2
SGTS Course Leadership II Exam with precise detailed || || || || || || || ||
answers
Which mentoring skill applies to our ability to understand the emotional makeup of other people
|| || || || || || || || || || || || || || ||
and is derived from self-awareness? - ✔✔Empathy
|| || || || || ||
The two types of feedback are ___________ and ____________. - ✔✔Positive, guidance
|| || || || || || || || || || ||
Five characteristics of writing effective goals are specific, measurable, attainable, ________, and
|| || || || || || || || || || || ||
________. - ✔✔Realistic, time bound || || || ||
In this mentoring role, the mentor must lead and teach by example. - ✔✔Role model
|| || || || || || || || || || || || || ||
5 Steps to successful counseling - ✔✔Preparation
|| || || || || ||
Opening
Main body ||
Closing
Follow up ||
3 approaches to counseling - ✔✔1. Directive
|| || || || || ||
2. Non-directive
|| ||
3. Combined
||
Directive - ✔✔In the directive approach, the senior takes the lead in analyzing the Marine's
|| || || || || || || || || || || || || || ||
performance, identifying the problems, and laying out a plan for improvement. The Marine Corps
|| || || || || || || || || || || || || ||
environment lends itself to the use of this approach, and in some cases, it is very productive as it
|| || || || || || || || || || || || || || || || || || ||
takes less time. || ||
, 2
For Marines who are inexperienced, less mature, or unsure of themselves, it may be the only
|| || || || || || || || || || || || || || || ||
effective approach, depending on the diagnosis. If the problem is not identified correctly, the
|| || || || || || || || || || || || || ||
counselor could do more harm than good. For this reason, the directive approach should be used
|| || || || || || || || || || || || || || || ||
sparingly.
Potential drawbacks to the directive approach: || || || || ||
Does not require Marines to take responsibility for their actions
|| || || || || || || || ||
Counselor may be focusing on a symptom rather than the cause || || || || || || || || || ||
Non Directive - ✔✔In the non-directive approach, the senior asks questions, listens, and uses a
|| || || || || || || || || || || || || || ||
variety of techniques to draw the Marine into a discussion to reach personal decisions. This
|| || || || || || || || || || || || || || ||
approach takes more time than the directive approach, and the counselor must demonstrate a high
|| || || || || || || || || || || || || || ||
degree of counseling skill to achieve the results desired.
|| || || || || || || ||
The advantage is that it requires the Marine to think harder, seeing personal performance clearly
|| || || || || || || || || || || || || || ||
and objectively. ||
In this approach, the Marine takes responsibility for problems, plans for improvement, and makes
|| || || || || || || || || || || || || ||
decisions.
When the non-directive approach is used skillfully, the advantages outweigh the cost in time and
|| || || || || || || || || || || || || || ||
effort.
Collaborative - ✔✔In practice, most counseling sessions involve a combination of the directive || || || || || || || || || || || || ||
and non-directive approaches. Used together, they are more effective than when used alone.
|| || || || || || || || || || || ||
The directive approach can be used to curb rambling discussions and the non-directive approach
|| || || || || || || || || || || || || ||
to relax an otherwise tense session. In this approach, the counselor must be tuned in and alert to
|| || || || || || || || || || || || || || || || || ||
the conversation to change approaches as the situation changes.
|| || || || || || || ||
The counselor must understand the advantages and disadvantages of each approach and must be
|| || || || || || || || || || || || || ||
able to move easily from one to the other to keep the session moving in a productive manner.
|| || || || || || || || || || || || || || || || ||
3 Activities related to Junior's performance - ✔✔Setting targets
|| || || || || || || ||
Problem solving ||
Plans for improvement || ||
SGTS Course Leadership II Exam with precise detailed || || || || || || || ||
answers
Which mentoring skill applies to our ability to understand the emotional makeup of other people
|| || || || || || || || || || || || || || ||
and is derived from self-awareness? - ✔✔Empathy
|| || || || || ||
The two types of feedback are ___________ and ____________. - ✔✔Positive, guidance
|| || || || || || || || || || ||
Five characteristics of writing effective goals are specific, measurable, attainable, ________, and
|| || || || || || || || || || || ||
________. - ✔✔Realistic, time bound || || || ||
In this mentoring role, the mentor must lead and teach by example. - ✔✔Role model
|| || || || || || || || || || || || || ||
5 Steps to successful counseling - ✔✔Preparation
|| || || || || ||
Opening
Main body ||
Closing
Follow up ||
3 approaches to counseling - ✔✔1. Directive
|| || || || || ||
2. Non-directive
|| ||
3. Combined
||
Directive - ✔✔In the directive approach, the senior takes the lead in analyzing the Marine's
|| || || || || || || || || || || || || || ||
performance, identifying the problems, and laying out a plan for improvement. The Marine Corps
|| || || || || || || || || || || || || ||
environment lends itself to the use of this approach, and in some cases, it is very productive as it
|| || || || || || || || || || || || || || || || || || ||
takes less time. || ||
, 2
For Marines who are inexperienced, less mature, or unsure of themselves, it may be the only
|| || || || || || || || || || || || || || || ||
effective approach, depending on the diagnosis. If the problem is not identified correctly, the
|| || || || || || || || || || || || || ||
counselor could do more harm than good. For this reason, the directive approach should be used
|| || || || || || || || || || || || || || || ||
sparingly.
Potential drawbacks to the directive approach: || || || || ||
Does not require Marines to take responsibility for their actions
|| || || || || || || || ||
Counselor may be focusing on a symptom rather than the cause || || || || || || || || || ||
Non Directive - ✔✔In the non-directive approach, the senior asks questions, listens, and uses a
|| || || || || || || || || || || || || || ||
variety of techniques to draw the Marine into a discussion to reach personal decisions. This
|| || || || || || || || || || || || || || ||
approach takes more time than the directive approach, and the counselor must demonstrate a high
|| || || || || || || || || || || || || || ||
degree of counseling skill to achieve the results desired.
|| || || || || || || ||
The advantage is that it requires the Marine to think harder, seeing personal performance clearly
|| || || || || || || || || || || || || || ||
and objectively. ||
In this approach, the Marine takes responsibility for problems, plans for improvement, and makes
|| || || || || || || || || || || || || ||
decisions.
When the non-directive approach is used skillfully, the advantages outweigh the cost in time and
|| || || || || || || || || || || || || || ||
effort.
Collaborative - ✔✔In practice, most counseling sessions involve a combination of the directive || || || || || || || || || || || || ||
and non-directive approaches. Used together, they are more effective than when used alone.
|| || || || || || || || || || || ||
The directive approach can be used to curb rambling discussions and the non-directive approach
|| || || || || || || || || || || || || ||
to relax an otherwise tense session. In this approach, the counselor must be tuned in and alert to
|| || || || || || || || || || || || || || || || || ||
the conversation to change approaches as the situation changes.
|| || || || || || || ||
The counselor must understand the advantages and disadvantages of each approach and must be
|| || || || || || || || || || || || || ||
able to move easily from one to the other to keep the session moving in a productive manner.
|| || || || || || || || || || || || || || || || ||
3 Activities related to Junior's performance - ✔✔Setting targets
|| || || || || || || ||
Problem solving ||
Plans for improvement || ||
