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OER Support Form Example: A Platoon Leader's Guide to Success
Are you a platoon leader tasked with writing Officer Evaluation Reports (OERs)? Feeling overwhelmed by the process and unsure how to best support your officers? This comprehensive guide provides a practical example of an OER support form designed specifically for platoon leaders, helping you effectively capture your officers' performance and contribute to a fair and accurate evaluation. We’ll break down the key elements, offering actionable advice to ensure you provide the strongest possible support.
What this post offers: A detailed example of a platoon leader's OER support form, practical tips for completing it accurately, and guidance on maximizing its impact on the officer's career progression.
Understanding the Importance of OER Support Forms
The OER support form is a critical component of the officer evaluation process. It allows you, as the rater, to provide detailed, specific examples of your officer's performance, going beyond simple ratings. This nuanced perspective significantly influences the overall evaluation and can significantly impact an officer's career trajectory. A well-crafted support form demonstrates your dedication to mentorship and provides a comprehensive picture of your officer's capabilities. Neglecting this crucial element can result in an incomplete and potentially inaccurate assessment.
Key Components of an Effective OER Support Form Example (Platoon Leader Perspective)
A robust OER support form should address several key areas:
#### 1. Duty Performance:
This section should highlight specific instances demonstrating the officer's competence in fulfilling their assigned duties. Instead of general statements like "performed well," provide concrete examples. For instance:
Example: "During Operation Swift Eagle, Lieutenant Jones effectively managed a platoon of 30 soldiers, executing a complex ambush maneuver that resulted in the successful capture of three enemy combatants with zero friendly casualties. Her decisive leadership and tactical proficiency under pressure were exceptional."
#### 2. Leadership Qualities:
This section focuses on the officer's leadership style, decision-making, and ability to motivate and mentor subordinates. Again, specific examples are crucial:
Example: "Lieutenant Smith consistently fostered a positive and productive team environment. Her initiative in implementing a new training program resulted in a 15% increase in unit proficiency scores. She effectively mentored junior officers, providing constructive feedback and guidance."
#### 3. Professional Qualities:
This section encompasses character traits, such as integrity, judgment, and teamwork. Demonstrate these qualities with real-world examples:
Example: "In a challenging situation involving a personnel dispute, Captain Brown displayed impeccable judgment and fairness, mediating the conflict effectively and preserving unit cohesion. Her commitment to ethical conduct is exemplary."
#### 4. Strengths and Weaknesses:
Honesty and objectivity are vital here. Highlight both strengths and areas needing improvement, offering constructive feedback. Avoid vague statements.
Example: "Strength: Lieutenant Garcia excels at tactical planning and execution. Weakness: Lieutenant Garcia could benefit from further development in public speaking and presentation skills. We are currently working on this through participation in the unit's public speaking workshop."
#### 5. Potential:
Assess the officer's potential for future leadership roles and responsibilities. Justify your assessment with specific instances of performance.
Example: "Lieutenant Davis demonstrates exceptional potential for command. Her ability to quickly adapt to changing situations, coupled with her strong interpersonal skills, makes her a highly valuable asset and a strong candidate for promotion."
OER Support Form Example: A Template
While specific formatting will vary depending on your branch and service, the following template illustrates the key elements:
Officer Name: [Officer's Name]
Rank: [Officer's Rank]
Date of Evaluation: [Date]
Rater: [Your Name and Rank]
Duty Performance: [Detailed examples as described above]
Leadership Qualities: [Detailed examples as described above]
Professional Qualities: [Detailed examples as described above]
Strengths: [Specific strengths with examples]
Weaknesses: [Specific weaknesses with actionable suggestions for improvement]
Potential: [Assessment of future potential with supporting examples]
Overall Assessment: [Summarize your overall assessment of the officer's performance]
Maximizing the Impact of Your Support Form
Be Specific: Avoid generalizations. Use concrete examples and quantifiable results whenever possible.
Be Timely: Complete the form promptly to ensure accuracy and relevance.
Be Objective: Focus on observable behaviors and avoid personal biases.
Be Consistent: Your support form should align with the overall evaluation and reflect the officer's consistent performance.
