1 The Division of Military Science
Annual Assessment
2009-10
2 ANNUAL ASSESSMENT PACKAGE
THE DIVISION OF MILITARY SCIENCE
RESERVE OFFICERS’ TRAINING CORPS PROGRAM
Mission Statement
The Division of Military Science recruits, trains, and retains Cadets at the University of Arkansas
at Monticello in order to commission Officers for service to our nation and the United States
Army.
Vision Statement
The Division of Military Science provides world-class leadership training to transform Scholar –
Athlete – Leaders at UAM into commissioned officers prepared to lead small units upon arrival
to their first unit of assignment. As the most visible representative of our military at the
University, we will be the consistent leader in promoting professionalism and the values inherent
to military service. We will mentor and train our cadets to selflessly serve the University, the
community, and our nation.
Department of Military Science Core Values
¾ Loyalty: Bear true faith and allegiance to the U.S. Constitution, the Army, your unit, and
other soldiers.
¾ Duty: Fulfill your obligations.
¾ Respect: Treat people as they should be treated.
¾ Selfless-Service: Put the welfare of the nation, the Army, and your subordinates before
your own.
¾ Honor: Live up to the Army values.
¾ Integrity: Do what’s right, legally and morally.
¾ Personal Courage: Face fear, danger, or adversity (Physical or Moral).
GUIDING QUESTIONS
1. List the student learning outcomes (goals) for your unit.
Mission: The Mission of Army ROTC is to “Commission the future Officer Leadership of the
U.S. Army.” Inherent in this mission are the following objectives:
1.
Intellectual: To supplement the University’s traditional education with the subjects of
value to the student in civil or military pursuits; to teach each cadet to communicate
3 effectively both orally and in writing; and to motivate cadets to become leaders
throughout their lives.
2.
Moral: To develop in each cadet a high sense of duty and the attributes of character
inherent in the Seven Army Values; Loyalty, Duty, Respect, Selfless Service, Honor,
Integrity, and Personal Courage. Ethical leadership is the foundation upon which the
service leadership development and the Army ROTC program rests.
3. Physical: To develop in each cadet the stamina and fitness essential to a physically
demanding career as an Army Officer. Physical fitness is a way of life. Physical fitness
improves individual performance through the reduction of stress and improved mental
and physical well-being.
4.
Military: To provide cadets with the broad-based military science and military leadership
education required as a prerequisite of commissioning. Ensure that Cadets possess the
technical and tactical knowledge and skills to succeed during the five week Leader
Development and Assessment Course (LDAC) conducted between their Junior and
Senior years. Cadets will be proficient in Land navigation, Combat Water Survival,
Squad training exercises, and patrolling prior to their entry into LDAC.
2. Demonstrate how your unit’s specific student learning outcomes (goals) are linked to the
mission of UAM.
UAM MISSION STATEMENT
The mission the University of Arkansas at
Monticello shares with all universities is the commitment
to search for truth, understanding through scholastic
endeavor.
The University seeks to enhance and share
knowledge, to preserve and promote the intellectual
content of society, and to educate people for critical
thought.
The University provides learning experiences that
enable students to synthesize knowledge communicate
effectively, use knowledge and technology with
intelligence and responsibility, and act creatively within
their own and other cultures.
Student Learning Outcomes
Goals 1, 2
Goals 1,2, and 4
Goals 1,2
4 The University strives for excellence in all its endeavors.
Educational opportunities encompass the liberal arts, basic
and applied sciences, selected professions, and vocational/
technical preparation. These opportunities are founded in a
strong program of general education and are fulfilled
through contemporary disciplinary curricula, certification
programs, and vocational/technical education or workforce
training. The University assures opportunities in higher
education for both traditional and non-traditional students
and strives to provide an environment that fosters
individual achievement and personal development.
Goals 3,4
3. Narrate and attach copies of specific evidence of the ways that your unit communicates
student learning outcomes to prospective and current students.
The Division of Military Science engages in on campus and off campus recruiting activities to
seek interested and qualified students who may wish to pursue a career as an officer in the U.S.
Army, attain a Minor in Military Science, or just simply learn more about the military without
incurring a military obligation. Prospective students may be reached in a variety of methods to
include nationwide and regional U.S Army Recruiting efforts, static displays (posters, banners,
and flyers), and a variety of web based advertisements and sites that communicate the goals of
ROTC. The Division of Military Science communicates outcomes to students using three
primary methods:
a. Website. There are numerous websites that would be beneficial to our students/cadets as
they progress through the ROTC program. The ROTC’s Division website,
www.uamont.edu/rotc, located at the UAM homepage provides basic information
concerning the program and addresses frequently addressed questions of prospective and
current students. Also, the U.S. Army goes to extraordinary efforts to maintain its own
website, www.armyrotc.com, to recruit and inform students about the opportunities and
expectations for ROTC. This website covers scholarships, financial aid, Army values,
Soldier testimonials, physical fitness training tips, time management tips, and civilian and
military career planning. Lastly, the U.S. Army Cadet Command, which oversees all
ROTC departments nationwide, maintains it own website, www.rotc.monroe.army.mil.
This website provides daily news updates concerning Army Regulations, Policy changes,
Command messages, and staff directories for further personnel issues.
5 b. University Catalog, pages 128-130. Students can access general information concerning
the Military Science courses, and what is required for the Military Science minor offered
at UAM.
c. Syllabus (see Appendix A). The course syllabus provides the basic learning objectives
for each course, course requirements, and a general overview of lessons and labs. A
syllabus will be provided and discussed in detail during the first week of classes.
4. Provide specific evidence of how your unit assesses whether students have achieved your
unit’s student learning outcomes.
The Division of Military Science at UAM entered a formal Partnership with its host school the
University of Arkansas at Pine Bluff in October of 2005. This essentially created the ROTC
program at UAM with most instructing, personnel, and logistics functions performed by
personnel at UAPB. This relationship allowed for students to participate in ROTC at UAM on
Tuesdays and Thursdays with instructors from UAPB teaching on campus at UAM. During this
time student interest in ROTC increased and enrollment in Military Science classes gradually
increased. Average ROTC enrollment during the first four years was 22 combined students.
However, during the first four years of existence, the UAM ROTC department contracted less
than five Cadets with only one Cadet graduating from UAM and receiving a commission in the
U.S. Army. The lack of contracted Cadets and high attrition rate for Cadets was largely due to
poor recruiting efforts, lackluster training, and little if any mentorship by senior Cadets. During
this time the Division of Military Science marginally achieved our expected student learning
outcomes. The primary reason for the lack of success during this time is simply a manpower and
staffing issue. Simply put, training Cadets to be future Officers and leaders requires a full time
cadre and staff. While the instructors from UAPB did an exceptional job during this period,
being on campus two days per week for class and lab will not sufficiently prepare cadets nor
build a quality program.
