LD B Feedback & Peer Evaluation System
Current As of: 4 Oct 2013
LD B Feedback & Peer Evaluation System
I. Preparation Required:
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NOTE 1: this session should be completed in “commander’s call” format, meaning all company cadets are present.
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NOTE 2: this lesson is optimized if company commander “teaches” first section, company TAC
“teaches” second section of lesson.
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Coordinate with unit faculty advisor, ADO, MECEP/STA21 for partner responsibilities in lesson
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Review lesson plan & slides
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Review weekly leadership point to ponder
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Consider integrating a relevant current event or SCCC happening into lesson
II. Materials Required:
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Computer & projection capability
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Lesson plan
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Slides
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Hard copy of “Cadet User Guide” (recommended – included as attachment to this lesson plan
& on line at http://www.citadel.edu/root/commandant-ltp/training-resources )
III. Lesson Objectives:
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Briefly, re-cage company on commander expectations and goals; review Co performance
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Cage company on purpose of feedback
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Introduce computer-based peer evaluation system
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Discuss ROE, techniques, and criteria for assessment process
 FOR REFERENCE: LTP & leader development course objectives, respectively:
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In concert with the full Citadel Experience, advance readiness to serve as a principled leader in chosen post-graduation profession.
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For leader development, appreciate the importance of standards and leading by example and develop team-building, direction-setting, alignment, and delegation skills.
[NOTE 1: Instructor should consider starting session with brief discussion of leadership point to ponder at http://www.citadel.edu/root/commandant-ltp .]
[NOTE 2: Instructor should incorporate into the discussion a relevant current event or recent happening within the SCCC.]
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LD B Feedback & Peer Evaluation System Current As of: 4 Oct 2013
IV: Introduction/Attention Step: [ ***THE BIG IDEA IN INTRO***: This lesson strives to leave cadets with (1) an understanding of the purpose of constructive feedback – to make them and others better;
(2) an appreciation of both the techniques for and challenges of rating others; and (3) a sense of how peer evaluations might influence leadership opportunities in the future, IF cadets use the peer eval system in a mature, thoughtful manner.]
SUGGESTED OPENING: Company Commander opens “commander’s call” with a 5-10 minute commander’s update, to include an assessment of company performance and a review of commander expectations and company goals (sample slides provided)
Company Commander then proceeds to introduce feedback & peer eval system through the “So…Why
Feedback” slide.
Company Commander Portion:
Good evening. I’d like to start today with a brief commander’s update (5-10 minutes max)
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Performance to date, Attaboys, Upcoming events
Re-cage company on expectations and goals
(PAUSE)
We’re going to spend rest of our time talking about feedback and a new peer evaluation system. I’ll introduce the concept and share my thoughts. _____________[TAC] will provide some recommended techniques on how to go about rating others.
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ASK QUESTION, ENCOURAGE DISCUSSION: How do we typically give feedback? o Anyone ever hear of “the sandwich technique?” That’s where we sandwich a little negative feedback in between the good stuff (the two slices of bread). If there is any “bad” stuff, we always seem to try to do it quickly, too.
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LD B Feedback & Peer Evaluation System Current As of: 4 Oct 2013 o People use this sort of technique because they either do not understand the purpose of feedback…or they have too little training and practice.
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ASK QUESTION, ENCOURAGE DISCUSSION: So, what is purpose of feedback? o After discussion, show slide and emphasis that “we forget the purpose of feedback
— it’s not to make people feel better, it’s to help them do better.”
[BLUF Slide] Today, we’re going to learn about the new peer evaluation system and how it can help us provide helpful feedback – we have an opportunity. We also have an obligation.
[ROE Slide] Key point is this system is confidential.
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Only the TAC sees report
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For my part, I want us to get to a point where CDRs and 1SGs are seeing the report, too
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We’re NOT there now, though. The only way we can get there is by doing this right
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I want this system to be part of how we select this company’s leaders, but we all need to do our part
[PURPOSE Slide] Here’s why we’re here tonight.
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LD B Feedback & Peer Evaluation System Current As of: 4 Oct 2013
[What Does It Give Us Slides] Show cadets what the system looks like and walk them through what they must do – not how to rate, the TAC will do that
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Once in the system, your peer class will come up.
