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ADP 6-22 ARMY LEADERSHIP

AND THE PROFESSION

JULY 2019 DISTRIBUTION RESTRICTION: Approved for public release; distribution is unlimited. This publication supersedes ADP 6-22 and ADRP 6-22, dated 1 August 2012 and ADRP 1, dated 14 June 2015. HEADQUARTERS, DEPARTMENT OF THE ARMY

This publication is available at the Army Publishing Directorate site

(https://armypubs.army.mil/) and the Central Army Registry site

(https://atiam.train.army.mil/catalog/dashboard).

Change No. 1 Headquarters

Department of the Army

Washington, DC, 25 November 2019

ARMY LEADERSHIP AND THE PROFESSION

1. This publication is changed to incorporate traits of the Army profession.

2. A plus sign (+) denotes changed material.

3. ADP 6-22, 31 July 2019, is changed as follows:

Remove Old Pages Insert New Pages

pages i through vii pages i through ix

pages 1-1 through 1-14 pages 1-1 through 1-23

pages Source Notes-1 through Source Notes-2 pages Source Notes-1 through Source Notes-2

pages Glossary-1 through Glossary-2 pages Glossary-1 through Glossary-2

pages References-1 through References-3 pages References-1 through References-3

pages Index-1 through Index-2 pages Index-1 through Index-2

4. File this transmittal sheet in front of the publication for reference purposes.

DISTRIBUTION RESTRICTION: Approved for public release; distribution is unlimited.

ADP 6-22, C1 25 November

DISTRIBUTION: Active Army, Army National Guard, and United States Army Reserve: istributed in

110180, ADP 6-22

1932909

*ADP 6-22

DISTRIBUTION RESTRICTION: Approved for public release; distribution is unlimited.

*This publication supersedes ADP 6-22 and ADRP 6-22, both dated 1 August 2012, and ADRP 1, dated 14 June 2015.

ADP 6-22, C1 i

Army Doctrine Publication

No. 6-22

Headquarters

Department of the Army

Washington, DC, 31 July 2019

ARMY LEADERSHIP AND THE PROFESSION

Contents

Page

PREFACE……………………………………………………………………………………………………… v

INTRODUCTION ………………………………………………………………………………………….. vii

Chapter 1 THE ARMY PROFESSION, ETHIC, AND LEADERSHIP …………………………………. 1-1 +The Army Profession and Ethic ……………………………………………………………………. 1-1 +The Army Profession ………………………………………………………………………………….. 1-1 +The Army Ethic ………………………………………………………………………………………….. 1-6 +Expectations for the Army Profession, Based on Our Ethic ……………………………… 1-8 The Army Values ……………………………………………………………………………………….. 1-12 Army Leadership ……………………………………………………………………………………….. 1-13 Army Leadership Requirements Model …………………………………………………………. 1-15 Dynamics of Leadership ……………………………………………………………………………… 1-17 Roles of Leadership ……………………………………………………………………………………. 1-20 Levels of Leadership ………………………………………………………………………………….. 1-22

PART ONE THE ARMY LEADER: PERSON OF CHARACTER, PRESENCE, AND INTELLECT

Chapter 2 CHARACTER ……………………………………………………………………………………………… 2-1 Foundations of Army Leader Character ………………………………………………………….. 2-1 Army Values ……………………………………………………………………………………………….. 2-1 Empathy……………………………………………………………………………………………………… 2-8 Warrior Ethos and Service Ethos …………………………………………………………………… 2-8 Discipline ………………………………………………………………………………………………….. 2-10 Humility …………………………………………………………………………………………………….. 2-11

Chapter 3 PRESENCE ………………………………………………………………………………………………… 3-1 Foundations of Army Leader Presence …………………………………………………………… 3-1 Military and Professional Bearing …………………………………………………………………… 3-1 Fitness ……………………………………………………………………………………………………….. 3-1 Confidence …………………………………………………………………………………………………. 3-2 Resilience …………………………………………………………………………………………………… 3-2

Chapter 4 INTELLECT ………………………………………………………………………………………………… 4-1 Foundations of an Army Leader Intellect …………………………………………………………. 4-1 Mental Agility ………………………………………………………………………………………………. 4-1 Sound Judgment …………………………………………………………………………………………. 4-2 Innovation …………………………………………………………………………………………………… 4-2 Interpersonal Tact ………………………………………………………………………………………… 4-2 Expertise …………………………………………………………………………………………………….. 4-3

Contents

ii ADP 6-22, C1 25 November 2019

PART TWO COMPETENCY-BASED LEADERSHIP FOR DIRECT THROUGH STRATEGIC LEADERS

Chapter 5 LEADS ………………………………………………………………………………………………………. 5-1 Leads Others ………………………………………………………………………………………………. 5-1 Builds Trust ………………………………………………………………………………………………… 5-8 Extends Influence Beyond the Chain of Command ………………………………………….. 5-9 Leads by Example……………………………………………………………………………………… 5-12 Communicates ………………………………………………………………………………………….. 5-14

Chapter 6 DEVELOPS ………………………………………………………………………………………………… 6-1 Develops Leaders ……………………………………………………………………………………….. 6-1 Prepares Self ……………………………………………………………………………………………… 6-2 Creates a Positive Environment/Fosters Esprit de Corps………………………………….. 6-4 Develops Others …………………………………………………………………………………………. 6-8 Stewards the Profession …………………………………………………………………………….. 6-14

Chapter 7 ACHIEVES …………………………………………………………………………………………………. 7-1 Gets Results ……………………………………………………………………………………………….. 7-1 Purpose ……………………………………………………………………………………………………… 7-1

Chapter 8 LEADERSHIP IN PRACTICE ……………………………………………………………………….. 8-1 Leaders and Challenges ………………………………………………………………………………. 8-1 Leaders and Courage ………………………………………………………………………………….. 8-1 Leadership and Management ……………………………………………………………………….. 8-2 Adaptability and Versatility ……………………………………………………………………………. 8-2 Challenges of an Operational Environment …………………………………………………….. 8-4 Stress of Change ………………………………………………………………………………………… 8-6 Operational Stress ………………………………………………………………………………………. 8-6 Counterproductive Leadership ………………………………………………………………………. 8-7

PART THREE LEADING AT ORGANIZATIONAL AND STRATEGIC LEVELS

Chapter 9 ORGANIZATIONAL LEADERSHIP ………………………………………………………………. 9-1 Leading ……………………………………………………………………………………………………… 9-1 Developing …………………………………………………………………………………………………. 9-3 Achieving ……………………………………………………………………………………………………. 9-6

Chapter 10 STRATEGIC LEADERSHIP ……………………………………………………………………….. 10-1 Leading ……………………………………………………………………………………………………. 10-2 Developing ……………………………………………………………………………………………….. 10-5 Achieving ………………………………………………………………………………………………….. 10-7

SOURCE NOTES ……………………………………………………………………. Source Notes-1

GLOSSARY …………………………………………………………………………………… Glossary-1

REFERENCES ……………………………………………………………………………. References-1

INDEX ………………………………………………………………………………………………… Index-1

Contents

25 November 2019 ADP 6-22, C1 iii

Figures

+Introductory figure 1. Logic map ………………………………………………………………………………………… ix

+Figure 1-1. The Army profession …………………………………………………………………………………….. 1-2

+Figure 1-2. The Army ethic, including Army Values …………………………………………………………… 1-9

Figure 1-3. The Army leadership requirements model ……………………………………………………….. 1-15

Figure 1-4. Navigating leader competencies …………………………………………………………………….. 1-16

Figure 1-5. Army leadership levels. …………………………………………………………………………………. 1-22

Figure 5-1. General Eisenhower’s D-Day statement……………………………………………………………. 5-6

Tables

Introductory table 1. New Army terms ………………………………………………………………………………… viii

+Introductory table 2. Modified Army terms and acronyms ……………………………………………………. viii

+Table 1-1. The framework for the Army ethic ……………………………………………………………………. 1-7

Table 2-1. Attributes associated with CHARACTER …………………………………………………………….. 2-12

Table 3-1. Attributes associated with PRESENCE …………………………………………………………………. 3-3

Table 4-1. Attributes associated with INTELLECT …………………………………………………………………. 4-5

Table 5-1. The competency LEADS OTHERS ……………………………………………………………………….. 5-8

Table 5-2. The competency BUILDS TRUST …………………………………………………………………………. 5-9

Table 5-3. The competency EXTENDS INFLUENCE BEYOND THE CHAIN OF COMMAND …………………. 5-11

Table 5-4. The competency LEADS BY EXAMPLE ………………………………………………………………… 5-14

Table 5-5. The competency COMMUNICATES …………………………………………………………………….. 5-16

Table 6-1. The competency PREPARES SELF ………………………………………………………………………. 6-4

Table 6-2. The competency CREATES A POSITIVE ENVIRONMENT …………………………………………….. 6-8

Table 6-3. Counseling—Coaching—Mentoring Comparison ………………………………………………. 6-11

Table 6-4. The competency DEVELOPS OTHERS ………………………………………………………………… 6-14

Table 6-5. The competency STEWARDS THE PROFESSION ……………………………………………………. 6-15

Table 7-1. The competency GETS RESULTS ………………………………………………………………………… 7-3

This page intentionally left blank.

25 November 2019 ADP 6-22, C1 v

Preface

ADP 6-22, Army Leadership and the Profession, establishes and describes the Army Profession and the

foundations of Army leadership, (outlines the echelons of leadership (direct, organizational, and strategic),

and describes the attributes and core leader competencies expected of all leaders across all levels and cohorts.

The principal audience for ADP 6-22 consists of all members of the Army profession, military and civilian.

Trainers and educators throughout the Army will also use this publication. The use of the term Army leaders

refers to officers, noncommissioned officers, and select Department of the Army Civilians unless otherwise

specified.

Commanders, staffs, and subordinates ensure that their decisions and actions comply with applicable United

States’, international, and host-nation laws and regulations. Commanders at all levels ensure their Soldiers

operate in accordance with the Army ethic, the law of war and the rules of engagement (see FM 6-27).

This publication contains copyrighted material.

ADP 6-22 uses joint terms where applicable. Selected joint and Army terms and definitions appear in both

the text and glossary. When first defined in the text, terms for which ADP 6-22 is the proponent publication

are boldfaced and italicized, and definitions are boldfaced. When first defining other proponent definitions

in the text, the term is italicized and the proponent publication follows the definition. Following uses of the

term are not italicized. Terms for which ADP 6-22 is the proponent publication (the authority) are marked

with an asterisk (*) in the glossary. Underlined words are for emphasis; these are not formally defined terms.