The chart below details the enrollment and participation in Military Science courses. While
enrollment numbers by course and class status have been on par with other universities
comparable to UAM, the number of contracted Cadets has been below expectations.
Considering the ultimate goal and mission of every ROTC Department is to commission Second
Lieutenants into the U.S. Army, the Division of Military Science at UAM has failed to meet its
mission here as well. Since October 2005, UAM has successfully commissioned two Officers
into the U.S. Army, one in Spring 2009, and one in spring 2010.
MS I
MS II
MS III
MS IV
Contracted
TOTAL
CADETS
20
Fall 2008
2
11
3
2
2
Spring
2009
Fall 2009
6
9
3
1
2
21
11
2
6
1
5
25
9
2
4
1
4
20
Spring
2010
6 During the 2009-2010 academic year the Division of Military Science received two full time
instructors. The addition of CPT Andrew Bomar in November of 2009 gave the ROTC
department a full time Assistant Professor of Military Science presence within the department.
CPT Bomar immediately began to transform the ROTC department from a “part time, two day
program” into a fully functioning program complete with more realistic lab training, and
mandatory physical training three days a week for all contracted Cadets. In addition, the arrival
of MAJ Dwight Ikenberry to the ROTC department in February 2010 allowed the ROTC
department to devote the sufficient amount of instructional and counseling time necessary to
properly train and mentor Cadets.
The Division of Military Science has two courses to thoroughly evaluate and assess a
Cadets level of leadership for the Basic and Advance Course. For the Basic course we use the
Leaders’ Training Course (LTC). The Leader's Training Course is the Army's 2 year
ROTC Program entry point in which a Sophomore or Junior level student can enter the ROTC
Program. Through the Leader's Training Course, students without ROTC Basic Course
experience can examine the Army without incurring an obligation, and qualify for Advanced
Course entry. The Army observes these students and determines their officer potential
in a leadership oriented, challenging, and motivating five week training program at Fort Knox,
Kentucky. Our capstone event or course for ROTC cadets is the Leader Development
Assessment Course (LDAC). The Leader Development and Assessment Course, conducted at
Fort Lewis, Washington, provides the best possible, professional training and evaluation for all
cadets. Although the LDAC mission includes continued training and leadership development,
the primary focus at LDAC is to evaluate each cadet's officer potential. LDAC represents the
only opportunity for the Cadet Command to gather all cadets on one "level playing field" for the
purposes of making this assessment as accurately and as professionally as possible. The 2009-10
academic year was a productive year for the Division of Military Science. Two Cadets were
selected and attended the Leaders Training Course in July 2010. Additionally, three Cadets
attended the Leader Development Assessment Course during the Summer of 2010. The
successful completion of LDAC will allow one Cadet to accept his commission in the Summer
of 2010. A second Cadet will be set to commission upon his graduation from UAM in December
2010. Our third LDAC Cadet will Commission when his graduation requirements are fulfilled in
May 2011. Most Importantly, UAM graduated and commissioned its second Officer into the
U.S. Army in May 2010.
5. Provide evidence of the measures of student performance that your unit collects and
analyzes regularly.
The Division of Military Science uses a wide variety of tools to assess student performance. Due
to the large amount of hands on activities and leadership roles and duties performed by Cadets,
the ROTC Cadre is in a constant state of assessing, counseling, and mentoring Cadets as they
progress through the program. All Military Science courses feature a great deal of traditional
classroom activities to include reading, research, student writing, lecture/discussion, review and
7 written testing. However, much of the overall assessment of Cadets comes from their
performance operating as a member of a squad or team of Soldiers, and in assigned leadership
roles. During these Lab sessions Cadets are given the opportunity to apply knowledge, concepts,
tactics, and techniques that were introduced in the classroom. Simply put, the ROTC Cadre
works to instill and develop leadership traits and strengths into our Cadets and prepare them for
future assignments. Leader development is a continuous process of training, assessment and
feedback with the goal of instilling and enhancing desirable behavior in military organizational
managers. Within Cadet Command, this process is known as the Leadership Development
Program (LDP), modeled after principles spelled out in FM 22-100, Army Leadership, and
standardized in campus and LDAC/LTC environments. The flexible methodology of LDP
accommodates personalized, individual development at all levels of proficiency throughout the
cadet’s ROTC experience, from program entry to commissioning. The LDP includes basic
leadership training, periodic assessment, and counseling at both team and individual level by
experienced observers. Trends and corrective actions are identified and followed with retraining
and reassessment in a continuous cycle. Effective leader development is progressive, building
on lessons learned and maximizing individual potential.
LEADERSHIP DEVELOPMENT PROGRAM (LDP).
The LDP is an individual-focused training process designed to develop leadership skills in a
variety of training environments. It is administered on-campus by a primary assessor (Military
Science instructor) and at LDAC/LTC by TACs (Train, Advise, Counsel), and uses an integrated
system of structured leadership opportunities to maximize potential and predict success as a
lieutenant. Periodically, cadet progress is determined and individual potential to lead soldiers
gauged. The LDP seeks to develop cadets into officers who:
(1) BE:
-Live by the Army Values
-Have specific mental, physical, and emotional Attributes
(2) KNOW:
-Demonstrate specific conceptual, interpersonal, technical, and tactical Skills
(3) DO: Act to
-Influence others through communication, decisiveness, and motivation
-Operate units by planning, executing, and assessing progress
-Improve the Army by developing people, teams, and self
Training for the Future: Cadets train to meet the need of the Army for leaders of character
who take charge under all conditions. Leader development provides cadets with systematic
problem-solving and self-analysis skills in a progressive cycle of training, periodic assessment,
constructive counseling, retraining and reassessment. The counseling and other feedback
processes mirror those used in the US Army, familiarizing cadets with the expectations of the
8 leader and enhancing their self-sufficiency and ability to lead soldiers effectively. Analysis of
each cadet’s growth or failure to grow provides valuable insight to the cadet’s leadership
potential. While time constraints do not normally allow cadets to be trained to full potential, the
skills they learn enable their continuing development long after they leave ROTC.
Features of LDP: The assessment process within LDP is standardized throughout the
command and is based on the following features:
Standardized Assessment Technology: LDAC/LTC and on-campus programs assess cadet
behavior using a prescribed process and common leadership dimensions/performance standards.
Each assessor must be thoroughly trained in the LDP and its applications and faithfully model
LDP skills and standards whenever possible. Standardized Cadet Command reports are used to
document performance and potential.
