1009WSpecial-AssessingWritingCompareandContrastEssayLearner14JAN19 DLB112FollowershipandServantLeadershipFundamentalsStudentSlides…
Compare and contrast Similarities Between Followership and Servant Leader
NCO Leadership Center of Excellence and U. S. Army Sergeants Major Academy
Form 1009W (SPECIAL) Writing Assessment
STUDENT’S NAME:
ASSIGNMENT TITLE: Compare and Contrast Essay DATE:
FACILITATOR’S NAME:
RATING: 5-ADVANCED 4-PROFICIENT 3-COMPETENT 2-DEVELOPING 1-LEARNING 0-NONPERFORMER
RANGE:
EARNED:
REQUIRED WRITING STANDARDS
PURPOSE: The specific reason explaining why the document,
correspondence, or report is necessary.
ANALYSIS: Breaking down a situation, concept, or argument into its individual parts to examine how they relate to
one another.
SYNTAX: Clear sentence structure using all parts of speech, especially the use of active voice constructions
instead of passive voice.
CONCISION: The ability to infuse the greatest amount of information
into the least amount of words.
ACCURACY: Using flawless spelling, punctuation, grammar, and mechanics. Also, fairly representing credible
sources (citations) using course
requirements.
WRITING ASSIGNMENT DESCRIPTION:
Facilitator’s Comments:
Facilitator’s Signature:
Student’s Comments:
Student’s Signature:
Writing Standards – Assignment Scoring Sheet
Required U.S. Army Standards and Techniques
5 4 3 2 1 0
Advanced Proficient Competent Developing Learning Nonperformer
Purpose: The specific reason explaining why the document,
correspondence, or report is necessary.
Analysis: Breaking down a situation, concept, or argument into its
individual parts to examine how they relate to one another.
Syntax: Clear sentence structure using all parts of speech, especially
the use of active voice constructions instead of passive voice.
Concision: The ability to infuse the greatest amount of information
into the least amount of words.
Accuracy: 1) Using flawless spelling, punctuation, grammar, and
mechanics; 2) fairly representing credible sources using course
requirements.
If similarity reports indicate 50 percent or more, the facilitator will review
the assessment for possible plagiarism.
1 Frontloading prioritizes information based on importance. For Army writing, the main point should appear as close to the front as conventions allow. Bottom Line up Front (BLUF)
2 Developing writers typically draw conclusions near the end of a section, paragraph, bullet point, or list. Learning writers tend to reach the main point in the middle of the document.
3 Analysis values based on AR 25-50 correspondence requirements; values may need adjusting for assignment specifics (content)
4 The logical times to use passive voice are when the subject (doer) is unknown, the receiver of action takes priority, or when using a commonly passive phrase (e.g. “I was deployed in
Afghanistan”).
5 Not all assignments require paragraphs. For whatever written units are required, the student should keep the writing as lean as possible.
6 Determine appropriate length (leanness) by convention; for example, paragraphs in correspondence should be no longer than 10 lines and 15 words (AR 25-50), whereas 15-20 lines and 24-
30 words are usually acceptable for academic work.
7 Count the number of errors by patterns, not instances. For example, misusing commas ten times still counts as a single error, because the multiple instances show a single pattern.
