can you think of things that would
help the situation?
 What do you think could prevent
this from happening again?
 Can you switch roles and see how
the other person interpreted your
actions?
 What was your relationship with
the person prior to the issue
 What is you’re your relationship
with the person right now
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

What would you like the
relationship to be like?
What needs do you need
satisfied?
4. Noting Non Verbal Behaviors
It is also important to note that non-verbal behavior should be closely attended
to,
LOQ: Can you describe some nonverbal
behaviors you should be aware of?
ANTICIPATED RESPONSES:
 The counselee’s body position
(tense, relaxed, leaning
away/toward the counselor)
 Eye contact (steady, avoiding)
 Body movements (gestures,
fidgeting, head nodding)
 Facial expressions
 Appearance
 Voice
TRANSITION: After going through the process of the interview, we must ensure
proper closure is provided.
MP10. Mediation closure
Instructor Note: Now would be a great time to see if you have a MEO troop
in the room…have them give a sample to two to drive this MP home.
There are two types of closure, agreement or no agreement. Either way, the
mission cannot be negatively affected and each party must understand the
consequences of any unprofessional behavior. Mediation is an Interest Based
Negotiation (IBN); you take an issue and find out the interests of both parties
Involved. Then you find the commonalities and stress those and work to at least
come to a compromise on what is different.
As an example, you are asked by a military member to talk to him and his soonto-be “Ex”…They cannot seem to come to terms on an agreement on who’s
gonna pay what, get what, the house, custody, etc. Now, this is why there are
divorce lawyers. However, your troop may really want your advice. Do you shut
him off or invite them to your office? You may meet with them; set grounds rules,
and go through the medication process. But after all of that, they may still be in
disagreement. That’s OK. Just be sure to inform them (especially him) that you
expect him to meet AF standards. As said earlier, the mission cannot be
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negatively affected and each party must understand the consequences of any
unprofessional behavior. In disagreement, the key is to convince the parties to
act responsibly, and use good judgment. Find a point, if one exists, that they can
agree on and focus on that.
On the other hand, they might agree on the terms discussed. Again, it must be
emphasized that the mission cannot be negatively affected and each party must
understand the consequences of any unprofessional behavior. As above, focus
on the agreements. Help them to work out for themselves an amicable
agreement.
Lastly, have the parties summarize the session and make sure you have
scheduled a follow-up to see how things are going. Also, use appropriate
referrals for the situation.
Here’s another example…You are MSgt Elvis the first sergeant of the 2 MXS.
You have been the shirt for about four months now. Recently you have noticed a
big motivation shift in the entire Age Flight. In the past they were one jobbing
group of people and very proud of it. They always behaved professionally etc
when you were around but your gut told you they were probably lax with
standards as a norm. MSgt Buddy Holly was the flight chief until two weeks ago
when MSgt Molly Hatchet (a recent cross trainee) took over the flight. You set up
a meeting with the two to express your concerns about the flights morale.
Sense the problem here? A new flight chief has come in (one who has less time
and experience on the job than the original flight chief) with new ideas, ways of
thinking, etc. This could get a little heated. You as the first sergeant will have
bring these two together, on some common ground. Otherwise, because of
them, the mission will falter. And they may not agree…However, their
disagreement must not negatively impact mission accomplishment.
Instructor Note: If there’s time, play-out the above situation.
TRANSITION: Now that we understand how mediation fits into the process of
counseling, it should be pretty evident of how mediation, confrontation, and
counseling all go hand-in-hand. Let’s now summarize.
CONCLUSION
SUMMARY: This lesson consisted of ten main points. In main point one, we
discussed the counseling approaches. In the second main point we described
the listening skills. The third main point explained different counseling
techniques. Main point for defined the first sergeant role. The fifth main point
looked at the different authorities. Diagnosing the situation was covered in main
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point six. The various attributes associated with confrontation was discussed in
main point seven. The goals of mediation covered main point eight. How the
mediation process works was covered in main point nine. And finally the
mediation closure wrapped up the lesson in main point ten.
REMOTIVATION: As a supervisor, you dealt with your subordinates on a level
that usually affected a work center. As a first sergeant, it’s important to
understand the mediation process and how it relates to unit morale and welfare.
Often times the first sergeant is in a position to affect the unit, you look at things
from a bigger perspective.
CLOSURE: Understanding your role in the counseling, confrontation and
mediation process is another way to improve readiness of your personnel. If we
effectively teach our personnel to communicate issues they have with others,
often times we won’t have to use the corrective or punitive process…As you can
probably tell, counseling, confrontation, and medication all go hand-in-hand in the
process of “Taking’ care of people.”
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