Individual Focus: The LDP establishes a model that identifies individual training needs,
creates a plan of development, trains, and assesses cadet performance, all with the goal of
developing cadets to their maximum individual potential. Following each assessment, cadets are
provided timely, focused developmental feedback in the form of individual counseling. Cadet
performance is thoroughly documented in individual cadet files (e.g., Job Performance Summary
Cards and the Cadet Evaluation Report) that reflect information used to quantify performance
and potential. The assessment of individual growth considers each cadet’s history of
performance.
Developmental Feedback: Timely periodic performance feedback provides cadets with
tools to begin improvement. Each time cadet performance is assessed, notable strengths and
weaknesses are addressed and specific means for improvement are discussed in detail with the
cadet. Depending on the nature of the assessment scenario, the assessor provides formal or
informal feedback in the form of performance test scores, counseling sessions, coaching,
encouraging and individual or team after action reviews (AARs).
Structured Leadership Opportunities: Leadership opportunities are practical exercises in
leading and caring for subordinates, and are used as a training tool to emphasize key teaching
points. Given sufficient time, cadets exhibiting random behavior will eventually demonstrate
their abilities and potential; however, due to its unpredictability, random behavior cannot be
relied upon as a means of illustrating and emphasize teaching points in a timely manner. The
LDP utilizes formally structured leadership opportunities, where cadets are assigned a leadership
role with specific and implied tasks, given time to plan and prepare, and allowed to execute their
duties. The use of structured opportunities enables assessors to direct actions to ensure that
experiences are consistent with the cadet’s developmental needs.
360-degree Assessment: Peer and subordinate assessments utilize the viewpoint of other
cadets to provide additional developmental feedback to cadet leaders. Battalion commanders
and LDAC/LTC cadre employ squad peer assessments to assist in validating cadre assessments,
9 identify trends and issues from within the cadet team, and provide valuable perspective on leader
performance by those most affected. Because of their closer physical and social proximity, peers
are often the first to identify issues affecting leader performance.
Evaluation and Accessions: Cadet Performance at LDAC/LTC and on campus is linked to
evaluation and cadet management decisions (e.g., contracting, cadet promotions, overall
LDAC/LTC performance, commissioning). In addition, the complete record of cadet
performance/potential on-campus and at LDAC/LTC is fully documented on the Cadet
Evaluation Reports and entered into the cadet’s accessions packet.
LDP MODEL: Leader Development begins on the cadet’s entry into the ROTC program and
continues until the cadet is commissioned as a lieutenant. The focus shifts over time from basic
life skills (interpersonal behavior, time management, physical appearance, etc.) to more complex,
professional-level skills equal to those expected of a lieutenant. Figure 1 reflects the command
model for administering the LDP.
Counseling
1st Semester MSL I & II +
Counseling
2d Semester
+
MSL
Course
Grades
(DA Form 4856)
Campus
Blue
Card +
Yellow
Card + JPSC +
DA
Form
4856
CER
MSL
+ Course
Grades MSL III Accessions
Packet Camp
MSL IV Blue
Card + Yellow
Card
67-9-1
67-9-1A
+
JPSC
+
OER
+
Scored
Events
+
Development Plan
Figure 1, LDP Model
MSL
Course
Grades
CER
10 MSL I and MSL II Years. The PMS ensures all MSL I and MSL II cadets each semester
receive developmental counseling from either an upper class cadet or a member of the battalion
cadre. While the PMS may adjust this scheme to fit school circumstances, the quality of all
counseling is controlled, both in form and content, by battalion cadre. This counseling is
recorded on DA Form 4856, Developmental Counseling Form (Appendix. B).
MSL III Year. From the standpoint of training, assessment, and leadership development,
the MSL III year is the most intensive of a cadet’s ROTC experience. It is in this year, as the
cadet prepares for and attends the Leader Development and Assessment Course (LDAC), that
performance and potential data becomes a part of the permanent evaluation and cadet accessions
record. The PMS maintains a record of cadet performance during the MSL III year (immediately
preceding LDAC attendance) and summarizes this performance on the Cadet Evaluation Report
(CER). Likewise, at LDAC, cadet performance in leadership opportunities and in all scored
events is summarized in a CER for each cadet. Following LDAC, battalion cadre use feedback
obtained to determine developmental requirements for the MSIV year.
MSL IV Year. As they prepare for entry into Army service, MSL IV cadets, with help from
battalion cadre, prepare an Officer Development Support Form and a Junior Officer
Development Support Form, IAW AR 623-105. The PMS counsels cadets based on their
performance and support forms and completes an Officer Evaluation Report for each MSL IV
cadet during the last semester of the MSL IV year.
LDP Reports and Forms. To facilitate the LDP process, Cadet Command has adopted
standardized administrative formats used for recording and reporting cadre observations.
Administrative forms are shown in Appendix B. These forms are maintained and become
official documents in a cadet’s personnel file. Original paper copies are maintained by the
University, and digital copies are also entered into the U.S. Army’s Cadet Command Information
Management System (CCIMS). The forms shown in Appendix C are those described in Figure
1, the LDP Model. The use of these forms IAW this publication is directed and standardized in
all Cadet Command training.
Retention. Retention has been an ongoing problem for the Division of Military Science
since it was brought back in 2005. Evidence of this is the fact that the average cadet enrollment
has exceeded 20 each year but only 2 officers have been commissioned to date. The LDP model,
which places a great deal of emphasis on individual periodic counseling, and leadership
assessments, will positively affect the retention of cadets in the ROTC program. Beginning in
the 2009-10 academic year all cadets were counseled quarterly on physical fitness, academics,
ROTC participation, and future military plans. This individualized counseling is already paying
dividends in the retention and progression of cadets.
Graduation.
Graduation rates and the number of commissioned officers from the ROTC
department often go hand in hand. As stated earlier, to date only 2 officers have completed the
ROTC program, graduated from UAM and commissioned into the Army. During the 2009-10
11 academic year, ROTC Cadre have increased their efforts in counseling cadets on not only ROTC
interests, but their academic and degree plans as well. It is projected that one cadet will graduate
and commission in the summer of 2010 upon completion of Summer II classes and LDAC, with
two additional Cadets graduating and commissioning during the 2010-11 academic year.
6. Describe and provide examples of how your unit utilizes information, other than student
Performance, to determine necessary unit decisions. Include in your description how your
unit analyzes and selects a course of action. Include what, by whom, to what extent.
