Initial and follow-up counseling between the rater and the rated Soldier that is documented on the support forms (OER and NCOER) assures a verified communication process throughout the rating period.
a.
The support form communication process is characterized by initial and follow-up face-to-face counseling between the rater and the rated Soldier throughout the rating period.
This process is used to achieve the purposes of DA Form 67–10–1A and DA Form 2166–9–1A.
The initial face-to-face counseling assists in developing the elements of the rated Soldier’s duty description, responsibilities, and performance objectives.
The follow-up counseling enhances mission-related planning, assessment, and performance development.
Discussion and procedures on counseling are found in DA Pam 623–3 and ATP 6–22.1.
b.
Through the communication process, rated Soldiers are made aware of the specifics of their duties and may influence the decision on what is to be accomplished.
Thus, the rated Soldier is better able to—
(1)
Direct and develop their subordinates.
(2)
Plan for accomplishing the mission.
(3)
Gain valuable information about the organization.
(4)
Find better ways to accomplish the mission.
c.
Using performance objectives as the basis for leadership communication enables the rater and the rated Soldier to identify the most important tasks, priorities, major areas of concern, and responsibilities of the rated Soldier.
Many categories of objectives exist; the following examples are alternatives for consideration:
(1)
Routine objectives deal with repetitive duties.
These duties do not ordinarily produce visible results, but if they are not properly done, serious consequences could occur (for example, processes administrative discharges within a 45-day period; carries out a program that ensures on time responses to suspended items).
(2)
Problem solving objectives deal with problem situations.
These objectives will allow time for dealing with problems without disrupting other objectives (for example, prepares for logistical support to activate a BN).
(3)
Innovative objectives create new or improved methods of operation.
These may involve a degree of risk because they are untried ideas (for example, creates and/or carries out a new property accountability system or develops and tests maintenance programs).
(4)
Personal development objectives further the professional growth of the rated officer, NCO, or their subordinates.
These objectives will be oriented toward skills that will help either the Soldier’s career development or job performance.
These may be in any assigned specialty (for example, complete a correspondence course or additional civilian education, or improve subordinates’ knowledge in their area of responsibility by developing an Army publication study program).
d.
The fact that the rated Soldier or rater initiates a support form at the beginning of the rating period provides impetus for the communication process.
Discussion of duties and major performance objectives at the beginning of a rating period resolves misunderstandings and ambiguities before they can adversely affect performance and mission accomplishment.
Throughout the rating period, the working copies of support forms focus on follow-up face-to-face counseling on mission requirements and performance.
This provides consistency and centers leadership communication and development from the beginning of the rating period until the end.
See DA Pam 623–3, which discusses the automatic population of forms with up-to-date administrative data entries from HQDA’s authoritative database when initially preparing support forms.
e.
If the communication process has been properly executed, support forms will assist the rating chain in completing the OER or NCOER because the support forms are forwarded through the rating chain as evaluations are rendered.
(1)
To emphasize the importance of the support form in the evaluation process, the rated Soldier and rater will verify the face-to-face follow-up counseling by initialing the support form.
(2)
Documentation of counseling is critical, particularly when the rated Soldier is not meeting performance standards.
The support form becomes a source document and, through its use, can assist in altering substandard performance into performance that meets established standards.
(3)
For both OERs and NCOERs, the support form accompanies the rater’s evaluation of the rated Soldier when forwarded to the senior rater to provide information from the rated Soldier’s point of view to the entire rating chain.
f.
Support forms enable the rated Soldier, rater, intermediate rater (if applicable), and senior rater to communicate and provide documented input for consideration in preparing the OER or NCOER at the end of the rating period.
The rater will use the support form to complete an assessment of the rated Soldier on the OER or NCOER and will forward both documents to the next person in the rating chain (senior rater or intermediate rater, as applicable).
The intermediate rater, if applicable, will use the support form to complete their portion of the OER and will forward the documents to the senior rater.
The senior rater will use the support form to assess the rated Soldier and will forward the completed OER or NCOER and support form to the supplementary reviewer for review, if applicable, and/or to the rated Soldier for review and signature before its submission to HQDA.
g.
Although the support or form is an official document covered by regulation, it will not become part of the official file used by selection boards or career managers.
Failure to comply with any or all support form or counseling requirements will not constitute the sole grounds for appeal of an evaluation report.
The senior rater will ensure that a completed support form is returned to the rated Soldier when the OER or NCOER is forwarded to HQDA.