Criteria 5 – Advanced 4 – Proficient 3 – Competent 2 – Developing 1 – Learning 0-Nonperformer
Purpose:
“Bottom Line
Up Front”
Author places the main
point within the top 2% of
the document and
frontloads within sections,
paragraphs, bullet points
and lists1
Author places the main
point within the top 5% of
the document and usually
within
subordinate units
Author places the main
point within the top 10% of
the document and mostly
frontloads within
subordinate units
Author’s main point not
revealed until drawing
conclusions and/or does
not frontload (strongest
points appear behind
written units or conclusion)
Author places the main
point in the middle of the
document (11-89%) and/or
does not frontload within
written units2
Author does not indicate
the main point or it is too
broad/vague to recognize;
written units lack priority
organization (neither
most/least important or vice
versa)
Analysis:
Evidence and
Arguments
Argument is issue-focused
and analyzes data/primary
sources (roughly 80%
analysis and 20%
summary/paraphrase)3
Argument is issue-focused
and analyzes data/primary
sources (roughly 70%
analysis and 30%
summary/paraphrase)
Argument is issue-focused
and analyzes data/primary
sources; (roughly 60%
analysis and 40%
summary/paraphrase)
Argument is issue-focused
and analyzes fact/primary
sources; paper is roughly
50% analysis, 50%
summary/paraphrase
No argument — paper relies
on opinion or speculation
instead of analysis (75%);
summarizes secondary
sources (10-25%)
No argument — nearly
100% of the paper is either
opinion/speculation or a
summary/paraphrase of
secondary sources
Syntax:
Effective
Sentence
Constructions
Uses active voice
primarily; passive voice
used rarely and logically.4
No visible patterns of
sentence construction
errors
Uses active voice primarily;
passive voice used rarely
and logically. One pattern
(2-3 similar sentence
construction errors)
identified
Uses active voice primarily;
passive voice used rarely
and logically. Two patterns
(2-3 similar sentence
construction errors per
pattern identified
Uses active voice primarily;
passive voice used where
active more logical. Three
patterns (2-3 similar
sentence construction errors
per pattern) identified
Uses mix of active and
passive voice; loss of
subject (doer of action)
loses meaning. Three
patterns (2-3 similar errors
per pattern) identified
Paper fluctuates between
passive and active voice
throughout without
apparent reason or control;
Four or more patterns (2-3
similar
errors per pattern)
identified
Concision:
The Most
Information in
the Least Space
All written units (words,
sentences, bullet points or
paragraphs5) are lean6
One written unit exceeds
the proscribed
length
Two written units exceed
the proscribed length
Three written units exceed
the proscribed length
Four written units exceed
the proscribed length
Five or more written units
exceed the proscribed
length
Accuracy:
Reducing
Reader
Distractions
Facilitator Discretion: Serious errors in formatting or citation may result in an automatic
0 for accuracy. Consult assignment requirements and policies.
Uses standard written
English with correct
spelling, punctuation,
grammar, mechanics,
formatting, and citations
without visible mistakes
Uses standard written
English with no individual
errors; One pattern (2-3
similar errors) identified7
Uses standard written
English with few individual
errors in any area. Two
patterns (2-3 similar errors
per pattern) identified
Deviates from standard
written English, formatting,
or citations occasionally;
Three patterns (2-3 similar
errors per pattern)
identified
Show multiple, repetitive
errors in using standard
written English, formatting,
or citations; Four patterns
(2-3 similar errors per
pattern) identified
Shows multiple, repetitive
errors in using standard
written English, formatting,
or citations; Five or more
patterns (2-3 similar errors
per pattern) identified
5 – Advanced
In addition to the “Proficient” criteria, “Advanced” writing shows clear and consistent mastery of the standards and
techniques. Work product is high quality, completely error-free, and exceeds all requirements.
Behavioral indicators include:
80 – 100% of the document reflects the overall purpose, minus minimal deviations to display data.
Title incorporates the argument or report issue, using key words defined in the paper.
4 – Proficient
Demonstrates the Army writing standard or technique accurately and efficiently. Work product is high quality, nearly
error-free except for minor or debatable stylistic mistakes. Addresses the issues of the assignment.
Behavioral indicators include:
Strong analytical reasoning or organization; for arguments, this demonstrates a thorough understanding of all sides
of an issue without losing focus of the paper’s argument.
Varied word choice, grammatical constructions, and sentence structure (as appropriate).
Vocabulary appropriate for audience and technical information.
3 – Competent
Fully qualified in the Army writing standard or technique with reliable execution. Work product achieves requirements
suitable for the training environment with few patterns of error.
Behavioral indicators include:
Establishes a single, sustained focus throughout with logical flow and transitions.
All of the information supports the main idea
Vocabulary appropriate for audience and technical information
2 – Developing
Demonstrates the Army writing standard or technique, though performance may be inconsistent throughout the
document. Has several, repeated patterns of error that would be unacceptable in the field.