The Army uses a variety of tools and methods to assess unit decisions. A primary tool of
Commanders is the Command Climate Survey. This provides a Commander with a tool for
reviewing the climate of a unit. Unit “climate” factors - such as leadership, cohesion, morale,
and the human relations environment - have a direct impact on the effectiveness of any military
organization. The Command Climate Survey briefly addresses 22 climate areas (question
numbers in parentheses): Officer leadership (1), NCO leadership (2), Immediate supervisor (7),
Leader accessibility (4,5), Leader concern for families (16), Leader concern for single Soldiers
(17), Unit cohesion (3,6), Counseling (8), Training (9), Racist materials (10), Sexually offensive
materials (11), Stress (12), Training schedule (13), Assistance for PCS move to unit (14),
Respect (15), Dealing with adversity (18), Unit readiness (19), Morale (20), Discrimination (21),
Sexual harassment (22), Sexual assault (23) and Reporting discrimination, sexual
harassment/assault incidents (24). Space is provided for comments on unit strengths and areas
most needing improvement.
The survey is designed as a self-contained, stand-alone tool for the commander. The unit
will administer the survey, score or tally the results, and conduct their own analysis to assess the
unit’s current climate. The survey results may provide indicators of strengths and issues in the
unit. As a commander, one should use additional methods to assess the unit climate, such as
observations, personal interviews, reports, and other unit data.
A command climate survey for the UAPB/UAM ROTC department has not recently been
conducted. The standard command climate survey used by the Army was developed for a typical
Army unit of Officers, Non-Commissioned Officers, and enlisted soldiers. The topics covered
and questions do not completely address issues and concerns that could likely arise in a college
Military Science department. Currently, the UAPB/UAM Cadre is working to develop an
internal Command climate survey that would modify the existing survey utilized by the Army to
address issues and concerns of the ROTC Cadets.
After Action Review. The most commonly used assessment tool the Army utilizes to
gather, assess, and analyze information is the After Action Review (AAR). AARs are conducted
after all collective training events and may be either formal or informal in their format and
presentation. After Action Reviews (AARs) provide feedback to cadets as a team about the team
performance and reinforces key teaching points. When properly facilitated, AARs allow
participants to review (and discover) for themselves what happened during training and why.
The AAR process maximizes cadet involvement in the analysis of training and promotes cadet
leader development. Cadre use AARs on campus and train cadets to conduct them. In general,
12 cadre and cadets conduct AARs as a part of all training events on campus and at LDAC/LTC.
An AAR is not a critique. The facilitator does not simply recount his/her own assessment of the
things the team did well or did poorly; instead, cadets who participated in the training event are
the active participants in the process. Each participant is a source of feedback information from
which to draw key lessons. The facilitator asks brief, open-ended questions to draw out this
information. The facilitator plans and leads the AAR to incorporate the following aspects:
A. Know the mission (training objectives) and the related doctrine. Training objectives are
the basis for discussion.
B. Observe the event. The AAR facilitator is normally the Leadership Development Program
(LDP) assessor for the cadet leader. The assessor must observe the cadet leader. This process is
an active one, with an emphasis on monitoring the actions that distinguish the differences
between team and leader success and failure. The assessor must be present when orders or other
guidance are issued, and must be alert to observe the actions and outcomes of the exercise.
C. Maintain a written record of what happens. A sequential record of actions helps the AAR
facilitator guide participants in recalling their actions, and results in a better review of the event
by all concerned.
D. Select a suitable site for the discussion of the event. A sand table and/or a site that
overlooks the actual terrain are good visual aids. In tactical scenarios, the objective or the
position of the opposing force usually makes a good AAR site.
E. If more than one assessor, the assessors should quickly discuss the exercise to improve
their understanding of the actions and outcomes prior to starting the AAR. One of the assessors
should take charge as the primary AAR facilitator.
F. Review actions/outcomes; put them in rank order based on importance to the
accomplishment of the training objectives or mission. The facilitator guides the team discussion
to cover key points in the time available for the AAR.
G. Conduct the AAR in steps. Gather and organize the cadet team (and the opposing force
or other supporting personnel, if any). Ask cadets to re-state the training objectives or mission,
and to discuss the plan and its execution. Prompt open, positive, candid discussion of team
successes and mistakes, but avoid singling out individuals. Lead cadets to focus on what they
learned rather than on whom or what to blame. Conclude with a summary of the main points.
H. The following checklist is a useful guide for an AAR:
- Organize the participants.
- (Cadets) state the mission.
13 - (Cadets) state the concept of the operation.
- (Cadets) discuss execution, usually in chronological order (and from both
“friendly” and “opposing force” perspectives).
(1) What was the plan?
(2) What happened?
(3) Why did things happen?
(4) Did the plan work?
- Discuss alternatives for a better plan or execution for such a mission in the
future.
- Summarize the main points.
Upon the completion of the 2009-10 academic year the primary staff and instructors for the
UAPB and UAM Military Science Departments conducted a formal AAR to identify strengths
and weaknesses in the individual school’s programs as well as the Battalion as a whole. The
meeting was facilitated by the Professor of Military Science, LTC Tommie Walker, and all
instructors, administrative, and logistics personnel participated openly.
Staff and Department Meetings. During the Academic year the combined ROTC staff at
UAM and the staff of its host school UAPB, meet bi-weekly at UAPB. These meeting are held
to synchronize recruiting, training, administrative, and logistics functions. Personnel issues of
cadets are addressed in order to monitor the status of the problem and best course of action to
resolve the issue. Past, current, and future training events are reviewed in order to best allocate
resources and ensure training is properly planned. Training Requirements for Cadets scheduled
for either LTC or LDAC are reviewed individually to insure each cadet is prepared prior to
shipping out. Logistics issues are addressed to include cadet supply issues, course materials,
transportation needs, and additional cadre requests. Recruiting and scholarship information is
updated and briefed to all personnel.
7. Based on your answers to Questions 5 and 6 regarding student learning outcomes,
prioritize your unit’s future course of action.
The primary focus of the UAM ROTC Cadre will be Recruiting, Retention, and
Training.