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Each of us will rank our peers from 1 to xx, in
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 this case 25.
We’ll include ourselves in the ranking.
For instance, I would rank myself #1 among the seniors…just kiddin’…
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Actually, I need to rank myself where I honestly think I fit in.
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Everyone must be ranked, no repeat numbers. o Note: if you have a name or two
“pop up” who are not part of the
 company any more, rank them with the “last” numbers available.
You also have the option to add a few words regarding a person’s strengths or areas to improve. o Not mandatory but worthwhile—I recommend you do it for your peers. It’s how we get better. o As a reminder, this info will only be read by the TAC. And the TAC will personally debrief you on the results o As an example, I would expect to get strengths on me like “always looks sharp” “master communicator” “funny”… kiddin’ of course.
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After rating and providing “strengths” & “improves”, we will have opportunity to lay out who in each class we think is o Most improved o Most influential o Not giving best effort
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This is where, by explaining, we can really help our classmates do better
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LD B Feedback & Peer Evaluation System
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With this last slide, you’ll see how the reports turn out – ONLY THE TAC SEES THESE.
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Note each cadet will have peer ranking, which we’ve discussed – this is the average of your peers. o Each will have a rating by me as the CDR o 2C, 3C, 4C will have rating by 1SG o All of us will be rated by TAC
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A list of any “strengths” or “improves” will be generated for each of us.
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A report which includes the answers to the three questions will also be provided to the TAC.
Current As of: 4 Oct 2013
[So…Why Feedback Slide] So with my last slide, I want to share “why” we’re doing this again…
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In my view, with a little bit of effort – spending 30 thoughtful minutes – we can:
1.
Give – and get – an honest assessment of how we stack up against our peers – I want that, don’t you
2.
In discussions with our TAC, get some tips on how to better take advantage of our strengths and to improve in our weaker areas
3.
Learn how to rate others and give feedback. If we want to be leaders, we have to learn how to rate others.
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As I jump off the stage, I want you to know I think this is a good thing – let’s make it work for us.
TAC Portion of Lesson
My portion is really about how to go about rating others and providing feedback. I hope my experience with “what not do” as well as a technique or two will be helpful and get us to where our commander wants to get…
[Things to Avoid Slide]: these are the most common pitfalls to rating someone, particularly the first one, “rating someone ‘outstanding’ when they are not”…
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ASK QUESTION & ENCOURAGE FEEDBACK: Why do you think that is? o Because being frank and honest can be difficult o For me, it was difficult initially…
 But then I learned to “set expectations” well before a sitdown or that first feedback session – I let people know that
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LD B Feedback & Peer Evaluation System Current As of: 4 Oct 2013 we were going to have honest conversation, with feedback flowing both ways.
 Then I learned to always keep the purpose in mind – feedback is about helping people do better
 Bottom line, I realized by being frank I was better serving the individual
 Feedback became “easier” in a sense and also more effective
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Discuss HALO and HORNS effect – i.e., only remembering the “last impression” you had, either
“good” or “bad”
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Discuss making too much from an ant hill – in other words, if you don’t know someone, it is unfair to provide feedback like you do know them
[Things to Avoid #2 Slide] This next “thing to avoid” is a biggie. And, I want to spend some time here.
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For the peer-eval rating, I want to emphasize we should NOT over consider “other” criteria in the rating like academics and PT scores
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This is what I like to call a “leader development” rating
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Academics, PT might certainly factor in in a general way but this is really about how a cadet stacks up in terms of our PREPARE, SERVE, LEAD, and COMMAND model
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I’ll give some specifics later
[Practical Tips Slides] Intent with the next series of slides is to lay out a method that has worked for years for me. In each case, I’ll show an example, and where appropriate, I’ll list some suggested criteria for you to use in rating your peers. All of this, by the way, is available to you online. It’s part of the
“Cadet User Guide” which looks like this [hold up “Cadet User Guide”].
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Tip #1: have criteria in mind BEFORE you start evaluating anything o Briefly touch on recommended criteria for each of the four leader development phases
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Tip #2: consider everyone, which means having a list with everyone’s name on it. This applies to select people for awards as well. It’s unfair not to have a list in front of you.