Proofread Carefully: Errors can undermine the credibility of your support.
Conclusion
Providing a strong OER support form is a significant responsibility for a platoon leader. By following the guidelines outlined above and using specific examples to illustrate your officer's performance, you can effectively contribute to a fair and accurate evaluation, ultimately supporting their career progression. Remember, your input is invaluable and plays a vital role in shaping the future of your officers.
FAQs
1. What if I disagree with the Officer's Self-Rating? Address any discrepancies objectively, providing specific examples to support your assessment. Focus on the observed behavior and performance rather than expressing personal opinions.
2. How much detail is too much detail? While specificity is key, avoid excessive length. Aim for concise and impactful examples that clearly illustrate the officer's performance.
3. Can I include anecdotes in my support form? While anecdotes can be helpful, ensure they are relevant, professional, and support your overall assessment.
4. What if the officer has had a significant improvement in a particular area? Highlight this positive development, indicating the specific actions that led to the improvement.
5. What should I do if I'm unsure about an aspect of the officer's performance? If you are uncertain about a specific element, consult with your supervisor or other senior leaders for guidance before completing the form.
| oer support form example platoon leader: Technical Report , 1994 |
| oer support form example platoon leader: Armor , 2006 |
| oer support form example platoon leader: Tacit Knowledge in Military Leadership Joseph A. Horvath, 1994 |
| oer support form example platoon leader: Infantry , 1999 |
| oer support form example platoon leader: Mailing List (Infantry School (U.S.)) , 1986 |
| oer support form example platoon leader: Adaptive leadership , 2006 |
| oer support form example platoon leader: Leadership in a Complex World , 2009 |
| oer support form example platoon leader: Military Review , 2012 |
| oer support form example platoon leader: Professional Journal of the United States Army , 2012 |
| oer support form example platoon leader: Exploratory Examination of Procedures for Improving Lieutenant Leadership Development Norman D. Smith, 1988 |
| oer support form example platoon leader: Company Command John G. Meyer, 1996 A Dutch-Uncle approach to advising those who assume first command. Written by an Army officer primarily for Army company commanders, the book contains information, suggestions, & insights applicable to other services. A ready reference for the company commander. Identifies tasks to complete & how to set new directions for the company; inspires confidence to command with authority. Includes chapters on military justice & administrative law matters. Comprehensive do's & don'ts of a winning command philosophy. |
| oer support form example platoon leader: Current Military & Political Literature , 1992 |
| oer support form example platoon leader: The Sergeants Major of the Army , 2010 |
| oer support form example platoon leader: The Iron Major Survival Guide David Dunphy, 2016-05-28 |
| oer support form example platoon leader: Army Leadership and the Profession (ADP 6-22) Headquarters Department of the Army, 2019-10-09 ADP 6-22 describes enduring concepts of leadership through the core competencies and attributes required of leaders of all cohorts and all organizations, regardless of mission or setting. These principles reflect decades of experience and validated scientific knowledge.An ideal Army leader serves as a role model through strong intellect, physical presence, professional competence, and moral character. An Army leader is able and willing to act decisively, within superior leaders' intent and purpose, and in the organization's best interests. Army leaders recognize that organizations, built on mutual trust and confidence, accomplish missions. Every member of the Army, military or civilian, is part of a team and functions in the role of leader and subordinate. Being a good subordinate is part of being an effective leader. Leaders do not just lead subordinates--they also lead other leaders. Leaders are not limited to just those designated by position, rank, or authority. |
| oer support form example platoon leader: Army , 1972 |
| oer support form example platoon leader: Lying to Ourselves Leonard Wong, Stephen J. Gerras, Strategic Studies Institute, 2015-12-22 One of the hallmarks of a true profession is its ability to assess and regulate itself, especially with respect to adherence to its foundational ethos. Such self-examination is difficult and often causes discomfort within the profession. Nonetheless, it is absolutely necessary to enable members of the profession to render the service for which the profession exists. U.S. military professionals have never shied away from this responsibility, and they do not today, as evidenced by this riveting monograph. Discussing dishonesty in the Army profession is a topic that will undoubtedly make many readers uneasy. It is, however, a concern that must be addressed to better the Army profession. Through extensive discussions with officers and thorough and sound analysis, Drs. Leonard Wong and Stephen Gerras make a compelling argument for the Army to introspectively examine how it might be inadvertently encouraging the very behavior it deems unacceptable. |
