using the leadership development program - UNC Charlotte Army ...

12 ■ SECTION 1spots”—dimensions that the assessor rarely uses and that may indicate that the assessorneeds more training. You can find detailed instructions on how to administer and completethe JPSC in the LDP Handbook.Cadet EvaluationReporta report that uses theinformation on a Cadet’sperformance to giveconstructive feedback onstrengths andweaknessesCadet Evaluation ReportAs discussed earlier, MSL III Cadets receive a Cadet Evaluation Report (CER), an LDPdevelopmental counseling tool similar to the Army’s OER. The CER’s purpose is to use theinformation obtained from Cadets’ performance to give them constructive feedback ontheir strengths and weaknesses on campus.In addition, each Cadet attending LDAC receives another CER from LDAC. The PMSreceives a copy of the LDAC CER and uses it to fine-tune the Cadet’s development planduring the MSL IV year. A copy of both the on-campus and LDAC is included in each MSLIV Cadet’s accessions packet.As an MSL IV Cadet, you will receive an OER instead of a CER at the end of yourfinal semester.Summary Rating ProcessAssessors use these leadership performance indicators to come up with a Summary rating thatmeasures the Cadet’s performance in each of the leadership dimensions the assessor observed.At the end of each observation, the assessor analyzes trends in the Cadet’s behavior and weighshow effective the Cadet’s actions have been. The assessor then determines a Summary ratingof Excellent (E), Satisfactory (S), or Needs Improvement (N) for each leadership dimensionclassified (those observed at least once). Any Cadet behavior that does not meet the minimumrequirements for a Satisfactory performance rating receives a Needs Improvement rating.During the rating event, assessors must take into account the relative effectiveness ofthe Cadet’s actions on the overall success or failure of the evaluated event. For example,the Cadet leader may remain under emotional control throughout most of the evaluatedevent. But a single momentary lapse of self-control might negate everything positive donethroughout the day if the loss of self-control resulted in, or contributed to, mission failure.In such an instance, the assessor might weight the Summary rating more heavily towardthe single loss of self-control, particularly if the assessor believes such behavior points toa trend in the Cadet’s leadership style. Similarly, the Cadet leader might not do well at thebeginning of the evaluated event, only to show marked improvement near the end. Inthat case, the assessor might determine that the improved performance more accuratelyreflects the Cadet’s abilities, and rate the Cadet accordingly.Although assessors are unlikely to observe all 23 dimensions of behavior over a singleevaluated event, or even over a short period of time, it is likely that a Cadet will demonstrateall 23 dimensions over the course of an evaluated period or during a period in a ratedleadership position. Over time, the trained assessor makes many observations of eachdimension, which allows the assessor to rate accurately the Cadet’s abilities and limitations.Critical ThinkingeYour ROTC cadre may call on you as an MSL IV Cadet to help them in assessingunderclass Cadets. You may know these Cadets very well. Some may be yourfriends, while you may not be familiar with or be a friend of others. How will youprevent bias from influencing your assessment? Do you believe some of thedimensions carry more weight than others? If so, which ones, and why?