ADP 6-22 applies to the Regular Army, Army National Guard/Army National Guard of the United States,

United States Army Reserve, and Department of the Army Civilians unless otherwise stated.

The United States Army Combined Arms Center is the proponent of ADP 6-22. The preparing agency is the

Center for the Army Profession and Leadership, Mission Command Center of Excellence, United States

Army Combined Arms Center. Send written comments and recommendations on a DA Form 2028

(Recommended Changes to Publications and Blank Forms) to Center for Army Profession and Leadership,

ATTN: ATZL-MCV (ADP 6-22), 804 Harrison Drive, Bldg 472, Fort Leavenworth, KS 66027-2308 or by

email to [email protected].

vi ADP 6-22, C1 25 November 2019

Acknowledgements

These copyright owners have granted permission to reproduce material from their works.

Leadership in Organizations, 8th ed by Gary Yukl. Reproduced with permission of the author. Copyright ©

2012.

Making Partnerships Work: A Relationship Management Handbook, by Jonathan Hughes and Jeff Weiss.

Reproduced with permission of Vantage Partners, LLC. Copyright © 2001. All rights reserved.

“How to Manage Alliances Strategically,” by Ha Hoang and Frank T. Rothaermel. © 2016 from MIT Sloan

Management Review/Massachusetts Institute of Technology. All rights reserved. Distributed by Tribune

Content Agency, LLC.

Republished with permission of the Academy of Management, from “Successful Organizational Change:

Integrating the Management Practice and Scholarly Literatures,” Jeroen Stouten, Denise M. Rousseau, and

David De Cremer, 12(2), © 2018.

25 November 2019 ADP 6-22, C1 vii

Introduction

ADP 6-22 establishes and describes the Army profession and the associated ethic that serve as the basis for

a shared professional identity. It establishes and describes what leaders should be and do. Having a standard

set of leader attributes and core leader competencies facilitates focused feedback, education, training, and

development across all leadership levels. ADP 6-22 describes enduring concepts of leadership through the

core competencies and attributes required of leaders of all cohorts and all organizations, regardless of mission

or setting. These principles reflect decades of experience and validated scientific knowledge.

An ideal Army leader serves as a role model through strong intellect, physical presence, professional

competence, and moral character. An Army leader is able and willing to act decisively, within superior

leaders’ intent and purpose, and in the organization’s best interests. Army leaders recognize that

organizations, built on mutual trust and confidence, accomplish missions.

Every member of the Army profession, military or civilian, is part of a team and functions in the role of

leader and subordinate. Being a good subordinate is part of being an effective leader. Leaders do not just lead

subordinates—they also lead other leaders. Leaders are not limited to just those designated by position, rank,

or authority.

Being and doing are ineffectual without knowledge. Knowing the what and how of soldiering, tactics,

operational art, staff operations, functional and technical expertise, and many other areas are essential to

leading well. ADP 6-22 cannot convey all of the specific knowledge areas to become an expert leader. All

leaders accrue the knowledge and develop the expertise required to contribute to the support and execution

of the Army’s four strategic roles: shaping operational environments, preventing conflict, prevailing in large-

scale ground combat operations, and consolidating gains.

ADP 6-22 describes the attributes and core competencies required of contemporary leaders. ADP 6-22

addresses the following topics necessary for Army members to become a skilled, agile, and highly proficient

Army leader—

 Army definitions of leader, leadership, and counterproductive leadership.

 The Army leadership requirements model as a common basis for recruiting, selecting, developing,

evaluating leaders and, most importantly, for leading Soldiers and Department of the Army (DA)

Civilians.

 Roles and relationships of leaders, including the roles of subordinates or team members.

 What makes an effective leader: a person of integrity who builds trust and applies sound judgment

to influence others.

 How to lead, develop, and achieve through competency-based leadership.

 The basics of leading at the direct, organizational, and strategic levels.

 The influences and stresses of changing conditions that affect leadership.

Key updates and changes to this version of ADP 6-22 include—

 Information from ADP 6-22 and ADRP 6-22 combined into a single document.

 Incorporation of key concepts (Army profession and Army ethic) from ADRP 1.

 New leadership requirements model diagram.

 New discussions on the dynamics of leadership, followers, humility, and counterproductive

leadership.

Introduction

viii ADP 6-22, C1 25 November 2019

ADP 6-22 contains 10 chapters comprising three parts describing the Army’s approach to leadership:

 +Chapter 1 describes the Army profession, and the ways the Army ethic underpins the decisions

and actions of all Army leaders. It discusses the characteristics of the Army profession and

expectations of all Army professionals. Chapter 1 also defines leadership, describes the

foundations of Army leadership, introduces the Army leadership requirements model, and

addresses the various roles of Army leaders and the echelons of leadership.

 Part One describes the leader attribute categories of character, presence, and intellect. Chapter 2

discusses the attribute category of character: Army Values and Army ethic, empathy, Warrior

Ethos/Service Ethos, discipline, and humility. Chapter 3 discusses the attribute category of

presence: military and professional bearing, fitness, confidence, and resilience. Chapter 4

discusses the attribute category of intellect: mental agility, sound judgment, innovation,

interpersonal tact, and expertise.

 Part Two describes the core leader competencies and their application. Chapter 5 addresses the

competency category of leads: leads others, builds trust, extends influence beyond the chain of

command, leads by example, and communicates. Chapter 6 describes the competency category of

develops: prepares self, creates a positive environment, develops others, and stewards the

profession. Chapter 7 describes the competency category of achieves and the supporting actions

of providing guidance, and managing and monitoring duties and missions. Chapter 8 discusses the

challenges of the operational environment, stress, and change.

 Part Three addresses the roles and responsibilities of organizational leaders in chapter 9 and of

strategic leaders in chapter 10.

Changes to terms used in ADP 6-22 are addressed in introductory tables 1 and 2. The logic map for ADP 6-22

is shown in introductory figure 1.

Introductory table 1. New Army terms

Term Remarks

counterproductive leadership New term. ADP 6-22 is the proponent publication.

+Introductory table 2. Modified Army terms and acronyms

Term Remarks

Army Civilian Corps No longer a formally defined term.

Army ethic ADP 6-22 modifies the term and definition and becomes the proponent publication.

Army profession ADP 6-22 modifies the term and definition and becomes the proponent publication.

Army professional No longer a formally defined term.

Army leader Modifies definition.

character No longer a formally defined term.

esprit de corps No longer a formally defined term.

leadership Modifies definition.

military expertise No longer a formally defined term.

stewardship No longer a formally defined term.

Introduction

25 November 2019 ADP 6-22, C1 ix

+Introductory figure 1. Logic map

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25 November 2019 ADP 6-22, C1 1-1

Chapter 1

The Army Profession, Ethic, and Leadership

For more than 240 years, the United States Army has protected the people and interests

of the Nation. The Army is not alone. The Marines Corps, Navy, Air Force, Coast

Guard, government agencies, and local law enforcement and firefighters all perform

similar services to the Nation and its communities. All volunteered. In many cases,

they choose to place themselves in harm’s way based on a conviction that personal

service makes a difference. Leading Soldiers requires an understanding of the Army

profession and ethic that are the basis for a shared professional identity and underpin

all leader decisions and actions. To inspire Soldiers to risk their lives requires

professional leaders capable of providing purpose, direction, and motivation. This

chapter describes the Army profession, describes the Army ethic, and introduces Army

leadership.

…the Soldier, above all other people, prays for peace, for he must suffer and bear the

deepest wounds and scars of war.

General of the Army Douglas MacArthur Thayer Award acceptance speech, 1962

+THE ARMY PROFESSION AND ETHIC

1-1. War is a lethal clash of wills and an inherently human endeavor that requires perseverance, sacrifice,

and tenacity. The United States Army’s primary reason for existence is to deploy, fight, and win the Nation’s

wars by providing ready, prompt, and sustained land dominance by Army forces across the range of military

operations as part of the joint force. Enduring the physical hardship, danger, and uncertainty of combat

requires an Army that is professionally committed and guided by an ethic that motivates and guides its forces

in the conduct of missions, performance of duty, and all aspects of life.

1-2. Providing the purpose, direction, and motivation required to inspire others to risk their lives to

accomplish missions requires leaders committed to their profession and ethic. To prepare Army leaders to

fulfill their responsibilities, the Army profession develops Soldiers and Army civilians who demonstrate

character, competence, and commitment through career-long training, education, and experience.

+THE ARMY PROFESSION

1-3. The Army has a dual nature as both a military department of government and a trusted military

profession. The character of the Army as an institution and a profession are both essential to accomplishing

the Army’s mission. However, it is the American people’s trust and confidence in the Army as an ethical

profession that grants it the autonomy to exercise the disciplined initiative critical to accomplishing missions

under diverse conditions around the world.

1-4. Traditional professions share essential characteristics. They provide a vital service to society, requiring

expertise and skill developed through years of training, education, and experience. Professions establish

standards of practice and certify that their members are qualified to serve the needs of society.

1-5. Professionals accept the responsibility to be stewards of the people and resources entrusted to them by

society and to advance the state of their profession in anticipation of changes to the world around them.

Professions motivate their members to answer a “calling to honorable service,” to pursue lifelong learning,

Chapter 1

1-2 ADP 6-22, C1 25 November 2019

and to cooperate as members with a common purpose higher than individual gratification. A calling or

vocation means that the mission is more important than the individual is, which is the basis of sacrifice.

1-6. Professions self-police and must live by an ethic with both legal and moral foundations. A professional

ethic provides the set of moral principles that guide decisions and actions in professional practice. Traditional

professions include medicine and law, science and engineering, architecture, higher education, ordained

religious practice, and the military.

1-7. Ultimately, society trusts professions and grants them autonomy and discretion with prudent, balanced

oversight or external controls. If a profession violates its ethic and loses the trust of society, it becomes subject

to increased societal regulation and governance.

1-8. The Army profession is a trusted vocation of Soldiers and Army civilians whose collective

expertise is the ethical design, generation, support, and application of landpower; serving under

civilian authority; and entrusted to defend the Constitution and the rights and interests of the

American people. The Army profession includes two complementary communities of practice—the

Profession of Arms and the Army Civilian Corps.