| oer support form example platoon leader: Field Manual FM 3-21. 8 (FM 7-8) the Infantry Rifle Platoon and Squad March 2007 Department of the Army, 2015-12-31 This field manual provides doctrinal framework for how infantry rifle platoons and squads fight. It also addresses rifle platoon and squad non-combat operations across the spectrum of conflict. Content discussions include principles, tactics, techniques, procedures, terms, and symbols that apply to small unit operations in the current operational environment. |
| oer support form example platoon leader: Army Leadership Department of the Army, 2012-09-15 Competent leaders of character are necessary for the Army to meet the challenges in the dangerous and complex security environment we face. As the keystone leadership manual for the United States Army, FM 6-22 establishes leadership doctrine, the fundamental principles by which Army leaders act to accomplish their mission and care for their people. FM 6-22 applies to officers, warrant officers, noncommissioned officers, and enlisted Soldiers of all Army components, and to Army civilians. From Soldiers in basic training to newly commissioned officers, new leaders learn how to lead with this manual as a basis. FM 6-22 is prepared under the direction of the Army Chief of Staff. It defines leadership, leadership roles and requirements, and how to develop leadership within the Army. It outlines the levels of leadership as direct, organizational, and strategic, and describes how to lead successfully at each level. It establishes and describes the core leader competencies that facilitate focused feedback, education, training, and development across all leadership levels. It reiterates the Army Values. FM 6-22 defines how the Warrior Ethos is an integral part of every Soldier's life. It incorporates the leadership qualities of self-awareness and adaptability and describes their critical impact on acquiring additional knowledge and improving in the core leader competencies while operating in constantly changing operational environments. In line with evolving Army doctrine, FM 6-22 directly supports the Army's capstone manuals, FM 1 and FM 3-0, as well as keystone manuals such as FM 5-0, FM 6-0, and FM 7-0. FM 6-22 connects Army doctrine to joint doctrine as expressed in the relevant joint doctrinal publications, JP 1 and JP 3-0. As outlined in FM 1, the Army uses the shorthand expression of BE-KNOW-DO to concentrate on key factors of leadership. What leaders DO emerges from who they are (BE) and what they KNOW. Leaders are prepared throughout their lifetimes with respect to BE-KNOW-DO so they will be able to act at a moment's notice and provide leadership for whatever challenge they may face. FM 6-22 expands on the principles in FM 1 and describes the character attributes and core competencies required of contemporary leaders. Character is based on the attributes central to a leader's make-up, and competence comes from how character combines with knowledge, skills, and behaviors to result in leadership. Inextricably linked to the inherent qualities of the Army leader, the concept of BE-KNOW-DO represents specified elements of character, knowledge, and behavior described here in FM 6-22. |
| oer support form example platoon leader: The Army Officer's Guide to Mentoring Raymond Kimball, 2019-09-14 Mentoring matters! It matters because it shapes both the present and future of our Army. It matters because at our core, we are social beings who need the company of one another to blossom. It matters because, as steel sharpens steel, so professionals become more lethal and capable when they can feed off one another. This book is all about the lived experience of mentoring for Army officers. Within these pages, you will read real stories by real officers talking about their mentoring experiences. |
| oer support form example platoon leader: The Things They Carried Tim O'Brien, 2009-10-13 A classic work of American literature that has not stopped changing minds and lives since it burst onto the literary scene, The Things They Carried is a ground-breaking meditation on war, memory, imagination, and the redemptive power of storytelling. The Things They Carried depicts the men of Alpha Company: Jimmy Cross, Henry Dobbins, Rat Kiley, Mitchell Sanders, Norman Bowker, Kiowa, and the character Tim O’Brien, who has survived his tour in Vietnam to become a father and writer at the age of forty-three. Taught everywhere—from high school classrooms to graduate seminars in creative writing—it has become required reading for any American and continues to challenge readers in their perceptions of fact and fiction, war and peace, courage and fear and longing. The Things They Carried won France's prestigious Prix du Meilleur Livre Etranger and the Chicago Tribune Heartland Prize; it was also a finalist for the Pulitzer Prize and the National Book Critics Circle Award. |