Recruiting. Recruiting of qualified students to develop into cadets and Officers is
essential for the success of a Military Science Program. Recruiting efforts at UAM will focus
primarily in three areas; recruiting of quality high school students, prior military service
members (National Guard/Reservists) who are already attending college, and current UAM
14 students who may develop an interest in Military Science while on campus. Our recruiting
efforts with local High Schools will focus on the benefits of the ROTC four year scholarships,
and the benefits of the Army in general. High school presentations will increase the profile of
the ROTC Program and raise student interests. In addition, the ROTC Cadre will aggressively
recruit qualified Soldiers in local National Guard Units and Reserve Units who are attending
college and seeking a degree. The increased financial incentives for the Guardsman/Reservists
to participate in ROTC including the GI Bill Kicker of $350 per month, Cadet pay during Drills,
and the Guaranteed Reserve Forces Duty Scholarship are key recruiting tools our staff will be
communicating to National Guard units in the UAM area of influence. Also, we will encourage
our cadets to participate in the Simultaneous Membership Program (SMP) at local National
Guard Units. The SMP allows a Cadet to drill with a local National Guard Unit and receive on
the job training as an officer, while still participating in ROTC. This program is a win-win for
the cadet and the Guard unit. The Cadet receives Cadet pay at drill, mentorship by an
experienced officer, and on the job training. The local Guard unit gains a soldier, and potentially
a future leader. Lastly, our staff will actively recruit students already on campus who may wish
to enter the ROTC Program through attendance of the Leaders training Course conducted at Fort
Knox Kentucky each summer. This 28 day course allows sophomores and juniors the chance to
enter directly into the Advanced Course of ROTC skipping the first two years, Basic Course.
During 2010 cadets who completed LTC and contracted with ROTC received a $5,000.00 bonus.
These financial incentives will be key to our recruiting efforts.
Retention. Retention of quality personnel is essential in any organization in which
success depends on the quality of personnel. The Army and ROTC must retain quality personnel
in order to be successful. Retention in ROTC at UAM has historically been poor. The addition
of two full time Officers at UAM to teach, train, counsel and mentor cadets will greatly improve
our retention rate. The addition of full time instructors at UAM during the 2009-10 year made
most cadets realize that being in ROTC was no longer a two day per week class, but rather a full
time commitment of study, training, and physical training. Most cadets responded favorably to
the increased presence of the ROTC cadre and the training and attention they received.
Training. Simply put the quality of training and amount of training at UAPB and UAM
will improve dramatically during the 2010-11 academic year. AARs conducted by both the
cadets and staff pointed out that training was often not detailed enough and often failed to
prepare cadets adequately for LDAC, the capstone exercise of their cadet training. Three
particular areas were identified as needing improvement in quality and amount of training;
physical fitness training, land navigation/map reading training, and squad tactics exercises. The
addition of full time instructors at UAM improved each of these areas. Physical training is now
conducted at a minimum of three times per week, tracking progress and counseling as needed.
During the 2010-11 academic year additional land navigation practical exercises are planned at
Robinson Maneuver Training Center in North Little Rock. Additionally, the UAM ROTC Cadre
would like to utilize local land resources owned and maintained by the University and Forestry
Department for introductory and remedial land navigation training. Lastly, we plan to provide
the cadets with better quality, realistic Squad tactics exercises (STX) training. The addition of
two full time instructors to the department will allow the staff to properly train these tasks in
training areas that are suited for these tasks, and with the proper preparation and assessment upon
conclusion. An additional element that will greatly improve our quality of STX training is the
15 fact that CPT Bomar spent six weeks as a STX trainer/evaluator during LDAC at Fort Lewis
Washington. Quality, realistic training that is properly planned, resourced, and evaluated will
always improve the readiness, morale, and unit cohesion of a military organization. Improving
the quality and amount of time spent on training during the 2010-11 academic year will have a
positive impact on the retention rate, number of contracted cadets, and eventually the
graduation/commissioning numbers for the ROTC Department.
8. Specifically describe how your unit is making student learning accessible, including, if
applicable, alternative modes of instruction.
The nature of the ROTC curriculum and the many tasks, skills, and concepts that must be
mastered in a collective environment does not allow the Division of Military Science to offer
courses in alternative modes such as online, CIV, or WebCT. Cadets must learn to interact with
their peers, and perform leadership duties during training. In addition, the ROTC Cadre must be
present to assess cadets in these roles.
The Division of Military Science staff does recognize the need to be flexible in accommodating
students with academic challenges, work related conflicts, and family/parenting obligations.
Class attendance is strongly encouraged and a substantial portion of a cadet’s semester grade.
Lab attendance, which is our weekly collective training event for all cadets, is mandatory and
essential for cadets to form the tactical domain knowledge and skill set to succeed at LDAC and
as a commissioned officer. Physical training, conducted three times per week is mandatory and
essential ingredient in the development of a cadet and officer. Field training exercises and
Land navigation training conducted on weekends at Robinson Maneuver Training Center
(RMTC) in North Little Rock is also required attendance for all contracted cadets. These
collective training events utilize training areas, resources, and realistic environment that is
impossible to replicate in any alternative mode of training. Also, requiring cadets to be in
attendance in the right place, right time, right uniform and prepared to conduct training, is
essential in the development of a cadet, Soldier, and Army Officer.
The Division of Military Science staff does recognize the need to be flexible in accommodating
students with academic challenges, work related conflicts, and family/parenting obligations. The
ROTC Cadre will be flexible and empathetic in balancing cadet training requirements and the
often hectic schedule and personal lives of our cadets. The addition of full time staff to the
ROTC program will allow the addition of several additional, remedial and make up training
events. For example, Physical training will be conducted three times per week with an additional
session once per week for those absent or in need of additional training. In addition, land
navigation training sessions at RMTC will be expanded from the traditional one per semester to
two-three per semester. The addition of staff at UAM will make learning more accessible than in
recent years simply due to the increase time between cadet and cadre. Also, the additional
training events will allow cadets to have greater flexibility in the event they were unable to
attend a mandatory training event.
9. Specifically describe how your unit involves students directly in the assessment process.
16 As the Division of Military Science at UAM grows, the number of Senior Cadets, MS IIIs and
MS IVs will increase. As these cadet leaders emerge, their responsibilities in the program will
develop. Inherent in any successful ROTC department is a strong core of senior cadets who in
essence “run the Battalion.” The UAM ROTC program in the past has yet to train, develop, and
retain enough strong cadet leaders to effectively assume significant leadership roles. During the
2010-11 academic year the UAM ROTC program will have one senior, MSIV, LDAC graduate.
This cadet, along with guidance from the cadre, will lay the groundwork for cadet leadership at
UAM. Additionally, it is projected that the 2010-11 year the ROTC program will have in excess
of ten cadets with prior and current military service. These cadets will be poised to assume
greater leadership roles and duties within the program.
In addition to cadet leadership in ROTC, the Military Science curriculum and the LDP model
places a great emphasis on Peer Ratings. Peer ratings use the perspective of other cadets to
provide performance feedback to the leader, and, when used with other observations, provide a
360-degree assessment of leader performance. While peer ratings are a valuable tool in leader
development, experienced cadre must temper their use with good judgment to ensure
developmental needs are met. In the LDP, peer ratings take the form of:
A. Subordinate ratings – feedback provided to the leader by subordinates following a
leadership opportunity. Subordinate ratings provide timely information on the effectiveness of
the leader’s interpersonal skills as well as a more complete view of the operation that aids the
leader in recognizing areas of performance requiring improvements. Additionally, the
assessment skills used by subordinates help prepare them for their own leadership opportunities.