 The Profession of Arms comprises the Soldiers of the Regular Army, Army National Guard, and

the Army Reserve.

 The Army Civilian Corps is composed of Army civilians serving in the Department of the Army.

+Figure 1-1. The Army profession

1-9. These communities of practice are trusted Army professionals—honorable servants in defense of the

Nation, experts in the performance of their duties, and responsible stewards of the Army profession. The

Army ethic underpins the decision and actions of all Army professionals. (See paragraph 1-44 for more on

the Army ethic.)

CHARACTERISTICS OF THE ARMY PROFESSION

1-10. Five characteristics identify and establish the Army as a profession. These characteristics reflect

American values, the Army ethic, and the Army’s approach to conducting operations. Demonstrated

consistently, these characteristics reinforce trust between the Army profession and the American people. The

five characteristics of the Army profession are—

 Trust.

 Honorable service.

 Military expertise.

 Stewardship.

 Esprit de corps.

Trust

1-11. Trust is the foundation of the Army’s relationship with the American people, who rely on the Army to

ethically, effectively, and efficiently serve the Nation. Within the Army profession, trust is shared confidence

The Army Profession, Ethic, and Leadership

25 November 2019 ADP 6-22, C1 1-3

among commanders, subordinates, and partners in that all can be relied on and all are competent in

performing their assigned tasks.

1-12. Trust has a direct relationship on the time and resources required to accomplish the mission.

Subordinates are more willing to exercise initiative when they believe their commander trusts them. They

will also be more willing to exercise initiative if they believe their commander will accept and support the

outcome of their decisions. Likewise, commanders delegate greater authority to subordinates who have

demonstrated tactical and technical competency and whose judgment they trust.

1-13. Trust within the Army profession allows us to rapidly task organize units and build teams where

interpersonal relations are not yet established. In some situations, trust may be based solely on a common

understanding of an approach to operations. This understanding creates a basic level of trust that, until proven

otherwise, adjacent units or new team members will conduct operations to a common standard.

1-14. The Army’s trust with the American people reflects their confidence and faith that the Army will serve

the Nation and accomplish missions ethically. This trust is earned and reinforced as the Army contributes

honorable service, demonstrates military expertise, and exercises responsible stewardship. External trust with

the joint force, interagency partners, allies, and coalition forces is essential for success in operations across

multiple domains.

1-15. The Army profession is successful when it sustains the respect and trust of the American people. This

requires that professionals perform their duty every day in a manner that the American people judge to be

ethical according to the beliefs and values enshrined in the Nation’s founding documents. Trust is lost when

we fail to meet these expectations. Accordingly, Army leaders establish conditions that serve to prevent

misconduct or unethical practices and take corrective action when it occurs.

1-16. Army professionals protect the constitutional rights of every American and the basic human rights of

all people. Any failure to respect these rights diminishes trust with the American people and with the

international community. Such failure can cause great harm to the legitimacy of the Army profession and the

Nation. Important insights for all Army professionals informing why and how they serve include—

 The collective rights of the American people to independence and political sovereignty constitute

the moral basis for the Army mission.

 Protecting the Nation’s collective rights is the honorable service the Army profession provides for

society.

 Army professionals must not violate the rights of others, or they violate their own ethic and erode

the trust and legitimacy built with the American people, allies, and partners.

 The Army mission justifies the ethical application of landpower.

 The moral justification for the Army mission is the basis for taking the lives of others and placing

the lives of Soldiers at risk.

Honorable Service

1-17. Honorable service is support and defense of the Constitution, the American people, and the national

interest in a manner consistent with the Army ethic. Army professionals serve honorably by obeying the laws

of the Nation and all legal orders. Army forces reject and report illegal, unethical, or immoral orders or

actions.

1-18. Army professionals contribute honorable service as they accomplish the mission, perform their duty,

and live their lives making ethical decisions and taking ethical actions. Living by and upholding the Army

ethic means that its moral principles are woven through all facets Army life. Love of country and family,

preservation of peace, and defense of the American people are values inherent to the ethos—this is why we

serve.

1-19. Army professionals are committed to lifelong learning and set the example for what it means to live

by and uphold the Army ethic. Conversely, misconduct undermines trust and can bring discredit to the Army

profession. Moral failure compromises the Army profession’s bond of trust among its members, with the

American people, and with the international community. It is an Army professional’s duty to prevent

misconduct, enforce the standards of the profession, and take action to stop unethical practices.

Chapter 1

1-4 ADP 6-22, C1 25 November 2019

1-20. Soldiers in combat operations are responsible for the ethical application of lethal force in honorable

service to the Nation. The law is explicit. Soldiers are bound to obey the legal and moral orders of their

superiors; but they must disobey an unlawful or immoral order. Soldiers are also legally bound to report

violations of the law of war to their chain of command

1-21. Under normal circumstances, Soldiers and Army civilians trust their superior’s orders and execute

them to the best of their ability. However, making an ethical choice and acting on it when faced with an

ethical or moral issue can be difficult. Sometimes it means standing firm and disagreeing with a leader. These

occasions test character. If Army professionals perceive that an order is unlawful or immoral, they seek

situational understanding regarding the order and its original intent. This may include asking for clarification

from the person who issued the order.

1-22. If the question is complex, Soldiers and Army civilians should seek legal counsel. If circumstances do

not permit that, Soldiers make the best judgment possible based on their understanding of the Army ethic and

their conscience, as applied to the immediate situation. There is a risk when disobeying what is perceived to

be an unlawful or immoral order—and it may be the most courageous decision an Army professional ever

makes.

1-23. While none of us can be completely prepared for complex, ambiguous situations, we should reflect on

the Army ethic, study lessons learned, anticipate ethical challenges, and mitigate the risks. It is expected that

Soldiers and Army Civilians, as trusted Army professionals, will do what they believe is right.

Military Expertise

1-24. Military expertise is the ethical design, generation, support, and application of landpower, and the

associated capabilities essential to accomplishing missions in defense of the American people. The Army

profession demonstrates military expertise while conducting operations assigned by civilian authority. The

Army is trusted to accomplish missions ethically, effectively, and efficiently. The Army profession develops

and demonstrates military expertise in four broad fields of knowledge:

 Leader and human development.

 Moral-ethical.

 Geo-cultural and political.

 Military-technical.

Leader and Human Development

1-25. The leader and human development field informs how the Army profession inspires young people to

volunteer to accept a calling to honorable service and then simultaneously develops and certifies their

character, competence, and commitment. The Army personnel development system’s lifecycle management

functions, including leader and professional development as well as talent management, are career-long

processes centered on sequential and progressive training, education, and experience. Lifelong learning is a

professional obligation for all Army professionals that includes actively offering and accepting coaching,

counseling, and mentoring.

Moral-Ethical

1-26. The moral-ethical field addresses the application of landpower as informed by the Army ethic and in

compliance with legal and regulatory requirements. This field encompasses ethical reasoning in decisions

and actions at all levels of leadership. Army professionals anticipate and address the implications of present

and future ethical challenges resulting from cultural and social change, advancing technology, and changes

in the cyberspace domain.

Geo-Cultural and Political

1-27. The geo-cultural and political field includes cross-cultural and civil-military relations. Geographic and

cultural factors at all levels of warfare require consideration during the conduct of operations. This includes

understanding the philosophical, ethnic, religious, and political similarities and differences between friendly

and threat forces.

The Army Profession, Ethic, and Leadership

25 November 2019 ADP 6-22, C1 1-5

1-28. Senior Army leaders have a direct stewardship responsibility to strengthen trust with the American

people through their professional engagement in civil-military relations. Civilian authority over the military

is established and codified in our Constitution and is the mechanism by which the American people, through

their elected and appointed officials, exercise oversight of the military. Army professionals understand this

and appreciate the traditional role that such oversight has played throughout our history.

1-29. Final decisions and responsibility for national strategy and policy, and for the organization and

resourcing of the Army rest with civilian authority. With this understanding, Army professionals have a duty

to provide their unique and vital expertise to the decision making process. It is our responsibility to ensure

that professional military advice is candidly and respectfully presented to civilian leaders.

1-30. The key condition for effective American civil-military relations is mutual respect and trust. With this

understanding, Army professionals strictly adhere to a set of norms established by law and accepted practice:

 The Army profession’s principal obligation is to support the democratic institutions and

policymaking processes of our government. Military leaders offer their expertise and advice

candidly to appropriate civilian leadership.

 Civilian decision makers seek and consider professional military advice in the context of policy

deliberations. Army professionals properly confine their advisory role to the policy-making

process and do not engage publically in policy advocacy or dissent. Army professionals adhere to

a strict ethic of political nonpartisanship in the execution of their duty.

 The legitimacy of the Army profession depends on healthy interaction with the news media.

Within the limits of operations security, Army professionals support and facilitate the media’s

legitimate function to inform the citizenry we honorably serve.

Military-Technical

1-31. The military-technical field includes operations at all levels of the military art and science, from the

tactical to the strategic. Identification, development, and application of advanced technologies and technical

capabilities to conduct operations effectively is the goal. Developing military-technical expertise is the

foundation of competence, which is in turn a significant basis of professional trust within cohesive teams.

Army professionals trust each other to perform their jobs absent evidence to the contrary.

Stewardship

1-32. Stewardship is the responsibility of Soldiers and Army civilians to strengthen the Army as a profession.

It includes caring for the people and resources entrusted to them by the American people, ensuring Army

forces are ready, now and in the future, to accomplish the Army’s missions.

1-33. Stewardship requires that Army professionals understand their duty represents a trust—it is an office.

This responsibility is explicit in the oaths taken by Army officers and Army civilians (and implied in the

Oath of Enlistment). These oaths conclude with the language: “I will well and faithfully discharge the duties

of the office upon which I am about to enter.”

1-34. The office that Army professionals enter upon taking their oath is a moral responsibility. Army

professionals are stewards of a special bond of trust and confidence with the American people. The Army

must always be trusted to fight and win ethically, effectively and efficiently. Members of the Army profession

provide stewardship at strategic, organizational, and individual levels.

1-35. Stewardship starts at the top of a profession. Strategic stewardship includes establishing the directives,

policies, programs, and systems that provide for the purposeful development of people, resource

management, and preparation for the future—while preserving the customs, courtesies, and traditions of the

Army.