| oer support form example platoon leader: Hearings United States. Congress. Senate. Committee on Labor and Public Welfare, 1971 |
| oer support form example platoon leader: Command Culture Jörg Muth, 2011 Muth examines the different paths the United States Army and the German Armed Forces traveled to select, educate, and promote their officers in the crucial time before World War II. He demonstrates that the military education system in Germany represented an organized effort where each school provided the stepping stone for the next. But in the US, there existed no communication about teaching contents among the various schools. |
| oer support form example platoon leader: Saving Grace at Guantanamo Bay Montgomery J Granger, 2012-07-01 Hard as it is to believe, one of the most significant stories of the post-9/11 age is also one of the least known-life at Gitmo, the detention facility for many of the world's worst terrorists. Few individuals are more qualified to tell this story than Montgomery Granger, a citizen soldier, family man, dedicated educator, and Army Reserve medical officer involved in one of the most intriguing military missions of our time. Saving Grace at Guantanamo Bay is about that historic experience, and it relates not only what it was like for Granger to live and work at Gitmo, but about the sacrifices made by him and his fellow Reservists serving around the world. Andrew Carroll, editor of the New York Times bestsellers War Letters and Behind the Lines Saving Grace at Guantanamo Bay, or Gitmo: The Real Story, is a good history of medical, security, and intelligence aspects of Gitmo; also, it will be valuable for anyone assigned to a Gitmo-like facility. Jason Wetzel, Field Historian, Office of Army Reserve History U.S. Army Reserve Captain Montgomery Granger found himself the ranking Army Medical Department officer in a joint military operation like no other before it - taking care of terrorists and murderers just months after the horrors of September 11, 2001. Granger and his fellow Reservists end up running the Joint Detainee Operations Group (JDOG) at Guantanamo Bay's infamous Camp X-Ray. In this moving memoir, Granger writes about his feelings of guilt, leaving his family and job back home, while in Guantanamo, he faces a myriad of torturous emotions and self-doubt, at once hating the inmates he is nonetheless duty bound to care for and protect. Through long distance love, and much heartache, Granger finds a way to keep his sanity and dignity. Saving Grace at Guantanamo Bay is his story. |
| oer support form example platoon leader: Air Base Defense in the Republic of Vietnam, 1961-1973 Roger P. Fox, 1979 |
| oer support form example platoon leader: GMAT Official Guide 2020 GMAC (Graduate Management Admission Council), 2019-05-07 Are you still unprepared for the GMAT? Catch up with the Official Guide. GMAT Official Guide 2021 is the only study guide written by the Graduate Management Admission Council, the makers of the GMAT exam. Get a competitive edge by studying the guide's 950+ questions. The questions are arranged from simplest to hardest, so you'll be able to consistently increase your knowledge as you fly through the guide. Access online the 950 questions in the book (plus an additional 150 online only questions!) complete with detailed answer keys and strategies direct from the makers of the GMAT. You can even use the mobile app to study while you’re at work or school. It's easy to work seamlessly between all of your devices! GMAT Official Guide 2021 comes with: Detailed descriptions of the GMAT’s format and content Comprehensive strategies for performing well on the GMAT Online flashcards to help you retain what you read Complete grammar and quantitative reviews Actual GMAT essay topics along with sample responses and scoring info |
| oer support form example platoon leader: Personnel Records Specialist United States. Department of the Army, 1979 |
| oer support form example platoon leader: Reducing the Time Burdens of Army Company Leaders Lisa Saum-Manning, Tracy C. Krueger, Matthew W. Lewis, 2020-01-31 U.S. Army company leaders have long been recognized as overworked. This report is intended to help the Army identify ways to reduce and manage the time burdens on Active Component company leaders in garrison by examining these leaders' time burdens. |
| oer support form example platoon leader: Commissioned Officers , 1964 |