Subordinate Peer ratings may be administered in written or oral form, and may use the Peer
Evaluation Report (CC Form 156-17R) See Appendix C.
B. Squad Peer ratings – feedback provided by contemporaries within the cadet’s own
group, focusing on dimensional strengths and weaknesses and administered using the Peer
Evaluation Report (CC Form 156-17R). In addition to its value to the rated cadet(s), feedback
provided by the team aids the primary assessor in recognizing team dynamics and identifying
incipient problems in order to make timely corrections. Squad Peer ratings may be administered
at any time the primary assessor determines a training value is present.
10. Describe and provide evidence of efforts your unit is making to retain students in your
unit and/or at the University.
Training. The most significant action that the ROTC Cadre is taking to retain students is to
improve the quality of training and increase the amount of time cadets train and interact with the
instructors. Prior to the 2009-10 academic year cadets only attended class on Tuesdays and
Thursdays. Physical Training (PT) was to be conducted three times per week, but without
instructor supervision, the cadet let training seldom had adequate participation. In addition,
many cadets discussed in AARs the lack of quality, realistic training. Due to the limitations in
17 staff and instructors, training often failed to live up to the expectations of cadets. In short, many
students choose to participate in ROTC to be a part of the “image” of the Army they see
advertised in the media, but all too often the level of training was a disappointment to many
cadets. One of the biggest factors effecting morale in any military organization is always the
quality of training. When soldiers are being pushed, challenged, and accomplishing things
individually and as a member of a team morale will be high and retention will be high.
However, if training is perceived as poor, boring, and routine soldier morale will suffer and
attrition rates will soar. The current ROTC Cadre at UAM increased the amount of training
directly with cadets in the second semester of the 2009-10 academic year. PT became mandatory
three per week, and lab training was conducted outside, in as realistic setting as time and
resources would allow. Most cadets were now coming face to face with their instructors five
days per week.
Pay and Personnel Issues. Another significant area that affects retention concerns pay,
financial aid, and personnel issues. Cadets at UAM have been at a disadvantage in recent years
due to the fact that their scholarship issues, cadet pay issues, supply, administrative functions,
and virtually anything dealing with Cadet Command, was handled through the host school at
UAPB. Naturally, the distance and separation presented problems when cadets had questions,
concerns or problems. While the UAPB staff consistently provided quality personnel and
logistics services to UAM cadets, the distance and lack of awareness of UAM cadet issues was a
frequent problem prior to the 2009-10 year. The addition of a University administrative assistant
at UAM and two full time officers serving as instructors and Liaisons with the host school at
UAPB has resulted in much quicker solving of pay, supply, and administrative issues. If a cadet
feels that they are not being treated fairly or promised the pay and benefits that are entitled to
morale will of course suffer greatly. During the 2009-10 year many longstanding cadet pay
issues were addressed and corrected due to persistent follow up by the UAM Staff. In addition,
students were reminded and assisted in navigating the many sources of financial aid available to
cadets and those serving in the National Guard such as Federal Tuition Assistance, GI Bill,
Guard Tuition Incentive Program, and ROTC scholarships. The simple fact that cadets now
know that they can go to an ROTC representative on their campus at UAM and likely solve a
problem or get an answer to a question has increased the level of customer service to our cadets,
increased cadet morale and subsequently helped our retention rate.
Mentoring. A key ingredient in any successful military organization and especially training
unit like ROTC is an effective mentoring program. ROTC is structured to where the senior
cadets MSIIIs and especially MSIVs work extensively with basic course MS Is and MSIIs.
These experienced cadets can not only share knowledge of military tactics and techniques, but
also offer guidance and assistance to the struggling underclassmen adjusting to college life.
During the 2009-10 academic year the senior cadets were given charge of several training events
and urged to step up and lead the underclassmen. MS IIIs and MS IVs were tasked with sharing
their experiences during prior training at field training exercises, LTC, and LDAC. The
implementation of an effective mentoring program for underclassmen (MS Is and MSIIs)
utilizing senior cadets and ROTC cadre will improve retention in the ROTC program and the
University.
18 Appendix A, Course Syllabus
MSL 101
Learn to Lead I
Fall, 2010
Instructor
MAJ Dwight Ikenberry
Office Location: Harris Hall, Room 327
Phone: 870 460-1501
Cell: 501 554-3911
Email: Ikenberry@uamont.edu
Course Description
MSL 101 introduces you to the personal challenges and competencies that are critical for
effective leadership. You will learn how the personal development of life skills such as goal
setting, time management, physical fitness, and stress management relate to leadership,
officership, and the Army profession.
The focus is on developing basic knowledge and comprehension of Army leadership dimensions,
attributes and core leader competencies while gaining a big picture understanding of the ROTC
program, its purpose in the Army, and its advantages for the student.
Learning Objectives
The key objective of this semester is to introduce you to the Army’s leadership philosophies and
integrate them into your own personal development experiences.
Leadership
•
Describe the relationship between leader character and competence
•
Identify the leader attributes and core leader competencies of the Army Leadership
Requirements Model
Values and Ethics
•
Explain the Warrior Ethos
•
List and define the seven Army values
Personal Development
•
Define standards for the Army Physical Fitness Test (APFT)
•
Write short-term and long-term goals and a personal plan to prepare for APFT
•
Define the basic elements of time and stress management
19 Officership
•
Explain the importance of being a model citizen as an Army officer
•
React to passing colors, National music, and approaching officers
Tactics and Techniques
•
Find on-campus locations by reading a campus map
Requirements
Reading
Student Text
•
AR 600-9: Army Weight Control Program (Nov 06)
•
AR 600-25: Salutes, Honors and Visits of Courtesy (Sep 04)
•
AR 670-1: Wear and Appearance of Uniforms and Insignia (Feb 05)
•
FM 1-0: The Army (Jun 05)
•
FM 1-02: Operational Terms and Graphics (Sep 04)
•
FM 3-0: Operations (Feb 08)
•
FM 3-21.5: Drill and Ceremony (Jul 03)
•
FM 3-21.8: The Infantry Rifle Platoon and Squad (Mar 07)
•
FM 22-51: Leaders Manual for Combat Stress Control (Sep 94)
•
FM 3-25.26: Map Reading and Land Navigation (Aug 06)
•
FM 5-0: Army Planning and Orders Production (Jan 05)
•
FM 5-19: Composite Risk Management (Aug 06)
•
FM 6-22: Army Leadership (Oct 06)
•
FM 21-20: Physical Fitness Training (Oct 98)
•
FM 21-31: Topographic Symbols (Dec 68)
•
Cadet CD: Military Songs and Bugle Calls
Army Publications Site: http://www.army.mil/usapa/doctrine/Active_FM.html
http://www.militarydial.com/army-force-structure.htm
http://www.goarmy.com/about/ranks_and_insignia.jsp
http://www.army.mil/warriorethos
http://www.changingminds.org
http://www.cia.gov/cia/publications/factbook
DVD Support Materials (Curriculum Utility Pack – CUP)
o “Saving Private Ryan”
20 o “Blackhawk Down”
o “Gettysburg”
o “We Were Soldiers”
o “Remember the Titans”
Class participation
Students are expected to attend class each week and participate actively in learning through
critical reflection, inquiry, dialogue, and group interactions. Class participation, which
includes attendance and being in uniform, is a substantial portion of the grade for this class.