1-36. Organizational stewardship includes establishing a professional climate that fosters living by the Army

ethic, strengthens mutual trust, and fosters cohesive teamwork. Organizations must be equipped, trained, and

certified for current and future missions.

1-37. Individual stewardship is the responsibility to strive continuously for excellence in the performance of

duty, to pursue lifelong learning, and to accomplish every mission.

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1-6 ADP 6-22, C1 25 November 2019

Esprit de Corps

1-38. Esprit de corps denotes the Army’s winning spirit—a collective ethos of camaraderie, mutual trust,

and cohesive teamwork. Successfully accomplishing missions requires spirited and dedicated Soldiers and

Army civilians who strive for standards of excellence. Army forces embrace shared intent and situational

understanding, accept prudent risk, and exercise disciplined initiative. These guiding principles, in harmony

with the Army ethic, strengthen the Army’s identity, resilience, and courage—a never-quit resolve—enabling

Army forces to persevere and accomplish the mission in the presence of risk, uncertainty, and fear.

1-39. Soldiers and Army civilians are led, trained, and equipped to accomplish a variety of missions.

However, these preparations alone are not enough. The challenges of warfare wear on the morale of even the

most experienced leaders. To persevere and prevail in these conditions require both commitment and

resilience. Esprit de corps reflects the Army’s collective perseverance to accomplish the toughest missions,

ethically, as a team of teams.

1-40. Esprit de corps is embedded in the Army culture, professional organizational climates, and shared

identity. Esprit de corps is reflected in the customs, courtesies, and traditions of the Army. Discipline and

standards are intrinsic to the Army profession. Armed forces conduct operations with the discipline required

by military art and science. Discipline allows Army professionals to choose the harder right over the easier

wrong in the face of temptation, obstacles, and adversity. Standards establish acceptable levels of

performance and achievement; Army professionals strive for excellence in performance of duty.

1-41. For Soldiers and Army civilians, esprit de corps is reflected in—

 Shared understanding of their professional identity, reasons why they serve, and ways they serve

the American people.

 Motivation, discipline, striving for excellence, and good morale.

 A sense of accomplishment: “Duty Well-Performed!”

 Pride in honorable service defending the American people.

 Belonging to a cause greater than oneself: love of country, the Army Family, and preserving the

peace.

 Living by the Army ethic.

1-42. Within a unit, command, or organization, esprit de corps is evident in—

 A shared sense of purpose and mission.

 Pride in the teamwork that makes its members willing to sacrifice for one another.

 Perseverance through adversity and challenge.

 A professional organizational climate—upholding the Army ethic.

 Honoring organizational customs, courtesies, and traditions and legacies.

 Pride in the organization and its accomplishment.

 The sense of teamwork that makes its members willing to sacrifice for one another.

1-43. The Army profession strengthens esprit de corps through—

 Shared understanding that “America’s Army” is one indivisible team.

 Willing obedience to civilian authority as a trusted member of the joint force.

 Professional and leader development that prepares and certifies Soldiers and Army civilians.

 Demanding training that ensures readiness to accomplish the mission.

 Programs and systems that are trusted to be ethical, effective, and efficient.

+THE ARMY ETHIC

1-44. True professions are guided by an ethic that establishes the personal and institutional standards

expected of its members. A professional ethic creates a shared professional identity, and provides an enduring

set of moral principles, values and beliefs that guide that profession as it provides its specialized service to

society. The Army ethic is the set of enduring moral principles, values, beliefs, and laws that guide the

Army profession and create the culture of trust essential to Army professionals in the conduct of

missions, performance of duty, and all aspects of life.

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25 November 2019 ADP 6-22, C1 1-7

1-45. The Army ethic is the basis of the Army’s shared professional identity of trusted Army professionals.

This identity expresses how Army professionals view their profession and why they serve. Love of country

and family, preservation of the peace, and defense of the American people and the Army Values are inherent

to the Army ethic. The ethical, effective, and efficient accomplishment of the mission is the core of this ethic.

Soldiers and Army civilians are bound in common moral purpose to support and defend the Constitution and

the American people.

1-46. The Army ethic guides institutional policy and practice in the ethical design, generation, support and

application of landpower, under civilian authority, on behalf of the American people. The relationship

between the Army profession and the American people depends on mutual trust, continuously reinforced

through the performance of honorable service, military expertise, and stewardship.

1-47. The Army ethic has its origins in the philosophical heritage, theological and cultural traditions, and the

historical legacy that frame our Nation. Army professionals swear to uphold the principles codified in the

Constitution, which include establishing justice, ensuring domestic tranquility, providing for the common

defense, promoting the general welfare, and securing the blessings of liberty to ourselves and our posterity.

These principles are affirmed in oaths of service, and reflected in the Army motto—This We’ll Defend.

1-48. Soldiers and Army civilians join the Army profession with personal values developed in childhood and

nurtured through years of experience. Diverse backgrounds and perspectives reflect American society and

are a great strength of the Army. The oath to support and defend the Constitution unites all Army

professionals. In so doing, they agree to live by and uphold the Army ethic. The framework for the Army

ethic (see table 1-1) illustrates the historic sources that inform its content.

+Table 1-1. The framework for the Army ethic

Foundations of the Army Ethic Applicable to: Legal Motivation of Compliance Moral Motivation of Aspiration

Army profession

Trust

Honorable service

Military expertise

Stewardship

Esprit de corps

United States Constitution

United States Code

Uniform Code of Military Justice

Executive Orders

Treaties, Law of Land Warfare

Declaration of Independence

Universal Declaration of Human Rights

Just War Tradition (Jus ad Bellum)

Army culture of trust

Professional organizational climate

Trusted Army professionals

Honorable servants

Army experts

Stewards

Oaths of Service

Standards of conduct

Directives and policies

The Soldier’s Rules

Rules of engagement

Natural moral reason – Golden Rule

Army Values

Soldier’s and Army Civilian Corps creeds

Justice in War (Jus in Bello)

The Army ethic, our professional ethic, is the set of enduring moral principles, values, beliefs, and

applicable laws embedded within the Army culture of trust that motivates and guides the Army

profession and trusted Army professionals in conduct of the mission, performance of duty, and all

aspects of life.

1-49. The legal foundations of the Army ethic are the Constitution of the United States, United States Code,

the Uniformed Code of Military Justice, and other orders and directives. Army professionals adhere to these

mandates as the minimum standards for ethical conduct.

1-50. In addition to the legal foundations, the Army ethic encompasses moral foundations to include the

Army Values and Just War Tradition. While the moral foundations of the Army ethic are not legally binding,

they provide the inspiration to strive for excellence in contribution of honorable service to the Nation.

1-51. In situations of uncertainty, where the rules do not provide clear, courses of action, Army professionals

base their decisions and actions on the moral principles of the Army ethic. In this way, Army professionals

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1-8 ADP 6-22, C1 25 November 2019

live by and uphold the moral foundation of the Army ethic, sustaining trust within the profession and with

the American people.

1-52. Rapid changes in the nature of armed conflict present ethical challenges in accomplishing the mission.

These include uncertainty and complexity, particularly within the human dimension and cyberspace domain.

We must anticipate the ethical challenges associated with these conditions and be guided by the Army ethic,

including Army Values (see figure 1-2).

+EXPECTATIONS FOR THE ARMY PROFESSION, BASED ON OUR

ETHIC

1-53. The Army’s primary roles as an element of the joint force are in the land domain. The Army’s enduring

responsibility is to equip, train, and be ready to conduct operations across the range of military operations as

directed by the civilian and military chains of command.

1-54. The relationship between the Army profession and the American people depends on trust, continuously

reinforced through contributions of honorable service, military expertise, and stewardship. The Army

profession demonstrates its commitment to fulfill this duty through esprit de corps.

1-55. The Army ethic guides the Army profession and the Army as an institution in formulating directives

and policy as well as in designing and implementing programs and systems supporting—

 Honorable service in defense of the Constitution and the interests of the American people.

 Military expertise to accomplish the mission ethically, effectively, and efficiently.

 Stewardship of the Army profession, Soldiers, Army civilians, the Army family, and the resources

entrusted by the American people.

 Esprit de corps to prevail through adversity to accomplish the mission.

 Bonds of trust with the American people.

A SHARED IDENTITY—TRUSTED ARMY PROFESSIONALS

1-56. By taking their solemn oaths of service, Army professionals voluntarily incur an extraordinary moral

obligation to live by and uphold the Army ethic, including Army Values, in their decisions and actions, in all

aspects of life. It is their responsibility to embrace a shared identity as trusted Army professionals. As such,

they assume complementary roles. As honorable servants in defense of the Constitution, they are

professionals of character. As Army experts, they are competent professionals. As responsible stewards of

the Army profession, they are committed and accountable to each other, the profession, and the American

people. When Army professionals return to society, they embrace the concept of Soldiers for Life, and

continue to be moral-ethical exemplars for their families and communities, and contribute to the well-being

of the United States of America.

EXPECTATIONS FOR ARMY PROFESSIONALS, BASED ON THE ARMY ETHIC

1-57. Preservation of the peace and winning the Nation’s wars are inherent to the Army ethic and the purpose

of the Army profession. The ethical, effective, and efficient accomplishment of the mission is the core of the

Army ethic. Army professionals accomplish the mission as a team of Soldiers and Army civilians

contributing their best effort, doing what is ethical, effective, and efficient to the best of their ability, and

always striving for excellence. Leaders set the example, live by and uphold the Army ethic, establish a

professional organizational climate, and inspire their team. Without leadership, there is no profession, only

bureaucracy. While the senior leader is responsible for what the team does or fails to do, success demands

that all perform duty with discipline and to standard. In this way, leaders and followers are trusted teammates

in the exercise of mission command. The consistent demonstration of character, competence, and

commitment, with shared understanding and intent, reinforces mutual trust.

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25 November 2019 ADP 6-22, C1 1-9

The Army Ethic The Heart of the Army

The Army ethic includes the moral principles that guide our decisions and actions as we fulfill our purpose: to support and defend the Constitution and our way of life. Living the Army ethic is the basis for our mutual trust with each other and the American people. Today our ethic is expressed in laws, values, and shared beliefs within American and Army cultures. The Army ethic motivates our commitment as Soldiers and Army civilians who are bound together to accomplish the Army mission as expressed in our historic and prophetic motto:

This We’ll Defend.