| oer support form example platoon leader: Army Leadership (ADRP 6-22) Department Army, 2012-09-28 Army doctrine reference publication (ADRP) 6-22 expands on the leadership principles established in Army doctrine publication (ADP) 6-22. ADRP 6-22 describes the Army's view of leadership, outlines the levels of leadership (direct, organizational, and strategic), and describes the attributes and core leader competencies across all levels. The principal audience for ADRP 6-22 is all leaders, military and civilian. Trainers and educators throughout the Army will also use this publication. Commanders, staffs, and subordinates ensure their decisions and actions comply with applicable United States, international, and, in some cases, host-nation laws and regulations. Commanders at all levels ensure their Soldiers operate in accordance with the law of war and the rules of engagement (see Field Manual [FM] 27-10). ADRP 6-22 uses joint terms where applicable. Selected joint and Army terms and definitions appear in both the glossary and the text. For definitions shown in the text, the term is italicized and the number of the proponent publication follows the definition. The use of the term influence throughout this publication reflects the definition of common English usage the act or power of producing an effect without apparent exertion of force or direct exercise of command, as distinct from the usage outlined in FM 3-13. It is contrary to law for DOD to undertake operations intended to influence a domestic audience; nothing in this publication recommends activities in contravention of this law. ADRP 6-22 applies to the Active Army, Army National Guard/Army National Guard of the United States, and United States Army Reserve unless otherwise stated. |
| oer support form example platoon leader: Brigade Commander's Battle Staff Handbook Charles R. André, 1996 |
| oer support form example platoon leader: Iroquois Warriors in Iraq Steven Clay, 2013-11 The role of the Organized Reserves in the history of the US Army has taken many twists and turns since the nation's founding. The organization and missions of the Army's reserves, both the National Guard and the Army Reserve, are once again undergoing fundamental change to meet the needs of the 21st century. In Iroquois Warriors in Iraq, Mr. Steve Clay analyzes the role played by the Iroquois Warriors of the US Army Reserve's 98th Division (Institutional Training). In an unprecedented move, the soldiers of the 98th were called on in mid-2004 to deploy to Iraq and to fulfill a critical role in the building, training, and advising of the new Iraqi Army. This monograph is the story of how that concept evolved and how it came to form a nexus with MNSTC-I that resulted in the use of a USAR training division for an overseas combat mission for the first time in US Army history. The monograph presents issues connected with the mobilization, deployment, training, and integration of Reserve Component (RC) units and personnel in general; the use of units to perform tasks not part of their mission essential task list (METL); and issues associated with the major task assigned to the 98th Division-training and advising a foreign army. It finishes with an analysis of the overall mission and provides conclusions and recommendations for consideration. The intent of this monograph is to expose leaders and soldiers to the issues described above, so in future conflicts, and perhaps even for the current conflict, they might gain insights that will enable them to develop solutions should similar problems arise. |
| oer support form example platoon leader: Training (ADP 7-0) Headquarters Department of the Army, 2019-09-27 Training prepares the Army to conduct prompt and sustained operations across multiple domains. In concert with ADP 3-0, Operations, ADP 7-0 further articulates the Army's foundational training doctrine as leaders and units prepare to conduct unified land operations. The factors in the logic chart on page iv combined with the changing nature of technology and continuously developing asymmetric threats make training challenging. The principal audience for this publication is Army commanders and staffs. Commanders and staffs of Army headquarters serving as joint task force or multinational headquarters should refer to applicable joint or multinational doctrine concerning joint or multinational planning. |
| oer support form example platoon leader: Military Occupational Classification and Structure , 1994 |