Behavioral indicators include:
Commits several stylistic, rather than grammatical errors (e.g. sentences are grammatically correct, but could be
more concise; author uses passive voice correctly, but could rewrite the sentence more clearly in active voice).
A pattern of sloppy execution – usually no more than 2-3 errors executed correctly in parts of the assignment and
incorrectly in others.
1 – Learning
Attempts, but does not correctly demonstrate the Army writing standard or technique. Work product shows deviation
from the assignment requirements or inability to achieve them between 50-75% of the paper content.
Behavioral indicators include:
Excessive — but consistent — errors in spelling, punctuation, grammar, formatting or citation.
Missing or does not execute key concepts; for example, relying on opinion and summary rather than analysis in an
argument.
0 – Nonperformer
Beginner-level writing struggles to demonstrate the Army writing standards and techniques. Writing may show serious
deviations in standard formatting, frequent patterns of error in sentence construction, spelling, grammar, and mechanics
consistent with a raw draft.
Behavioral indicators include:
Disorganized, erratic errors in spelling, punctuation, grammar, formatting or citation.
Internal paragraph or sentence structures lack coherence (for example, switching topics or interjecting new
information mid-paragraph, or changing from plural to singular subjects in a sentence)
- STUDENTS NAME:
- FACILITATORS NAME:
- 5ADVANCEDRANGE:
- 4PROFICIENTRANGE:
- 3COMPETENTRANGE:
- 2DEVELOPINGRANGE:
- 1LEARNINGRANGE:
- 0NONPERFORMERRANGE:
- 5ADVANCEDEARNED:
- 4PROFICIENTEARNED:
- 3COMPETENTEARNED:
- 2DEVELOPINGEARNED:
- 1LEARNINGEARNED:
- 0NONPERFORMEREARNED:
- WRITING ASSIGNMENT DESCRIPTIONRow1:
- Facilitators Comments:
- Students Comments:
- AdvancedPurpose The specific reason explaining why the document correspondence or report is necessary:
- ProficientPurpose The specific reason explaining why the document correspondence or report is necessary:
- CompetentPurpose The specific reason explaining why the document correspondence or report is necessary:
- DevelopingPurpose The specific reason explaining why the document correspondence or report is necessary:
- LearningPurpose The specific reason explaining why the document correspondence or report is necessary:
- NonperformerPurpose The specific reason explaining why the document correspondence or report is necessary:
- AdvancedAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- ProficientAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- CompetentAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- DevelopingAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- LearningAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- NonperformerAnalysis Breaking down a situation concept or argument into its individual parts to examine how they relate to one another:
- AdvancedSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- ProficientSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- CompetentSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- DevelopingSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- LearningSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- NonperformerSyntax Clear sentence structure using all parts of speech especially the use of active voice constructions instead of passive voice:
- AdvancedConcision The ability to infuse the greatest amount of information into the least amount of words:
- ProficientConcision The ability to infuse the greatest amount of information into the least amount of words:
- CompetentConcision The ability to infuse the greatest amount of information into the least amount of words:
- DevelopingConcision The ability to infuse the greatest amount of information into the least amount of words:
- LearningConcision The ability to infuse the greatest amount of information into the least amount of words:
- NonperformerConcision The ability to infuse the greatest amount of information into the least amount of words:
- AdvancedAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- ProficientAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- CompetentAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- DevelopingAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- LearningAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- NonperformerAccuracy 1 Using flawless spelling punctuation grammar and mechanics 2 fairly representing credible sources using course requirements:
- Date4_af_date:
Total:
Average:
Facilitator Comments:
PRE-LESSON
READ 1. Say No to Yes Men, pages 5 thru 8 (5 pages) (12.5 minutes)2.
, (16 pages) (40 minutes)
REVIEW 1. ATP 6-22.1, paragraphs 2-33 thru 2-37 (including Table 2-1)2. ADP 6-22, Chapter 1
WATCH 1. Magic Carpet Team Building video (Flip the Tarp Challenge)
After completing all pre-lesson activities, proceed to the next slide.
After participating in the discussion, proceed to the next slide.