Living the Army ethic inspires our shared identity as trusted Army professionals with distinctive roles as honorable servants, Army experts, and stewards of the profession. To honor these obligations we adopt, live by, and uphold the moral principles of the Army ethic. Beginning with our solemn oath of service as defenders of the Nation, we voluntarily incur the extraordinary moral obligation to be:

Trusted Army Professionals

Honorable Servants of the Nation—Professionals of Character:

We serve honorably—according to the Army ethic—under civilian authority while obeying the laws of the Nation and all legal orders; further, we reject and report illegal, unethical, or immoral orders or actions.

We take pride in honorably serving the Nation with integrity, demonstrating character in all aspects of our lives.

In war and peace, we recognize the intrinsic dignity and worth of all people, treating them with respect.

We lead by example and demonstrate courage by doing what is right despite risk, uncertainty, and fear; we candidly express our professional judgment to subordinates, peers, and superiors.

Army Experts—Competent Professionals:

We do our duty leading and following with discipline, striving for excellence, putting the needs of others above our own, and accomplishing the mission as a team.

We accomplish the mission and understand it may demand risking our lives and justly taking the lives of others.

We continuously advance the expertise of our chosen profession through lifelong learning, professional development, and certifications.

Stewards of the Army Profession—Committed Professionals:

We embrace and uphold the Army Values and standards of the profession, always accountable to each other and the American people for our decisions and actions.

We wisely use the resources entrusted to us, ensuring our Army is well-led and well- prepared, while caring for Soldiers, Army civilians, and families.

We continuously strengthen the essential characteristics of the Army profession, reinforcing our bond of trust with each other and the American people.

LOYALTY–DUTY–RESPECT–SERVICE–HONOR–INTEGRITY–COURAGE

+Figure 1-2. The Army ethic, including Army Values

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1-58. Living by and upholding the Army ethic is a lifelong commitment. Reinforcing trust requires

continuous professional development. This quest is a duty consistent with the Army’s shared identity. The

Army ethic informs, motivates, and inspires Army professionals to—

 Contribute honorable service in accomplishing the mission, performing their duty, and in all

aspects of life.

 Be expert in the disciplined performance of duty.

 Serve as responsible stewards of the Army profession by preventing misconduct and taking action

to stop unethical practices.

Honorable Servants of the Nation—Professionals of Character

Army professionals serve honorably—according to the Army ethic—under civilian authority while

obeying the laws of the Nation and all legal orders; they reject and report illegal, unethical, or immoral

orders or actions.

1-59. Army professionals volunteer and take a solemn oath to bear true faith and allegiance to the

Constitution and to protect the freedoms it defines. The Army Value of loyalty clearly reflects this fact.

Allegiance means willing obedience to the lawful orders of elected and appointed leaders. Army professionals

demonstrate true faith in leading by example, doing their duty in taking action to uphold the moral principles

of the Army ethic, and rejecting orders in violation of law. This is the meaning of honorable service.

Army professionals take pride in honorably serving the Nation with integrity, demonstrating character

in all aspects of their lives.

1-60. The Army profession contributes honorable service to the American people, defending the freedoms

and rights as expressed in the Constitution. It accomplishes missions ethically, in accordance with the

Nation’s values. American values affect every aspect of how U.S. forces fight and win. This is non-

negotiable. Army professionals demonstrate the Army Value of integrity as they make decisions and take

actions that are consistent with the moral principles of the Army ethic. To violate the Army ethic is to break

the sacred bond of trust internally between the members of the profession, as well as externally between

Army professionals and the American people. Failure to live by and uphold the Army ethic brings discredit

on the Army and may have strategic implications for the mission.

Army professionals recognize the intrinsic dignity and worth of all people and treat them with respect.

1-61. Army professionals treat all people with respect—an Army Value—and demonstrate proper

consideration for all. Even those who threaten the rights of others are entitled to just treatment according to

law, regulations, and rules of engagement. They lead by example and do what is ethical to prevent abusive

treatment of others. They protect those who are threatened or suffer disregard for their human dignity and

worth. They do not tolerate mistreatment of people or their property.

Army professionals lead by example and demonstrate courage by doing what is ethical despite risk,

uncertainty, and fear; they candidly express their professional judgment to subordinates, peers, and

superiors.

1-62. Leadership demands courage, a character attribute and an Army Value. The mission, duty, and life

itself require Army professionals to reject cowardice—they accept risk and overcome adversity and their

fears. They realize that they risk personal harm in performing their duty and accomplishing missions. The

harm may be physical, emotional, or spiritual. Nonetheless, Army professionals communicate with candor

and tact, seek shared understanding, and demonstrate courage by doing what is ethical, effective, and efficient

despite risk, uncertainty, and fear.

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1-63. Some situations exist where leaders may have multiple options that are ethical, but they create tension

with one another in terms of efficiency and effectiveness. It is professional judgment gained by experience

that helps inform the best decision among choices that are all ethical.

Army Experts—Competent Professionals

Army professionals perform their duty, leading and following with discipline, striving for excellence,

putting the needs of others above their own, and accomplishing the mission as a team.

1-64. The Army Values of duty and service require Army professionals to contribute their best efforts to

accomplish the mission as members of a team. They consider the welfare and needs of others above their

own and in performing their duty. They make ethical, effective, and efficient decisions and take appropriate

actions to the best of their ability in all aspects of life. This does not mean that they will always succeed or

avoid all mistakes. Setbacks and errors will occur in any human endeavor. Army professionals learn from

experience—both good and bad—develop good judgment and leadership, and strive for continuous

improvement.

Army professionals accomplish the mission and understand it may demand courageously risking their

lives and justly taking the lives of others.

1-65. The Army mission to “fight and win our Nation’s wars” requires Army forces equipped, trained, and

ready to engage in operations across multiple domains and the range of military operations. They defend the

basic human rights of Americans. The right to life includes the National responsibility of self-defense. Army

forces protect the legitimate interests of the American people when threatened or attacked. Army operations

may require the use of armed force against legitimate threats, consistent with the Army ethic and the law of

armed conflict. Employing force puts one’s self and others at risk. In the fog of war, uncertainty compromises

situational understanding. Regardless, to the best of their ability, they must make decisions and take actions

that are ethical, effective, and efficient. They understand there may be unanticipated, unintended

consequences affecting the lives of noncombatants. They do all they can to avoid these effects. They accept

prudent risk and with courage—an Army Value—accomplish the mission ethically.

Army professionals continuously advance the expertise of their chosen profession through lifelong

learning, professional development and our certifications.

1-66. Progressive development and certification in character, competence, and commitment for Soldiers and

Army civilians is a continuous, lifelong duty. Knowledge, discipline, and leadership require training,

education, experience, coaching, counseling, and mentoring. Situational understanding requires individual

and collective wisdom and judgment, often under demanding, chaotic circumstances, to discern what is

actually so—the truth. With shared understanding and intent, Army professionals evaluate their options,

decide the best course of action, and demonstrate the Army Value of service at all times.

Stewards of the Army Profession—Committed Professionals

Army professionals embrace and uphold the Army Values and standards of the profession, always

accountable to each other and the American people for their decisions and actions.

1-67. Every Soldier and Army civilian has the duty to be a leader, follower, and steward of the Army

profession. They are accountable to the American people to make decisions and accomplish the mission in

accordance with the Army ethic. They hold themselves and others accountable to achieve standards and strive

for excellence. They exemplify a life-long commitment to defend the American people and secure the

national interest. In demonstrating the Army Values of honor and integrity, Army professionals uphold the

Army ethic and conduct themselves in a manner worthy of their professional status.

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Army professionals wisely use the resources entrusted to them, ensuring the Army is well-led and well-

prepared, while caring for Soldiers, Army civilians, and families.

1-68. Soldiers and civilians are diligent and faithful guardians of the people, the resources, and the profession

entrusted to their care. The privilege to lead includes the duty to professionally develop their subordinates.

They teach, coach, counsel, and mentor, and willingly accept such guidance from others. They develop

people and organizations—ensuring they are properly equipped, trained, and led. They are ready for the

mission today and anticipate the challenges that lie ahead. They make disciplined use of materiel, facilities,

and funds. In demonstrating the Army Value of service, they safeguard the health and welfare of their

Soldiers, Army civilians, and families.

Army professionals continuously strengthen the essential characteristics of the Army profession,

reinforcing the bond of trust with each other and the American people.

1-69. While the senior leader is responsible for what the team does or fails to do, success as a profession

demands that all its members perform duty with discipline and to standard. They accomplish the mission

with mutual trust as a cohesive team of Soldiers and Army civilians, collectively demonstrating the

characteristics of their profession and earning the trust of their fellow citizens. Within the Army, leaders set

the example, reinforce the culture of trust, establish professional organizational climates, and inspire their

identity as trusted Army professionals. With character, competence, and commitment they demonstrate the

Army Values of honor and integrity. As responsible stewards of the Army profession, they ensure the

readiness of the Army, now and for the future.

THE ARMY VALUES

1-70. The Army Values embody the practical application of the Army Ethic. They encompass the enduring

moral principles, beliefs, and laws that guide Army professionals in accomplishing the mission as well as

their conduct in all aspects of life.

1-71. The Army Values are—

 Loyalty: bear true faith and allegiance to the Constitution of the United States, the Army, your

unit and other Soldiers.

 Duty: fulfill your obligations.

 Respect: treat people as they should be treated.

 Selfless service: put the welfare of the nation, the Army, and your subordinates before your own.

 Honor: live up to the Army Values.

 Integrity: do what is right, legally and morally.

 Personal courage: face fear, danger, or adversity.

1-72. All members aspire to achieve the Army Values professionally and personally. The Army Values are

a compass needle, always pointing toward what the Nation demands of its Army. Often, the Army is the face

of the Nation abroad. During conflict, the Army employs lethal violence in accordance with the law of armed

conflict and rules of engagement under the most demanding conditions. This is an enormous responsibility

and the people of the United States require the Army to adhere to its values and represent its interests across

the range of military operations and the competition continuum. See chapter 2 for a detailed discussion of the

Army Values.

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Army Oaths Oath of Enlistment I do solemnly swear (or affirm) that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; and that I will obey the orders of the President of the United States and the orders of the officers appointed over me, according to regulations and the Uniform Code of Military Justice. So help me God.

Oath of Office for commissioned officers and DA Civilians I do solemnly swear (or affirm) that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I take this obligation freely, without any mental reservation or purpose of evasion; and that I will well and faithfully discharge the duties of the office on which I am about to enter. So help me God.