| oer support form example platoon leader: The Social Biology of Microbial Communities Institute of Medicine, Board on Global Health, Forum on Microbial Threats, 2013-01-10 Beginning with the germ theory of disease in the 19th century and extending through most of the 20th century, microbes were believed to live their lives as solitary, unicellular, disease-causing organisms . This perception stemmed from the focus of most investigators on organisms that could be grown in the laboratory as cellular monocultures, often dispersed in liquid, and under ambient conditions of temperature, lighting, and humidity. Most such inquiries were designed to identify microbial pathogens by satisfying Koch's postulates.3 This pathogen-centric approach to the study of microorganisms produced a metaphorical war against these microbial invaders waged with antibiotic therapies, while simultaneously obscuring the dynamic relationships that exist among and between host organisms and their associated microorganisms-only a tiny fraction of which act as pathogens. Despite their obvious importance, very little is actually known about the processes and factors that influence the assembly, function, and stability of microbial communities. Gaining this knowledge will require a seismic shift away from the study of individual microbes in isolation to inquiries into the nature of diverse and often complex microbial communities, the forces that shape them, and their relationships with other communities and organisms, including their multicellular hosts. On March 6 and 7, 2012, the Institute of Medicine's (IOM's) Forum on Microbial Threats hosted a public workshop to explore the emerging science of the social biology of microbial communities. Workshop presentations and discussions embraced a wide spectrum of topics, experimental systems, and theoretical perspectives representative of the current, multifaceted exploration of the microbial frontier. Participants discussed ecological, evolutionary, and genetic factors contributing to the assembly, function, and stability of microbial communities; how microbial communities adapt and respond to environmental stimuli; theoretical and experimental approaches to advance this nascent field; and potential applications of knowledge gained from the study of microbial communities for the improvement of human, animal, plant, and ecosystem health and toward a deeper understanding of microbial diversity and evolution. The Social Biology of Microbial Communities: Workshop Summary further explains the happenings of the workshop. |
| oer support form example platoon leader: The NCO Journal , 1996 |
| oer support form example platoon leader: Breaking the Mold Kendall D. Gott, 2006 Few lessons are as prevalent in military history as is the adage that tanks don't perform well in cities. The notion of deliberately committing tanks to urban combat is anathema to most. In Breaking the Mold: Tanks in the Cities, Ken Gott disproves that notion with a timely series of five case studies from World War II to the present war in Iraq. This is not a parochial or triumphant study. These cases demonstrate that tanks must do more than merely arrive on the battlefield to be successful in urban combat. From Aachen in 1944 to Fallujah in 2004, the absolute need for specialized training and the use of combined arms at the lowest tactical levels are two of the most salient lessons that emerge from this study. When properly employed, well-trained and well-supported units led by tanks are decisive in urban combat. The reverse also is true. Chechen rebels taught the Russian army and the world a brutal lesson in Grozny about what happens when armored units are poorly led, poorly trained, and cavalierly employed in a city. The case studies in this monograph are high-intensity battles in conflicts ranging from limited interventions to major combat operations. It would be wrong to use them to argue for the use of tanks in every urban situation. As the intensity of the operation decreases, the 2nd and 3rd order effects of using tanks in cities can begin to outweigh their utility. The damage to infrastructure caused by their sheer weight and size is just one example of what can make tanks unsuitable for every mission. Even during peace operations, however, the ability to employ tanks and other heavy armored vehicles can be crucial. Breaking the Mold provides an up-to-date analysis of the utility of tanks and heavy armored forces in urban combat. The U.S. Army will increasingly conduct combat operations in urban terrain, and it will be necessary to understand what it takes to employ tanks to achieve success in that battlefield environment. |
| oer support form example platoon leader: Army Food Program Department of the Army, 2012-07-24 This regulation encompasses garrison, field, and subsistence supply operations. Specifically, this regulation comprises Army Staff and major Army command responsibilities and includes responsibilities for the Installation Management Command and subordinate regions. It also establishes policy for the adoption of an à la carte dining facility and for watercraft to provide subsistence when underway or in dock. Additionally, the regulation identifies DOD 7000.14–R as the source of meal rates for reimbursement purposes; delegates the approval authority for catered meals and host nation meals from Headquarters, Department of the Army to the Army commands; and authorizes the use of the Government purchase card for subsistence purchases when in the best interest of the Government. This regulation allows prime vendors as the source of garrison supply and pricing and provides garrison menu standards in accordance with The Surgeon General's nutrition standards for feeding military personnel. Also, included is guidance for the implementation of the U.S. Department of Agriculture Food Recovery Program. |