DISCUSS
1. Go to your group discussion area
2. Select B112 Followership and Servant Leadership
Fundamentals (Topic 1)
3. Follow instructions and complete
Place yourself in the group’s shoes. Would you be a leader or a follower?
Explain why.
Without using the example the group used to solve the challenge,
explain your initial solution you would use to solve the challenge.
BASIC LEADER COURSE
“Leaders Build Lethality, We Develop Leaders”B112 Followership and Servant Leadership Fundamentals
At the end of this six-hour learning event, you will be able to identify different
types of followers that make up a team and how to work with or influence each
type. You will also be able to identify the importance of servant leadership
principles in how you interact, adapt to, and think about your new position as
SGT. You will apply counseling, coaching, and mentoring techniques for
specific follower behaviors while employing servant leadership principles.
Action: Describe the characteristics of the effective follower.
Condition: As a learner, attending the BLC, using a direct level leadership
perspective in new environments, given references, practical exercises and
classroom discussions.
Standard: The learner will create an expository/compare and contrast essay
IAW the 1009W Expository/Compare & Contrast Essay Rubric reflecting
understanding of Servant
.
Action: Describe the principles of servant leadership.
Condition: As a learner, attending the BLC, using a direct level leadership
perspective in new environments, given references, practical exercises and
classroom discussions.
Standard: The learner will create an expository/compare and contrast essay
IAW the 1009W Expository/Compare & Contrast Essay Rubric reflecting
understanding of Servant Leadership and Followership.
DISCUSSION BOARD
After participating in the discussion, proceed to the next slide.
DISCUSS
1. Go to your group discussion area
2. Select B112 Followership and Servant Leadership
Fundamentals (Topic 2)
3. Follow instructions and complete
Why do you think we are discussing followership
in a leadership course?
Followership:
Encouraging the Effective Follower
Aristotle was a Greek philosopher and a scientist who lived from 384 BC to 322
BC said, “He who cannot be a good follower cannot be a good leader.”
Followership: The capacity and willingness to follow a leader.
Followership and leadership go hand-in-hand. Without followers,
there are no leaders.
Big Idea: Understanding and mastering the relationship
between leadership and followership
can make the difference
between mediocrity and
excellence.
The Robert Kelley model of
follower behavior shows different
types of followers and their range
of behaviors.
Model of Follower Behavior
Independent, critical thinkers: The best
followers are individuals who think for
themselves, give constructive criticism,
are their own person, and are innovative
and creative.
Dependent, uncritical thinkers: At the
other end of the spectrum, the worst
followers must be told what to do, “can’t
make it to the bathroom on their own”,
and just do not think.
In between these two extremes are more
typical followers who take direction and
don’t challenge the leader or group.
Model of Follower Behavior
The second dimension of the model
refers to a follower’s degree of active
engagement in work.
Active: The best followers take initiative,
assume ownership, participate actively,
are self-starters, and go above and
beyond the job.
Passive: The worst ones are passive,
lazy, need prodding, require constant
supervision, and dodge responsibility.
In between these extremes are the
typical followers who get the job done
without supervision after being told what
to do.
Model of Follower Behavior
This model also depicts five
different types or categories of
followers, as shown by the four
quadrants and the circle in the
middle.
Enthusiastic
Proactive
Own the
territory
Versatile and
Flexible
Is complaining good or bad?
Complaining can be a great tool for initiating change and if we outlaw
complaining in the workplace, as some managers try to do, all we do is drive it
underground where it becomes even more counterproductive. Here are some
of the differences:
Characteristics of an Effective Follower
UNCONSTRUCTIVE
Point fingers
Seek blame
Only complain
CONSTRUCTIVE
Look at yourself first
Seek solutions
Appreciate what’s good
Characteristics of an Effective Follower
An effective follower displays leader attributes and competencies.
DISCUSSION BOARD
After participating in the discussion, proceed to the next slide.
DISCUSS
1. Go to your group discussion area
2. Select B112 Followership and Servant Leadership
Fundamentals (Topic 3)
3. Follow instructions and complete
Which Army Values does an effective follower exhibit most?
