Welcome to Tuesday Training Podcast…a conversation and collaboration between Army National Guard Recruiters.
This week, because of your efforts, lives will be changed, legacies will be started and generations will be impacted. What you do matters…..you make a difference.
HOW MANY PEOPLE DID YOU ASK TO JOIN THE NATIONAL GUARD LAST WEEK?
Check on Learning:
- From the ADRP 6-22: Leaders who take responsibility for their decisions and actions display ____________.
- What is one takeaway you remember from the interview with MSG Brad Gladbach?
Chapter 2 Recruiting Activities
Section I Product Knowledge
Section II Time Management
Section III Public Speaking
Section IV Market Analysis
The Strength Maintenance Area Information Model is used by all RRNCOs. This tool shows a target population base, current market data, and production experience for a particular geographic area. The information it provides helps to develop future plans. Knowing the market situation, the use of well-conceived and carefully executed advertising and sales promotion efforts will be beneficial to the RRNCO.
2-25. Market Analysis Data Sources
Two great source of information on the WEB are www.virtualarmory.com with links to the Regional Recruiting Potential Model (RRPM) data site and https://gko.ngb.army.mil with links to the DSRO data site. The RRPM site provides links to government and civilian research found in The Strength Management Resource Library and the RRPM Research Briefs. The Director’s Strength Readiness Objectives (DSRO) site is hard data received from the states and distributed by NGB that list statistics on all strength maintenance areas.
2-26. Key Tasks for Developing the Area Information Model
- Determine the location of the SM office in reference to the community and market area, schools, industry, establishments frequented by target population. (travel distance, time).
- Establish a SM perimeter, usually by zip code.
- Identify addresses of current accessions.
- Determine the number and location of other reserve units and armed forces recruiters in the area and how well they are doing.
- Identify addresses of unit members living in assigned area.
- Determine the location of all post-secondary educational facilities in the area (colleges, vocational schools, trade schools, etc. and the number of potential prospects attending.
- Determine the high schools in the area and the number of juniors/seniors plus the total numbers of males/females attending.
- Identify, if possible, the number of high school students who plan to continue their education.
- Determine what area is potentially more productive.
- Determine past production statistics and ARNG features that are successful. (educational programs, cash bonuses).
- Determine the number of qualified prospects, ages 18-25.
- Determine the industries within the area and the employment /unemployment rate. It is also very important to know what the employers’ attitude is toward the military.
- Determine the attitude and assistance of the supported units towards the SM mission. It can be helpful to the RRNCO to know how the units are involved within the community.
- Acquire the names of all Soldiers who have an ETS within four years.
- Acquire a copy of your assigned unit’s vacancy report.
- Determine the number of prospects that enlisted in other service branches.
- Learn the attitudes of the communities you serve.
- Know when activities in the community are scheduled and list them.
- Identify COI/VIP locations, i.e. businesses, schools, civic, government.
Leadership Lesson ADRP 6-22
PART ONE: THE BASIS OF LEADERSHIP
CHAPTER 1: FUNDAMENTALS OF LEADERSHIP
CHAPTER 2: ROLES AND LEVELS OF LEADERSHIP
PART TWO: THE ARMY LEADER: PERSON OF CHARACTER, PRESENCE, AND INTELLECT
CHAPTER 3: CHARACTER
CHAPTER 4: PRESENCE
CHAPTER 5: INTELLECT
PART THREE: COMPETENCY-BASED LEADERSHIP FOR DIRECT THROUGH STRATEGIC LEVELS
CHAPTER 6: LEADS Others
EXTEND INFLUENCE BEYOND THE CHAIN OF COMMAND
LEADS BY EXAMPLE
6-73. It does not take long for followers to become suspicious of a leader who acts confident but does not have the competence to back it up. Having the appropriate levels of expertise is vital to prepare competent leaders who display confidence through their attitudes, actions, and words.
6-74. Leading by example demands that leaders stay aware of how subordinates execute their guidance and plans. Direct and organizational leaders cannot remain in safe headquarters designing complex plans without examining what their subordinates are experiencing. They must go to where the action is, whether the battlefield or shop floor. Effective leaders connect with their followers by sharing hardships and communicating openly to clearly see and feel what goes on from a subordinate’s perspective.
6-75. Leaders at all levels must remember that graphics on a map symbolize Soldiers. To verify that a plan can succeed, true leaders lead from the front and share the experiences of their subordinates. Seeing the plan transform into action empowers the leader to better assess the situation and influence the execution by their immediate presence. Leaders who stay a safe distance from risk destroy their subordinates’ trust and confidence. Military and civilian leaders must ask: would I readily do what I am asking them to do?
CHAPTER 7: DEVELOPS
CHAPTER 8: ACHIEVES
CHAPTER 9: LEADERSHIP IN PRACTICE
PART FOUR: LEADING AT ORGANIZATIONAL AND STRATEGIC LEVELS
CHAPTER 10: ORGANIZATIONAL LEADERSHIP
CHAPTER 11: STRATEGIC LEADERSHIP
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