| oer support form example platoon leader: Field Feeding Teams United States. Department of the Army, 1989 |
| oer support form example platoon leader: 15 Months in SOG Thom Nicholson, 1999-06-28 When we cross the border: no ID, and it's kiss yourself good-bye if Charlie gets ahold of you. In Vietnam, the Military Assistance Command's Studies and Observations Group (MACV-SOG) fielded small recon teams in areas infested with VC and NVA. Because SOG operations suffered extraordinary casualties, they required extraordinary soldiers. So when Capt. Thom Nicholson arrived at Command and Control North (CCN) in Da Nang, SOG's northernmost base camp, he knew he was going to be working with the cream of the crop. As commander of Company B, CCN's Raider Company, Nicholson commanded four platoons, comprising nearly two hundred men, in some of the war's most deadly missions, including ready-reaction missions for patrols in contact with the enemy, patrol extractions under fire, and top-secret expeditions over the fence into Laos, Cambodia, and North Vietnam. Colonel Nicholson spares no one, including himself, as he provides a rare glimpse into the workings of one of the military's most carefully concealed reconnaissance campaigns. |
Oer Support Form Example Platoon Leader (Download Only)
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This guide, Mastering the OER: A Platoon Leader's Guide to Effective Support, provides a clear, concise, and actionable framework for navigating the OER process. Contents: Introduction: Understanding the Importance of OERs and Their Impact Chapter 1: The OER Support Process: Step-by-step guide to supporting your soldiers throughout the rating ...
Oer Support Form Example Platoon Leader (2024)
This guide, Mastering the OER: A Platoon Leader's Guide to Effective Support, provides a clear, concise, and actionable framework for navigating the OER process. Contents: Introduction: Understanding the Importance of OERs and Their Impact Chapter 1: The OER Support Process: Step-by-step guide to supporting your soldiers throughout the rating ...
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This guide, Mastering the OER: A Platoon Leader's Guide to Effective Support, provides a clear, concise, and actionable framework for navigating the OER process. Contents: Introduction: Understanding the Importance of OERs and Their Impact Chapter 1: The OER Support Process: Step-by-step guide to supporting your soldiers throughout the rating ...
Oer Support Form Example Platoon Leader Full PDF
This guide, Mastering the OER: A Platoon Leader's Guide to Effective Support, provides a clear, concise, and actionable framework for navigating the OER process. Contents: Introduction: Understanding the Importance of OERs and Their Impact Chapter 1: The OER Support Process: Step-by-step guide to supporting your soldiers throughout the rating ...
Oer Support Form Example Platoon Leader Copy
This guide, Mastering the OER: A Platoon Leader's Guide to Effective Support, provides a clear, concise, and actionable framework for navigating the OER process. Contents: Introduction: Understanding the Importance of OERs and Their Impact Chapter 1: The OER Support Process: Step-by-step guide to supporting your soldiers throughout the rating ...
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Oer Support Form Example Platoon Leader (book)
This guide, Mastering the OER: A Platoon Leader's Guide to Effective Support, provides a clear, concise, and actionable framework for navigating the OER process. Contents: Introduction: Understanding the Importance of OERs and Their Impact Chapter 1: The OER Support Process: Step-by-step guide to supporting your soldiers throughout the rating ...
Oer Support Form Example Platoon Leader
Oer Support Form Example Platoon Leader Adaptive Leadership ,2008 Technical Report ,1994 Leader Development in Army Units Peter Schirmer,James C. Crowley,Nancy E. Blacker,Richard R. Jr. Brennan,Henry A. Leonard,2008-03-05 Summarizes discussions with over 450 Army officers lieutenants through colonels about leader development in Army units These ...
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This guide, Mastering the OER: A Platoon Leader's Guide to Effective Support, provides a clear, concise, and actionable framework for navigating the OER process. Contents: Introduction: Understanding the Importance of OERs and Their Impact Chapter 1: The OER Support Process: Step-by-step guide to supporting your soldiers throughout the rating ...