Students are also encouraged to participate in class discussions, share personal perspectives
and experiences related to principles discussed in class or reading, and work with fellow
students to engage in class and lab exercises.
Quizzes
The class is interactive and uses homework and in-class assignments to evaluate learning.
Quizzes are used at the Instructor’s discretion.
Mid-Term Exam
A mid-term exam will be given to test the levels of learning achieved by students in the first
half of the course.
Final Exam
A cumulative final exam will be given to test the levels of learning achieved by students
throughout the course of the semester.
Homework/Project Assignments
In addition to reading assignments, you will have three key homework assignments that are
graded.
1) Time Management – To prepare for lesson 3, you will maintain a log your time for five
days and bring it to class. You must create a ‘semester assignment’ calendar and write
two academic and physical fitness goals. After the lesson, you will use a log to track
your time for the next three weeks. You are required to identify priorities and write an
essay summarizing how effectively you are managing your time.
2) Written Assignment – Branch Orientation. You will research a branch of the Army and
relate it to the characteristics of a Profession. (1 page essay)
3) Health & Fitness Assessment – You will chart your physical fitness and answer
questions in essay format. You will use the MyPyramid.com website to log your diet
and compare to the Dietary & Nutrient Guidelines. You must write a brief essay
describing your strengths and development areas and write SMART goals to improve.
Documentation of website use is required.
21 Evaluation and Grading
Class Participation
20%
Time Management Assignment
10%
Mid-Term Exam
25%
Branch Orientation Essay
10%
Health & Fitness Assessment
10%
Final Exam
25%
Solid performance in each area of evaluation is necessary to earn a grade of “B”. The
following grading scale will be used based on 100 points possible:
The following grading scale will be used:
90-100
A
80-89
B
70-79
C
60-69
D
59 and below
F
Every attempt will be made to offer adequate written assessments in explaining evaluations.
All late papers and assignments will receive a 10% reduction in grade.
Course Design
This class will be conducted in an interactive manner. Everyone will be responsible for
contributing to the success of the learning experience. Lectures will be brief and interactive.
You will have extensive small group discussions and exercises throughout the class. Time
will be given in class to discuss and work on projects and papers.
Collaboration
You are encouraged to work together with the instructor in modifying assignments,
suggesting agenda, and raising questions for discussion.
Special Needs
The American with Disabilities Act of 1990 requires universities to provide a “reasonable
accommodation” to any individual who advises us of a physical or mental disability. If you
22 have a physical or mental limitation that requires an accommodation or an academic
adjustment, please arrange a meeting with me at your earliest convenience.
Students with Disabilities:
It is the policy of the University of AR at Monticello to accommodate individuals with
disabilities pursuant to federal law and the University’s commitment to equal educational
opportunities. It is the responsibility of the student to inform the instructor of any necessary
accommodations at the beginning of the course. Any student requiring accommodations
should contact the Office of Special Student Services located in Harris Hall Room 120;
phone 870 460-1026; TDD 870 460-1626; Fax 870 460-1926.
Office Hours and Appointments
Office Hours are:
M-W-F 0900 - 1500
I will meet with any of you to discuss assignments, issues, or concerns. My schedule is
generally flexible and I will schedule a specific time to meet with you beyond office hours, if
necessary.
Cadre availability to interact with students is one of the most significant factors that contribute to
cadet recruitment and retention.
Overview of Sessions
Session 1
Orientation and Introduction
Session 2
ROTC Rank Structure
Session 3
Time Management
Session 4
Orienteering
23 Session 5
US Military Customs and Courtesies
Session 6
Mid-Term Exam
Session 7
Officership and the Army Profession
Assignment Due
Time Management
Session 8
Health & Fitness
Health and Fitness Diary Due
Session 9
Essay Due
Introduction to Stress Management
Session 10
Introduction to Warrior Ethos
Session 11
Introduction to Army Leadership
Assignment Due
Session 12
Branch Orientation
Health & Fitness
Final Exam
ROTC Course Labs
Cadets in MSL 101 are not required to attend labs but it is highly encouraged that they
participate. Attendance positively affects class participation grades.
LAB 1
Drill and Ceremony
LAB 2
Combat Water Survival Training (CWST)
LAB 3
Land Navigation I
LAB 4
Land Navigation II
LAB 5
Movement Techniques (Individual and Squad)
LAB 6
Employ Hand Grenades and Claymore Mines
LAB 7
Battle Drills
LAB 8
Squad Tactics I
LAB 9
Squad Tactics II
LAB 10
Squad Tactics III
LAB 11
Fieldcraft & Pre-Combat Checks & Inspections (PCCs, PCI, & Field Craft)
LAB 12
Commander’s Time
24 Appendix B, DA Form 4856 Developmental Counseling Form (Front)
25 Appendix B, DA Form 4856 Developmental Counseling Form (Reverse)
26 Appendix C, LDP Forms
(Blue Card)
CADET COMMAND REG 145-3
REQUIREMENTS CONTROL SYMBOL ATCC-122
LEADERSHIP ASSESSMENT REPORT
PART I – RECORD OF OBSERVATIONS AND COUNSELING
Check here if
SPOT REPORT
a. SUMMARY OF OBSERVATION: Summarize most significant observed leadership behaviors. Use sufficient detail to support summary ratings in Parts II and III. Use Continuation Card if necessary.
b. COUNSELING: Comment on at least 1 “SUSTAIN” and 1 “IMPROVE” dimension as identified in Part II. (“IMPROVE” comments are required for each “N” entry in Part II) Not required for Spot Report.