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LD B Feedback & Peer Evaluation System Current As of: 4 Oct 2013
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Tips #3 & #4: “Rule of Thirds” & Assessing at the Cut Lines: key point is that it’s much easier to start with rating people into “bins” of top third, middle third, bottom third. Once you’ve made it a “smaller problem,” it’s much easier to actually rank in numerical order.
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Tip #5 & #6: if time is a constraint – and it is in the real world sometimes too – place the weight of your effort on providing solid answers to the three questions and providing constructive
“strengths” and “improves” to those in your bottom third category.
[Mindset Slide]: This is both an opportunity and an obligation – let’s do right by each other.
[How to Guide]: Provide specific instructions and suspense. Highly recommend a suspense that is no more than a few days.
NOTE: back up slides include series of slides that can be used to intersperse into discussion, at discretion of TAC and CDR.
VIII. Summary/Take-Aways:
• Peer evaluation is opportunity
• To make us better
• To improve our leadership
• If done in mature manner, to influence chain of command selections
• Feedback & ranking is obligation and deserves our concerted, deliberate, and reflective effort
IX. Closure: Make a commitment to each other to make each other more capable leaders.
Attachments/Handouts/Supplement Reading (As Required)
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Current As of: 4 Oct 2013 LD B Feedback & Peer Evaluation System
1 Oct 2013
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LD B Feedback & Peer Evaluation System
Current As of: 4 Oct 2013
1.
Peer evaluation is opportunity
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To make us better
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To improve our leadership
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If done in mature manner, to influence chain of command selections in future
2.
Feedback & ranking is obligation and deserves concerted, deliberate, and reflective effort
1.
Peer eval report is confidential, NOT disseminated to any cadets
2.
Peer eval report is NOT part of rank boards
3.
Individual focus & for semester counseling sessions only
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Current As of: 4 Oct 2013 LD B Feedback & Peer Evaluation System
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LD B Feedback & Peer Evaluation System
***
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Current As of: 4 Oct 2013
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LD B Feedback & Peer Evaluation System
Peer Evaluation Form (1)
***MUST rank every cadet***
***Strengths & Improves optional***
Current As of: 4 Oct 2013
Peer Evaluation Form (2)
***MUST answer three questions – be constructive***
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LD B Feedback & Peer Evaluation System
Current As of: 4 Oct 2013
• Rating someone “outstanding” when they are not
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Halo/Horns Effect
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Drawing too much from limited observation
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Giving too much consideration to academics, merits/demerits, PT
• Part of “whole person” excellence only
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Select criteria before you start process
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Have criteria in front of you
• Consider every one
• Put a complete list in front of you
• Use rule of “thirds” – top, middle, bottom
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Use scratch sheet of paper
• Re-assess at the cut lines
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Mark up scratch sheet of paper
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LD B Feedback & Peer Evaluation System
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At min, put weight of effort on bottom third
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Provide strengths & improves for each
Current As of: 4 Oct 2013
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Answer three questions constructively
• Most improved because…
• Most influential because…
• Lacks best effort … and recommend…
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LD B Feedback & Peer Evaluation System Current As of: 4 Oct 2013
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LD B Feedback & Peer Evaluation System
LTP READY REFERENCES
Current As of: 4 Oct 2013
Primary Course Objective: In concert with the full Citadel Experience, advance readiness to serve as a principled leader in chosen post-graduation profession.
Additional objectives are to:
1.
For leader development, appreciate the importance of standards and leading by example and develop team-building, direction-setting, alignment, and delegation skills.
2.
For honor training, instill the spirit of the honor code into your personal character.
3.
For ethical reasoning, develop the quality of mind and spirit to face up to ethical challenges firmly and confidently, without flinching or retreating.
4.
For substance abuse, avoid risky behavior on a personal level and learn to create an environment that reduces the risk of others making poor personal choices.
5.
For human dignity, learn to respect yourself and others and where to find helping resources.
6.
For sexual harassment/sexual assault, create safe and respectful climate and learn where to seek help, if necessary.
7.
For Career Search, leverage all Citadel resources and line yourself up for a job before graduation.
Definitions
Principled leadership is influencing others to accomplish organizational goals while adhering to the organization’s core values.