Army Platoon Leader Oer Support Form Example (book)
Oer Support Form Example Platoon Leader (2024) Oer Support Form Example Platoon Leader: Adaptive Leadership ,2008 Leader Development in Army Units Peter Schirmer,James C. Crowley,Nancy E. Blacker,Richard R. Jr. Brennan,Henry A. Leonard,2008-03-05 Summarizes discussions with over 450 Army officers
Oer Support Form Example Platoon Leader (2024)
Oer Support Form Example Platoon Leader Adaptive Leadership ,2008 Technical Report ,1994 Leader Development in Army Units Peter Schirmer,James C. Crowley,Nancy E. Blacker,Richard R. Jr. Brennan,Henry A. Leonard,2008-03-05 Summarizes discussions with over 450 Army officers lieutenants through colonels about leader development in Army units These ...
Oer Support Form Example Platoon Leader (book)
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Example Oer Support Form Infantry Platoon Leader Leader Development in Army Units Peter Schirmer,James C. Crowley,Nancy E. Blacker,Richard R. Jr. Brennan,Henry A. Leonard,2008-03-05 Summarizes discussions with over 450 Army officers lieutenants through colonels about leader development in Army
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Oer Support Form Example Platoon Leader Adaptive Leadership ,2008 Technical Report ,1994 Leader Development in Army Units Peter Schirmer,James C. Crowley,Nancy E. Blacker,Richard R. Jr. Brennan,Henry A. Leonard,2008-03-05 Summarizes discussions with over 450 Army officers lieutenants through colonels about leader development in Army units These ...
Army Platoon Leader Oer Support Form Example (2024)
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Oer Support Form Example Platoon Leader (2024)
Oer Support Form Example Platoon Leader Adaptive Leadership ,2008 Technical Report ,1994 Leader Development in Army Units Peter Schirmer,James C. Crowley,Nancy E. Blacker,Richard R. Jr. Brennan,Henry A. Leonard,2008-03-05 Summarizes discussions with over 450 Army officers lieutenants through colonels about leader development in Army units These ...
Oer Support Form Example Platoon Leader Copy
Oer Support Form Example Platoon Leader Adaptive Leadership ,2008 Technical Report ,1994 Leader Development in Army Units Peter Schirmer,James C. Crowley,Nancy E. Blacker,Richard R. Jr. Brennan,Henry A. Leonard,2008-03-05 Summarizes discussions with over 450 Army officers lieutenants through colonels about leader development in Army units These ...
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Army Platoon Leader Oer Support Form Example (book)
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Oer Support Form Example Platoon Leader (2024)
Oer Support Form Example Platoon Leader Adaptive Leadership ,2008 Technical Report ,1994 Leader Development in Army Units Peter Schirmer,James C. Crowley,Nancy E. Blacker,Richard R. Jr. Brennan,Henry A. Leonard,2008-03-05 Summarizes discussions with over 450 Army officers lieutenants through colonels about leader development in Army units These ...
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Oer Support Form Example Platoon Leader Adaptive Leadership ,2008 Technical Report ,1994 Leader Development in Army Units Peter Schirmer,James C. Crowley,Nancy E. Blacker,Richard R. Jr. Brennan,Henry A. Leonard,2008-03-05 Summarizes discussions with over 450 Army officers lieutenants through colonels about leader development in Army units These ...
Army Platoon Leader Oer Support Form Example
The products in this TC are developed to support the battalion's mission plan. This TC provides guidance for platoon leaders, leaders, and Soldiers who are responsible for planning, preparing, executing, and assessing training of the mortar platoon. The primary target audience for this TC is the platoon leader and other leaders within a mortar ...
Oer Support Form Example Platoon Leader Copy
Oer Support Form Example Platoon Leader Adaptive Leadership ,2008 Technical Report ,1994 Leader Development in Army Units Peter Schirmer,James C. Crowley,Nancy E. Blacker,Richard R. Jr. Brennan,Henry A. Leonard,2008-03-05 Summarizes discussions with over 450 Army officers lieutenants through colonels about leader development in Army units These ...
Oer Support Form Example Platoon Leader (Download Only)
Oer Support Form Example Platoon Leader Adaptive Leadership ,2008 Technical Report ,1994 Leader Development in Army Units Peter Schirmer,James C. Crowley,Nancy E. Blacker,Richard R. Jr. Brennan,Henry A. Leonard,2008-03-05 Summarizes discussions with over 450 Army officers lieutenants through colonels about leader development in Army units These ...
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