ARMY LEADERSHIP

1-73. The Army experience over more than two centuries is that most people have leadership potential and

can learn to be effective leaders. The ability to influence others is a central component of leadership. As a

result, leader development has long been an Army priority (see FM 6-22 for more information regarding

leader development). This development begins with education, training, and experience, and requires

understanding about what Army leaders do and why

1-74. Leadership is the activity of influencing people by providing purpose, direction, and motivation

to accomplish the mission and improve the organization. Leadership as an element of combat power,

coupled with information, unifies the warfighting functions (movement and maneuver, intelligence, fires,

sustainment, protection and command and control). Leadership focuses and synchronizes organizations.

Leaders inspire people to become energized and motivated to achieve desired outcomes. An Army leader is

anyone who by virtue of assumed role or assigned responsibility inspires and influences people by

providing purpose, direction, and motivation to accomplish the mission and improve the organization.

INFLUENCING

1-75. Influencing is persuading people do what is necessary. Influencing entails more than simply passing

along orders. Through words and personal example, leaders inspire purpose, provide direction, and when

required motivation.

PURPOSE

1-76. Leaders provide clear purpose for their subordinates. Purpose gives subordinates a reason to achieve a

desired outcome. Leaders convey purpose through direct means such as requests, directives, or orders.

Leaders inspire subordinates to do their best by instilling a higher purpose that rises above self-interest. They

explain why something should or must be done and provide context whenever possible. Subordinates who

understand why they are doing something difficult and discern the higher purpose are more likely to do the

right thing when leaders are not present to direct their every action.

DIRECTION

1-77. Direction is telling others what to do. Providing effective direction requires that leaders communicate

the desired end state for the direction they provide. To accomplish a mission, leaders prioritize tasks, assign

responsibility, supervise, and ensure subordinates perform to standard. They ensure subordinates clearly

understand their guidance, while allowing subordinates the opportunity to demonstrate initiative within the

overall commander's intent. Providing clear direction allows subordinate initiative to adapt their tasks within

the commander’s intent when circumstances change.

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1-78. The Army requires leaders who provide direction and subordinates who can execute without the need

for continuous guidance. The Army needs leaders who understand, train, and employ mission command

during the course of their duties. Mission command is the Army’s approach to command and control that

empowers subordinate decision making and decentralized execution appropriate to the situation (ADP 6-0).

Mission command recognizes that no single person in an organization or unit can make every important

decision at every critical moment, nor can a single person keep up with the number of simultaneous decisions

organizations require during combat or other time-constrained environments. See ADP 6-0 for further

discussion about mission command.

MOTIVATION

1-79. Motivation is the will and initiative to do what is necessary to accomplish a mission. While motivation

comes from within, others’ actions and words affect it. A leader’s role in motivation is at times to understand

others’ needs and desires, to align and elevate individual desires into team goals, and to inspire others to

accomplish those larger goals, even if it means risking their lives. At other times, such as time constrained or

dangerous situations, the leader gets subordinates to do things quickly and explain the reasons why later.

1-80. Indirect approaches to motivation can be as successful as direct approaches. Setting a personal example

can sustain the drive in others. This becomes apparent when leaders share hardship and risk with

subordinates. Leaders who personally share hardship and risk demonstrate to subordinates that they are

invested in the outcome and willing and able to do what they ask subordinates to do. Indirect approaches

such as these build confidence about the judgment, commitment, and attitude of the leader.

1-81. How leaders motivate others matters. There are practices that are always positive, while others are

good or bad depending on the context of the situation. There are those who can inspire others to act because

they respect the leader’s judgment, respect that the leader earned. Earning this type of personal respect takes

time, so leaders may need to motivate others initially based upon the authorities and respect inherent in their

duty position. In either case, leaders should be judicious about using pressure or threat of punishment when

motivating others, because doing so too often or when unnecessary breeds resentment and low morale.

Aspiring leaders observe many different methods others use to motivate subordinates, and should remember

and practice those that were most effective while avoiding those that negatively affected an organization.

Colonel Robert B. Nett Near Cognon, Leyte, Philippine Islands—14 December 1944

Then-Lieutenant Nett commanded Company E, 305th Infantry during an attack against a reinforced enemy battalion, which had held up the American advance for two days from entrenched positions. With another infantry company and armored vehicles, Company E advanced against heavy machinegun and small arms fire with LT Nett spearheading the assault. During fierce hand-to-hand encounters, he killed seven Japanese and, although seriously wounded, led his men forward, refusing to relinquish command. He was severely wounded again, but, unwilling to retire, pressed ahead with his troops to assure capture of the objective. Wounded again in the final assault, he arranged for the resumption of the advance before turning over his command, then walked unaided to the rear for medical treatment. LT Nett’s remarkable courage in continuing to lead through sheer determination despite successive wounds, LT Nett provided an inspiring example for his company and was instrumental in the capture of a vital strongpoint. For this action, he received the Medal of Honor.

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ARMY LEADERSHIP REQUIREMENTS MODEL

1-82. The leadership requirements model is grounded in historical experience and determinations of what

works best for the Army. Army research supports the model’s completeness and validity. The model

identifies core competencies and attributes applicable to all types and echelons of Army organizations. The

model conveys expectations and establishes the capabilities needed of all Army leaders regardless of rank,

grade, uniform, or attire. Collectively, the leadership requirements model is a significant contributor to

individual and unit readiness and effectiveness.

1-83. As a common leadership model for the Army, the leadership requirements model aligns expectations

with leader development activities and personnel management practices and systems. Understanding the

expectations and applying the attributes and competencies prepares leaders for the situations they are most

likely to encounter. The model informs leaders of the enduring capabilities needed regardless of echelon,

mission, or assignment. All model components are interrelated and relate to the Department of Defense

(DOD) civilian leader development framework found in DODI 1430.16.

1-84. The model’s components center on what a leader is (attributes—BE and KNOW) and what a leader

does (competencies—DO). A leader’s character, presence, and intellect enable them to apply the core leader

competencies and enhance their proficiency. Leaders who gain expertise through operational assignments,

institutional learning, and self-development will be versatile enough to adapt to most situations and grow into

greater responsibilities. Figure 1-3 illustrates the framework.

1-85. A major distinction between the attributes and competencies of the leadership requirements model is

that competencies are skills that can be trained and developed while attributes encompass enduring personal

characteristics, which are molded through experience over time. A Soldier can be trained to be an effective

machine gunner, but may not necessarily be a brave machine gunner without additional experience. Every

educational, operational, and self-development event is an opportunity for observation, feedback, and

reflection.

Figure 1-3. The Army leadership requirements model

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CORE LEADER ATTRIBUTES

1-86. Attributes are characteristics internal to a leader. These affect how an individual behaves, thinks, and

learns within certain conditions. Strong character, solid presence, and keen intellect enable individuals to

perform the core leader competencies with greater effect. The three categories of core attributes are—

 Character: the moral and ethical qualities of the leader.

 Presence: characteristics open to display by the leader and open to viewing by others.

 Intellect: the mental and social abilities the leader applies while leading.

CORE LEADER COMPETENCIES

1-87. The core leader competencies are actions that the Army expects leaders to do: lead, develop, and

achieve. Competencies provide an enduring, clear, and consistent way of conveying expectations for Army

leaders. The core competencies are universal for all Army leaders. The core competency categories are—

 Leads: provides purpose, direction, and motivation; builds trust; provides an example;

communicates.

 Develops: develops themselves, creates a positive climate, develops subordinates, and stewards

the profession.

 Achieves: executes, adjusts, and gets results to accomplish tasks and missions on time and to

standard.

1-88. The core leader competencies make up a core set. Figure 1-4 depicts similarities and distinctions among

core leader competencies, demonstrates how competencies fall into three categories and that each represents

different leader actions. For instance, Army leaders are expected to develop themselves (prepares self),

develop others, ensure unit readiness (create a positive environment) and sustain the Army as a whole

(stewards the profession).

Figure 1-4. Navigating leader competencies

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25 November 2019 ADP 6-22, C1 1-17

DYNAMICS OF LEADERSHIP

1-89. The most effective leaders adapt their approach to the mission, the organization, and the situation. A

division commander addressing brigade commanders before conducting large-scale combat operations leads

and communicates differently than a drill sergeant training new recruits in basic training. Constant change

affects peacetime and combat operations. Personnel change out. Timelines move. Anticipated resources do

not materialize. Adversaries do what was least expected. Weather keeps CAS assets grounded. Commanders,

leaders, and staffs plan for possible changes and continually monitor progress to engage as needed. Leaders

account for the important factors affecting the dynamics of leadership. Three consistent factors are—

 The leader.

 The led.

 The situation.

THE LEADER

1-90. An Army leader influences others to accomplish missions. A leader has the opportunity to lead when

assigned responsibility, assuming a role, or being an informal leader within a team. Leaders motivate people

both inside and outside the chain of command toward action or to change their thinking when appropriate.

Formally or informally, regardless of position or rank, all Army members can find themselves in situations

to lead and influence others. Leaders who adapt their actions based on the dynamics of a situation achieve

the best possible outcomes. Leaders take into account the level of their experience or skill, and their authority.

1-91. Everyone has an identity or a way they see themselves. Leaders internalize the roles, responsibilities,

and actions that they understand of a leader to be, know, and do. Leaders who are unsure of themselves filling

the role of a leader will be limited until they have confidence. Without a clear leader identity, others will

question the type of leader they are, what they stand for, and the way they conduct themselves. What a leader

believes about their role as a leader serves as a constant guide to behave as a leader of good character. Practice

identifying as a leader—doing the right things in the right way—becomes habitual and helps junior personnel

along the path to becoming seasoned, effective leaders.

1-92. Self-awareness is fundamental to understanding one’s abilities. Leaders should know their strengths

and weaknesses: what they do or do not know, what they are or are not skilled at, and what is in their span of

control. Even though they should be self-aware, not all leaders are. Leaders vary in their proficiency levels

in attributes and competencies and their preparation for each situation. Leaders require self-awareness if they

are to accurately assess their own experience and competence as well as earn the trust of those they influence.

Being self-aware means seeing one’s self as viewed by others and understanding the levels of influence one

is likely to have with followers. For instance, a newly assigned company commander understands that

participating with Soldiers on a 12-mile ruck-march builds subordinates’ respect for the leader and builds the

leader’s credibility with them. Awareness allows one to adjust one's leadership actions in the moment and

know what areas to improve for the future.