The Citadel Experience provides every cadet the education, training, and experience to start their chosen post-graduation profession as a principled leader.
The Citadel Experience - rooted in the core values in Honor, Duty, & Respect – produces principled leaders by requiring cadets to learn and attain standards in all FOUR areas of instruction, known as the four pillars
With the Academic pillar, a cadet gains an appreciation for the importance of lifelong learning and study for a principled leader. A graduate is required to attain an accredited baccalaureate degree, as certified by the Provost.
With the Military pillar, a cadet gains an appreciation for the importance of personal discipline and team skills for a principled leader. A principled leader must be adept at leading oneself as well as working as part of and leading teams toward a goal. A graduate is required to demonstrate standards in personal appearance and discipline, team skills as a follower, and in the leadership skills of organization, planning, setting direction and expectations, delegation, and follow up, as certified by the Commandant.
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LD B Feedback & Peer Evaluation System Current As of: 4 Oct 2013
For Physical Effectiveness pillar, a cadet learns to appreciate the role appearance, fitness, and endurance play in a principled leader’s life. A graduate is required to achieve standards on The Citadel fitness test and maintain school height and weight standards, as certified by the Commandant.
For the Moral-Ethical pillar, a cadet learns to appreciate the importance of values and ethics in the decision-making of a principled leader. A graduate is required to demonstrate proficiency in the concepts of ethical reasoning in the practice of daily duty as a cadet, as dual-certified by the Director of the Krause Center & the Commandant.
Core Values & Quotes:
Honor: First and foremost honor includes adherence to the Honor Code of The Citadel. A cadet “will not lie, cheat or steal, nor tolerate those who do”. The commitment to honor extends beyond the gates of
The Citadel and is a life-long obligation to moral and ethical behavior. In addition, honor includes integrity; “doing the right thing when no one is watching”. Finally, honorable behavior includes exercising the moral courage to “do the right thing when everyone is watching”. The Honor Code is the foundation of our academic enterprise.
“Honor is the capacity to control the instinctive selfishness that lurks in all of us. It is the tough case-hardened ability to put morality ahead of expediency, duty ahead of deviousness – and to do it instinctively and every time. Honor also means pride in
excellence – of every kind; especially excellence of performance.”--General Mark Clark
Duty: First and foremost duty means to accept and accomplish the responsibilities assigned to me. At
The Citadel, my primary duty is to perform academically and then to perform as a member of the Corps of Cadets and the campus community. I accept the consequences associated with my performance and actions. Once I have held myself accountable for my actions, then I will hold others accountable for their actions. Finally, duty means that others can depend on me to complete my assignments and to assist them with their assignments. Duty is also a call to serve others before self.
“Duty is the sublimest word in the English language. You should do your duty in all
things. You can never do more. You should never wish to do less.”—General Robert E.
Lee
Respect: First and foremost respect means to treat other people with dignity and worth – the way you want others to treat you. Respect for others eliminates any form of prejudice, discrimination, or harassment (including but not limited to rank, position, age, race, color, gender, sexual orientation, national origin, religion, physical attributes, etc.). In addition, respect for others means to respect the positions of those in authority which include faculty, staff, administrators, active duty personnel and the leadership of the Corps of Cadets. Finally, respect includes a healthy respect for one’s self.
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LD B Feedback & Peer Evaluation System Current As of: 4 Oct 2013
"The discipline which makes the soldier of a free country reliable in battle is not to be gained by harsh or tyrannical treatment. On the contrary, such treatment is far more likely to destroy then to make an army. It is possible to impart instructions and give commands in such a manner and in such a tone of voice to inspire in the soldier no feeling, but an intense desire to obey, while the opposite manner and tone of voice cannot fail to excite strong resentment and a desire to disobey. The one mode or the other of dealing with subordinates springs from a corresponding spirit in the breast of the commander. He who feels the respect which is due to others cannot fail to inspire in them regard for himself while one who feels, and hence manifests disrespect towards
others, especially his inferiors, cannot fail to inspire hatred against himself." 
 --MG John
M. Schofield 
 (in an address to the corps of cadets 11Aug1879)
The Citadel Leadership Development Model
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