SUSTAIN:
IMPROVE:
UNIT
RATED CADET NAME
RATED CADET SIGNATURE
ASSESSOR NAME / INITIALS
CDT CMD FORM 156-4A-R FEB 02 REPLACES CDT CMD FORM 156-4-R OCT 98
DUTY POSITION (Location if Spot Report)
DATE
CADRE
CADET
NOTE: Signature indicates that counseling was administered as reflected in Part 1b above, and does not imply agreement with ratings.
Leadership Assessment/Spot Report (Front)
27 PART II - CHARACTER:
Disposition of the leader: combination of values, attributes, and skills affecting leader actions
a. ARMY VALUES (Comments mandatory for all “NO” entries. Use Part I.)
1. LOYALTY: Bears true faith and allegiance to the U.S. Constitution, the Army,
2. DUTY: Fulfills professional, legal, and moral obligations
3. RESPECT: Promotes dignity, consideration, fairness, & EO
4. SELFLESS-SERVICE: Places Army priorities before self
Yes No
Yes No
the Unit, and the soldier
5. HONOR:
Adherence to the Army’s publicly declared code of values
6. INTEGRITY: Possesses high personal moral standards; honest in word and deed
7. PERSONAL COURAGE: Manifests physical and moral bravery
b. LEADER ATTRIBUTES / SKILLS / ACTIONS:
Mark “E”, “S”, or “N” for each observed dimension. IMPROVE comments in Part II are mandatory when rating of “N” is indicated.
1. ATTRIBUTES
Fundamental qualities and characteristics
2. SKILLS
Skill development is part of self-development;
prerequisite to action
1.
MENTAL
E
S
N
2.
1.
CONCEPTUAL
E
S
N
Demonstrates sound judgment, critical/creative
thinking, moral reasoning
4.
PHYSICAL
E
S
N
3.
Maintains appropriate level of
physical fitness and military bearing
Possesses desire, will, initiative and discipline
2.
INTERPERSONAL
E
EMOTIONAL
E
S
N
S
N
E
S
N
E
S
N
E
S
N
E
S
N
Displays self-control; calm under pressure
S
N
3.
TECHNICAL
E
Possesses the necessary expertise to
accomplish all tasks and functions
Shows skill with people; coaching, teaching,
counseling, motivating and empowering
TACTICAL Demonstrates proficiency in required professional knowledge, judgment, and warfighting
3. ACTIONS Major activities leaders perform; influencing, operating and improving
INFLUENCING
1.
Method of reaching goals while
operating/improving
Displays good oral, written, and listening skills
for individual / groups
OPERATING
1.
Short-term mission accomplishment
IMPROVING
Long-term improvement in the Army, its
people, and organizations
COMMUNICATING
PLANNING
E
E
S
N
S
N
DEVELOPING
E
Invests adequate time and effort to develop
individual subordinates as leaders
DECISION-MAKING
E
S
N
3.
S
N
3.
Employs sound judgment, logical reasoning,
and uses resources wisely
Develops detailed, executable plans that are
feasible, acceptable, and suitable
1.
2.
2.
EXECUTING
E
Inspires, motivates, and guides others toward
mission accomplishment
N
2.
BUILDING
E
Spends time and resources improving teams,
groups, and units; fosters ethical climate
PART III - OVERALL NET ASSESSMENT (Circle one)
Leadership Assessment/Spot Report (Reverse)
E
ASSESSING
Uses after-action and evaluation tools to
facilitate consistent improvement
Shows tactical proficiency, meets mission
standards, and takes care of people / resources
S
MOTIVATING
S
N
3.
LEARNING
Seeks self-improvement and organizational
growth; envisioning, adapting and leading
S
N
28 (Yellow Card)
CADET SELF ASSESSMENT REPORT
Cadet
Unit
ROTC Cdt Cmd Reg 145-3
REQUIREMENTS CONTROL SYMBOL ATCC-122
Duty Position
Length(Hours)
SUMMARY OF PERFORMANCE (Describe the Situation, assigned Task, the Action taken, and the Results).
CDT CMD Form 156-2-R Dec 95
Cadet Self-Assessment Report (Front)
Date
Card ___ of ___
29 My Strongest Dimensions: (list 1, 2 or 3 )
Dimensions I Need to Improve: (list 1, 2 or 3 )
Complete self-assessment to this point and turn it in prior to counseling
Cadet Summary of Counseling
My Strong Dimensions (As Noted by Evaluator): (list )
Dimensions to Improve (As Noted by Evaluator): (list )
Actions I Plan to Take: (sentences or bullets)
Cadet’s Signature
Date
CC Form 156-2-R (Reverse Side) Jun 97
Cadet Self-Assessment Report (Reverse)
30 JOB PERFORMANCE SUMMARY CARD
Cadet
SSN
Unit
School
VALUES
Date
Position
Assessor
As Obsvd
ATTRIBUTES
ME PH
EM
SKILLS
CN
IP
TE
TA
INFLUENCING
OPERATING
CO DM
PL
MO
EX
AS
IMPROVING
DE
BD
LR
NET
Summary of Ratings by Dimension
APFT: PU
RUN
SU
TOTAL
LAND NAV: WR
NT
DY
BRM:
TOTAL
ROTC CDT CMD FORM 156-18A-R
Job Performance Summary Card (Cadet Focused) (Front)
SQUAD PEER:
______OF______
RECONDO:
YES
NO
31 VALUES
Date
Position
Assessor Name
ATTRIBUTES
SKILLS
INFLUENCING
OPERATING
IMPROVING
As Obsvd
ME
PH
EM
CN
IP
TE
TA
CO DM
MO
PL
EX
AS
DE
BD
LR
NET
As Obsvd
ME
PH
EM
CN
IP
TE
TA
CO DM
MO
PL
EX
AS
DE
BD
LR
NET
VALUES
ATTRIBUTES
SKILLS
INFLUENCING OPERATING
ROTC CDT CMD FORM 156-18B-R
Job Performance Summary Card (Cadet Focused) (Reverse)
IMPROVING
32 PEER EVALUATION REPORT
REQUIREMENTS CONTROL SYMBOL
ATCC-122
(ROTC Cdt Cmd Reg 145-3)
CADET (RATER)
UNIT
DATE
CADET (RATED)
RANKING________________OF_____________
WHAT ARE THIS INDIVIDUAL’S STRONGEST (ONE, TWO, OR THREE) LEADERSHIP DIMENSIONS AND WHY?
WHAT ARE THIS INDIVIDUAL’S WEAKEST (ONE, TWO, OR THREE) LEADERSHIP DIMENSIONS AND WHY?
CDT CMD Form 156-17-R Feb 96
Peer Evaluation Report (One Side Only)
33 34