Make your teaching points.
(a) Concluding discussion. When the discussion is not making
progress, conclude it with a summary. Review the important points that were made,
praising those people that made good points. Always encourage and reward
participation if it adds to the learning climate. You, as the leader, should then state your
important teaching points.
(b) The "right" answer/opinion/Army doctrine. In those areas where
you feel there is a "right" answer, give it to them. Tell them what you value and expect
them to value and why. When you state your own opinion, be sure the students know
that it is your opinion and not Army doctrine. In the areas that are personal, or where
you don't feel there is one right answer, tell them that too. Give them the boundaries of
what you see as acceptable values and behavior in those areas. Answer any questions
raised by your teaching points and statements.
(c) Instructor summary. In your summary, define values, state the
meaning of the values in the Professional Army Ethic, restate the main teaching points,
and tell them what you expect from them including unit standards. By this time, 50 or
60 minutes have passed, and it is time for a 10-minute break.
(4) Teach how to resolve ethical dilemmas. Begin the next hour by defining
an ethical dilemma. Present an example of an ethical dilemma, such as this one: "Your
best buddy is severely injured during a battle and is in the expectant category. There
are two other soldiers and a POW who need your help. How would you set up your
order of treatment?" Then have a 20 to 30-minute discussion of how the 91A or 91B20
should handle the dilemma. List the pros and cons of the alternatives. Then follow the
same teaching process as in the first hour: Make teaching points, answer questions,
summarize, and state what you expect of them in similar situations.
(5) Summary. This type of two-hour class can be immensely valuable to
you as a leader. It would create an awareness in your soldiers of the crucial
professional values. This awareness is the first step in really learning these values. It is
crucial that they see their leaders always living by professional values and that soldiers
are reinforced for behaving in terms of these values. Once this occurs, the soldier is
well on his way to instilling in himself the values you are trying to teach.
c. Counseling. Counseling is a combination of teaching, problem solving,
analysis, and influencing behavior. The sessions for the purpose of performance
counseling with a subordinate are considered in a separate subcourse. Sessions for
the purpose of changing deviant behavior require compassion, sincerity, and good
communication skills. Train yourself to be a good listener. Hear what is being said and
what is not being said. When the counselee can make his own decisions, let him do so.
When you must make the decisions, be firm about enforcing them. Figure 1-2 "Incident
in the Barracks," gives an example of how to counsel.