Which Army Values were demonstrated in the Spangenberg case study?
Characteristics of an Effective Follower
An effective follower exhibits the Army Values.
DISCUSSION BOARD
After participating in the discussion, proceed to the next slide.
DISCUSS
1. Go to your group discussion area
2. Select B112 Followership and Servant Leadership
Fundamentals (Topic 4)
3. Follow instructions and complete
Which kind of follower are you?
How will you use the characteristics of the effective follower
when you return to your unit?
Leadership and Followership
– Leadership and Followership are linked concepts
– Neither can be comprehended without understanding the other
– The study of followership has been largely neglected
– Leadership and followership are best seen as roles
– The leaders must lead, and do it well to retain leadership
– The follower must follow and do it well to retain followership
– Good leaders enhance followers just as good followers enhance leaders
– When all seek to lead there are no followers
– When all seek to follow there are no leaders
Servant Leadership
While servant leadership is a timeless concept, the phrase “servant leadership”
was coined by Robert K. Greenleaf in The Servant as Leader, an essay that he
first published in 1970. In that essay, Greenleaf said:
“The servant-leader is servant first… It begins with the natural
feeling that one wants to serve, to serve first. Then conscious
choice brings one to aspire to lead. That person is sharply different
from one who is leader first, perhaps because of the need to
assuage an unusual power drive or to acquire material
possessions…The leader-first and the servant-first are two extreme
types. Between them there are shadings and blends that are part of
the infinite variety of human nature. “
• Character
• Presence
• Intellect
• Leads
• Develops
• Achieves
• Listening
• Empathy
• Healing
• Awareness
• Persuasion
• Conceptualization
• Foresight
• Stewardship
• Commitment to
• the Growth of People
• Building Community
DISCUSSION BOARD
After participating in the discussion, proceed to the next slide.
DISCUSS
1. Go to your group discussion area
2. Select B112 Followership and Servant Leadership
Fundamentals (Topic 5)
3. Follow instructions and complete
As a Servant Leader, which principles did we need most
with each type of follower?
• Followership: Encouraging the Effective Follower
• Model of Follower Behavior
• Leadership Requirements Model
• Army Values
• Leadership and Followership
• Servant Leadership and the LRM
BASIC LEADER COURSE
“Leaders Build Lethality, We Develop Leaders”Questions?
If you have questions concerning the material, you can e-mail your facilitator.
DISCUSSION BOARD
DISCUSS
1. Go to your group discussion area
2. Select B112 Followership and Servant Leadership
Fundamentals (Topic 6)
3. Follow instructions and complete
What would it take for you, as a leader, to make a commitment
toward servant leadership within your unit?
How can you teach your Soldiers to become servant leaders?
After participating in the discussion, proceed to the next slide.
ACTIVITY
ACTIVITY
You will prepare a short essay comparing and contrasting
followership and servant leadership. Requirements and rubric are
located in paragraph B-15 of the ISAP.
The essay must meet the following requirements
• Length: 250-750 words
• Font: Arial, 12 pt.
• Margins: 1 inch all around
• Spacing: double
• Format: Five (5) paragraph
• Do not justify right margins
• Utilize a graphic organizer of your choice
• Follow the Army Writing Style and Standard Written English
• Include a strong purpose statement
• Use a “Second Set of Eyes”
- PRE-LESSON ACTIVITY
- Slide Number 3
- Followership: �Encouraging the Effective Follower
- DISCUSSION BOARD��
- DISCUSSION BOARD���
- Slide Number 24
- DISCUSSION BOARD����
DISCUSSION BOARD
Scope
Enabling Learning Objective – A
Enabling Learning Objective – B
DISCUSSION BOARD
Model of Follower Behavior
Model of Follower Behavior
Model of Follower Behavior
Model of Follower Behavior
Characteristics of an Effective Follower
Characteristics of an Effective Follower
Characteristics of an Effective Follower
�
Characteristics of an Effective Follower
DISCUSSION BOARD��
Leadership and Followership
Servant Leadership
Servant Leadership and the LRM
Summary
ACTIVITY