1-93. Leaders have different responsibilities and authorities that can vary with duty positions and missions.

Authority to lead is either formally derived from rank or position or is informal, such as when influencing

peers or coalition partners. Formal authority allows use of commitment and compliance through the methods

of influence (see chapter 5). Informal authority primarily relies on obtaining commitment from others.

Formal Leadership

1-94. Formal leadership authority is granted to individuals by virtue of assignment to positions of

responsibility, according to their rank and experience. The Uniform Code of Military Justice supports military

leaders in positions of legitimate authority. Formal leaders exercise their authority over subordinates through

lawful orders and directives. An Army leader operates with clear expectations regarding conduct so that

indiscipline does not jeopardize mission success. Leaders, through formally assigned authorities and clearly

communicated standards, are responsible for ensuring adherence to standards, policies, and codes. Team

leaders, squad leaders, platoon leaders, staff officers, commanders, and civilian supervisors are all examples

of leaders in positions with formal designations of authority.

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1-95. Command is the authority that a commander in the armed forces lawfully exercises over subordinates

by virtue of rank or assignment (JP 1). Command includes the authority and responsibility for effectively

using available resources and for planning the employment of, organizing, directing, coordinating, and

controlling military forces for the accomplishment of assigned missions. Command also includes

responsibility for health, welfare, morale, and discipline of assigned personnel.

1-96. In Army organizations, commanders establish standards and policies for achieving and rewarding

exemplary performance, as well as for punishing misconduct. Military commanders enforce lawful orders

under the Uniform Code of Military Justice. Consequently, commanders' personalities profoundly affect

organizations. The Army expects leaders selected for command to lead beyond mere exercise of formal

authority. They lead by example and serve as role models. Their personal example and actions carry

tremendous weight.

1-97. Command is personal. In Army regulations and doctrine, an individual, not an institution or group, is

given the authority to command. The legal and ethical responsibilities of a commander exceed those of any

other leader of similar rank serving in a staff position or as a civilian manager. The relationships among

commanders and subordinate officers, noncommissioned officers, enlisted Soldiers, and DA Civilians is

distinct. Those not in command must understand that the commander alone is responsible for what their

command does or fails to do. Subordinates have the responsibility to support the commander’s intent for their

command, unit, or organization.

Informal Leadership

1-98. Informal leadership exists throughout organizations and plays an important role in mission

accomplishment. Informal leadership is not exercised based on rank or position in the organization. It stems

from personal initiative, special knowledge, unique experiences, or technical expertise specific to an

individual or team. Informal leadership occurs when someone takes the initiative to assume responsibility for

action in a situation, takes charge when no formal leader is present, or to make formal leaders aware of

something they need to know. Informal leaders contribute to team success.

1-99. Informal networks arise both inside and outside organizations. These informal networks include the

noncommissioned officer (NCO) support channel. To build cohesive teams, leaders interact with both formal

and informal teams, including the traditional chain of command and technical channels combining

commanders and staff officers. The collaboration of first sergeants within a battalion is also an example of

an informal network. Informal networks that operate in support of organizational goals are a force multiplier.

Conversely, informal networks that operate at cross-purposes to the chain of command are destructive to an

organization and intolerable.

THE LED

1-100. The led are an important factor in leadership. Leaders, who consider their strengths along with

subordinates’ capabilities and the situational demands of missions, create the best chance at accomplishing

tasks and missions. Inexperienced subordinates and those with limited competence require greater oversight

and control. Seasoned, competent subordinates require less oversight and control.

1-101. Experience, competence, and commitment of those led vary with the mission and situation. For

example, people with significant combat experience may be overly capable to perform a mission, but their

commitment may lag if they do not consider the mission worth risking life or limb. Commitment varies with

trust in the leader directing the mission. Trust between the leader and the led can vary across situations. A

leader applies greater control over some subordinates than others. Generally, when subordinates have greater

levels of expertise and commitment, leaders trust and empower them.

1-102. Every Army leader is a subordinate to someone, so all leaders are also followers. Each Soldier and

DA Civilian begins service by swearing an oath of service that subordinates him or her to the Nation’s civilian

leadership (see page 1-3). This obligation remains throughout a career regardless of position or rank attained.

Effective Army organizations depend on the willingness of their leaders and their subordinates to serve

faithfully and competently in both leadership and followership roles.

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25 November 2019 ADP 6-22, C1 1-19

1-103. Followers respond to the authority of a leader and specific direction. Following is more than just

doing what one is told to do. Motivation is an aspect of following. Effective followership requires an ability

to take the initiative to get things done when necessary. Effective leaders learn to be trusted followers.

Teaching weapons maintenance provides an example. New Soldiers clean their rifles how and when

instructed to do so. Experienced Soldiers routinely clean their weapon without being told so that it will

function when needed. This simple discipline of doing the right thing when no one is looking is fundamental

to following.

1-104. There is a tendency to think of people as either a leader or subordinate, but leading and following

are simultaneous responsibilities. This is particularly true in a hierarchical organization like the Army.

Everyone charged with leading others has a responsibility to follow their superior in the chain of command.

Being an effective follower requires the same attributes and competencies required to be an effective leader,

although application is different. When following, Army leaders respond to their superiors’ authority and

guidance. The principles of mission command capture this: leaders empower followers, by fostering mutual

trust and creating shared understanding, to take initiative based on the commander’s intent. The subordinate

leader transitions from follower to leader as they take action and direct their followers.

THE SITUATION

1-105. The situation affects which actions leaders take. Leaders consider the unique characteristics of the

task or mission at hand, the abilities of their subordinates, their familiarity with similar situations, and amount

of time available. High-risk or urgent situations often require immediate and decisive actions, particularly in

combat. Low-risk or slowly developing situations allow leaders to spend more time with deliberate and

collaborative approaches, coaching, and teaching subordinates as they go along. This fosters a higher level

of commitment, develops subordinates, and creates the organizational cohesion essential for leading

successfully in challenging situations.

1-106. Leaders learn to adapt to the situation by disciplining themselves to practice different approaches.

This prepares leaders to adapt to new, urgent, stressful, or high-risk situations. In general, leaders should

strive to improve all of the leader attributes and core leadership competencies, adapt their leadership

techniques to each situation, and become lifelong learners. This requires leaders to—

 Know how to assess tasks and conditions.

 Know how to assess their own capabilities and those of their followers.

 Know how to adjust their leadership techniques.

 Know those they lead.

 Understand how to employ the mission command approach to the situation.

 Develop themselves and the competence of subordinates.

 Establish and maintain positive leadership climates.

The Reluctant Machine Gunner Iraq in 2003 was the first combat experience for many. SSG Jones was new to combat, as were all members of the squad. They had not seen any action until they arrived in Ramadi. While clearing a section of buildings, they came under fire. SSG Jones directed his M249 machine gunners to suppress an enemy position in an adjacent building. One gunner did not engage. SSG Jones again directed his machine gunner to engage; he did not. SSG Jones calmly moved to the gunner’s position, took the machine gun, and fired a burst. SSG Jones handed the weapon to the machine gunner and said, “Suppress that position.” The gunner did and did not hesitate again. Here the squad leader instinctively knew what it would take to get the subordinate to act. Because the squad leader understood the gunner the squad leader did not have to threaten, belittle, or remove him from combat. The squad leader just had to show that what needed to be done, could be done.

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ROLES OF LEADERSHIP

1-107. Every individual in the Army is a member of a team, as a leader or a follower. Each leadership role

and responsibility is unique, yet leaders interact in common ways. The Army is comprised of Soldiers and

DA Civilians. Soldiers are officers, NCOs, and enlisted. The Department of the Army employs DA Civilians

and, like Soldiers, are members of the executive branch of the federal government. The Army charges all

members to support and defend the Constitution against all enemies, foreign and domestic. They all take

oaths to the Constitution that commit them to follow the laws of the Nation and orders of those appointed

over them. Army professionals who embrace and live the Army Values are role models and standard-bearers

for the organization. Army leaders come from three different categories—

 Officers.

 Noncommissioned officers.

 DA Civilians.

OFFICERS

1-108. Officers command units, establish policy, and manage resources while balancing risks and caring

for their people and families. They integrate collective, leader, and Soldier training to accomplish the Army's

missions. They serve at all levels, from leading tactical unit operations to leading change at strategic levels.

Command makes officers responsible and accountable for everything their command does or fails to do.

1-109. The technical characteristic that distinguishes officers (including warrant officers) the most is that

they hold their grade and office under a commission or appointment issued by the authority of the President

of the United States or the Secretary of the Army. They receive commissions based upon the basis of special

trust and confidence placed in the officer's patriotism, valor, fidelity, and abilities. An officer's commission

grants authority to direct subordinates and subsequently, an obligation to obey superiors.

1-110. Serving as an officer differs from other forms of Army leadership by the measure of responsibility

attached, and in the magnitude of the consequences of inaction or ineffectiveness. An enlisted leader swears

an oath of obedience to lawful orders, while an officer promises to, "well and faithfully discharge the duties

of the office” (see page 1-2). Officers maintain the momentum of operations. While officers depend on the

counsel, technical skill, maturity, and experience of subordinates to translate their orders into action, they are

ultimately responsible for mission success.

1-111. Warrant officers possess a high degree of specialization in a particular field in contrast to the more

general assignment pattern of other officers. Warrant officers may command aircraft, maritime vessels, and

special units. Warrant officers provide expert tactical and technical advice, knowledge, counsel, and solutions

to support their unit or organization. They maintain, administer, and manage the Army's equipment, support

activities, and technical systems. Their extensive professional experience and technical knowledge qualifies

warrant officers as invaluable role models and mentors for officers and NCOs.

1-112. While warrant officer positions are usually functionally oriented, warrant officers may lead and

direct Soldiers. Senior warrant officers provide the commander with the benefit of years of tactical and

technical experience. Warrant officers functioning at senior levels become systems experts rather than

equipment experts. They must understand the conditions and know how to integrate the systems they manage

into complex operational environments.

NONCOMMISSIONED OFFICERS

1-113. Noncommissioned officers are the backbone of the Army and are responsible for maintaining Army

standards and discipline. NCOs are critical to training, educating, and developing individuals, crews, and

small teams. NCOs are accountable for the care of their Soldiers and setting examples for them.

1-114. The Army relies on NCOs capable of conducting daily operations, executing small unit tactical

operations, and making commander’s intent-driven decisions. Subordinates look to NCOs for solutions,

guidance, and inspiration. Soldiers count on NCOs they trust and admire. They expect them to convey

information and provide day-to-day guidance to accomplish tactical and technical tasks. All Soldiers look to

NCOs to train them to cope, prepare, and perform courageously regardless of the situation.

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25 November 2019 ADP 6-22, C1 1-21

1-115. While preparing Soldiers for missions, NCOs stress fieldcraft and physical and mental rigor. NCOs

understand that improved warfighting technology will not reduce the need for mentally and physically fit

Soldiers. Soldiers will continue to carry heavy loads, and engage enemy forces in close combat. Tactical

success relates directly to the Soldiers' level of tactical and technical training, as well as their fitness and

resiliency. Soldier care includes preparing them for future challenges and adversity. ATP 6-22.5 contains

material related to Soldier care.

1-116. NCOs are trainers, mentors, communicators, and advisors. NCOs advise and assist in the

development of officers by sharing their experience and professional judgment. They form professional and

personal bonds with officers based on mutual trust and common goals. Commanders at all levels have senior

enlisted advisors who provide advice and serve as an important source of knowledge about enlisted matters,

as well as experts about tactical and technical questions. At the highest level, the Sergeant Major of the Army

is the Army Chief of Staff's personal advisor who recommends policy to support Soldiers throughout the

Army.

First Sergeant Conrad Schmidt Winchester, Virginia—19 September 1864

The 2d Cavalry Regiment was reeling from tremendous losses during the Battle of Winchester, Virginia when the regimental commander, Captain Theodore Rhodenbough, had his horse shot from under him within a few yards of the Confederate entrenchments. Then-Orderly Sergeant Conrad Schmidt recognized the danger the regimental commander was in, disregarded his own safety, and rode to the commander’s assistance. Schmidt dragged Rhodenbough up on the rear of his horse, brought him to safety under an extreme volley of gunfire, and returned Rhodenbough to command of the regiment. Schmidt’s actions earned him the Medal of Honor.

DEPARTMENT OF THE ARMY CIVILIANS

1-117. Department of the Army Civilians are professionals committed to serving the Nation as an integral

part of the Army team. They provide mission-essential capability, stability, and continuity to support

Soldiers. DA Civilians are committed to honorable service in the performance of their duties. The Army

Civilian Corps Creed affirms their role as members of the Army team and their special contribution to

organizational stability and continuity. Major roles and responsibilities of DA Civilians include—

 Establishing and executing policy.

 Leading Army organizations and managing programs, projects, and systems.

 Operating activities and facilities for Army equipment, support, research, and technical work

supporting the Army around the world.

1-118. Selection of DA Civilians to a government position depends on their eligibility based on their

credentials and expertise. Proficiency derives from previous education and training, prior experiences, and

ties to career programs. DA Civilians hold the grade of the position in which they serve and primarily exercise

authority based on the position held, not their grade. DA Civilians do not exercise military command,

however when designated they may exercise general supervision over an Army installation or activity under

the command of a military superior.

1-119. Civilian personnel have functional proponents for career fields that ensure provisions exist for career

growth and are free to pursue positions and promotions as desired. Personnel policies generally state that DA

Civilians should be in positions that do not require military personnel for reasons of law, training, security,

discipline, rotation, or combat readiness. DA Civilians, many with uniformed military experience, bring a

wealth of knowledge and experience to the Army team.

1-120. While most DA Civilians historically support military forces at home stations, they also deploy with

military forces to provide expertise and support. DA Civilians often remain for long periods within the same

organization, providing continuity and stability that the dynamic personnel management system used for the

military rarely allows.

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LEVELS OF LEADERSHIP

1-121. The Army acknowledges three levels of leadership—

 Direct.

 Organizational.

 Strategic.

1-122. The leader attributes and competencies apply across all leadership levels. The concept of

subordination helps members understand the expectations the Army has for them across a career. Foundations

include understanding oaths, dignity and respect for all people, the Army Values, leadership, command,

authority, Army operations, military discipline, and similar basics (see figure 1-5). Leaders gain a firmer

understanding of the enduring requirements and add specialized knowledge as they move through the levels.

Figure 1-5. Army leadership levels.

1-123. Factors determining a leadership level include the leader’s relationship to a subordinate, number of

subordinates, scope of responsibility, and time horizons of missions. Regardless of which level they serve in,

a leader is always a direct leader. Direct leaders are task oriented. Organizational leaders are both task and

mission oriented and lead through subordinate leaders. Army organizations execute missions and tasks.

Strategic leaders apply a global, regional, national, and societal perspective to the organizations they lead.

Organizational and strategic leaders lead through others. Rank does not generally determine the difference

between organizational and strategic leaders, positions do. The Sergeant Major of the Army is a sergeant

major. A battalion sergeant major is also a sergeant major. While there are significant differences in seniority

and responsibilities, they are both sergeant majors. Junior leaders and some DA Civilians serve at the direct

leadership level. NCOs and officers that direct other leaders to accomplish tasks are organizational leaders.

Generally, senior grade and general officers and equivalent senior executive service DA Civilians and their

sergeants major serve at the organizational or strategic leadership levels.

DIRECT LEADERSHIP

1-124. Direct leadership is face-to-face or first-line leadership that generally occurs in organizations where

subordinates see their leaders all the time such as teams, squads, sections, platoons, departments, companies,

batteries, and troops. The direct leader's span of influence may range from a few to dozens of people. The

leader's day-to-day involvement is important for successful unit performance. Direct level leadership covers

the same type of functions, such as those performed by an infantry squad or a graves registration unit.

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25 November 2019 ADP 6-22, C1 1-23

1-125. Direct leaders develop others through coaching, counseling, mentoring, and setting the example. For

instance, company grade officers and NCOs are close enough to Soldiers to exert direct influence when

observing training or interacting with subordinates during other functions.

1-126. Direct leaders generally experience more certainty and less complexity than organizational and

strategic leaders because of their close physical proximity to their subordinates. They direct actions, assign

tasks, teach, coach, encourage, give guidance, and ensure successful completion of tasks or missions. They

must be close enough to the action to determine or address problems. Examples of direct leadership tasks are

vehicle maintenance, supervision of creating of fighting positions, and performance counseling.

1-127. Direct leaders understand the mission of their higher headquarters two levels up and when applicable

the tasks assigned one level down. This provides them with the context in which they perform their duties.

ORGANIZATIONAL LEADERSHIP

1-128. Organizational leaders exercise leadership through subordinate leaders responsible for leading the

various organizations that make up the larger organization. Organizational leaders establish a climate that

supports their subordinate leaders. Subordinate units and organizations do not depend on daily guidance from

their higher-level leaders to be successful. Organizational leaders, particularly commanders, are responsible

for communicating intent two echelons down and understanding intent two echelons up. Organizational

leaders operate within commanders’ intent and communicate that intent to subordinates as a means of

providing room for subordinate initiative and decreasing the number of decisions they must personally make

to keep the organization operating effectively. Organizational leadership includes responsibility over multiple

functions, such as leading and synchronizing combined arms operations.

1-129. Organizational leaders regularly and personally interact with their subordinates. They make time to

verify that reports and briefings match their own perceptions of the organization's progress toward mission

accomplishment. Organizational leaders use personal observation and visits by designated personnel to assess

how well subordinates understand the commander's intent and to determine if they need to reinforce or

reassess the organization's priorities.

STRATEGIC LEADERSHIP

1-130. Strategic leaders include military and civilian leaders at the major command through DOD levels.

Strategic leadership guides and integrates multiple organizational level units that perform a wide range of

functions. It influences several thousand to hundreds of thousands of people. These leaders allocate resources,

communicate strategic vision, and prepare their commands and the Army itself for future missions. Strategic

leaders shape Army culture by ensuring their directives, policies, programs, and systems are ethical, effective,

and efficient.

1-131. Strategic leaders apply all core leader competencies they acquired as direct and organizational

leaders, while further adapting them to the complex realities of their strategic conditions. Strategic leader

decisions must consider congressional hearings, Army budgetary constraints, new systems acquisition,

civilian programs, research, development, and inter-service cooperation. Every strategic leader decision has

the potential of affecting the entire Army.

1-132. Strategic leaders are important catalysts for change and transformation. Because they follow a long-

term approach to planning, preparing, executing, and assessing, they often do not see their ideas come to

fruition during their tenure. Army modernization is an example where long-range strategic planning is

necessary. Relying on many subordinate leader teams, the Army depends on organizational leaders to endorse

the long-term strategic vision and ensure it reaches all of the Army. Because they exert influence primarily

through their senior staffs and subordinates, strategic leaders must have excellent judgment when selecting

and developing subordinates for critical duty positions.

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31 July 2019 ADP 6-22 2-1

PART ONE

The Army Leader: Person of Character, Presence, and Intellect

Part One highlights the critical attribute categories of character, presence, and intellect. All Army leaders use them to reach their full potential from direct leader to strategic leader. The attributes support leadership actions valuable for continued development and effective performance.

Chapter 2

Character

FOUNDATIONS OF ARMY LEADER CHARACTER

A person’s character affects how they lead. A leader’s character consists of their true nature guided by

their conscience, which affects their moral attitudes and actions. A leader’s personal reputation is what others

view as character. Leaders who firmly adhere to applicable laws, regulations, and unit standards build

credibility with their subordinates and enhance trust of the Nation they serve.

Influences such as background, beliefs, education, and experiences affect all Soldiers and DA

Civilians. An Army leader’s role in developing others’ character would be simple if it merely required

checking and aligning personal values with the Army Values. Reality is much different. Becoming and

remaining a leader of character is a process involving day-to-day experiences and internal fortitude. While

education, self-development, counseling, coaching, and mentoring can refine the outward signs of character,

modifying deeply held values is the only way to change character. Leaders are responsible for their own

character and for encouraging, supporting, and assessing their subordinates’ efforts to embody character.

Character consists of the moral and ethical qualities of an individual revealed through their decisions

and actions. Leaders must consistently demonstrate good character and inspire others to do the same. The

close teamwork demanded to execute military missions at all levels requires that everyone in the Army share

certain desirable character attributes. A summary of the character attributes are shown in table 2-1 (see page

2-12). Character attributes that are of special interest to the Army and its leaders are—

 Army Values.

 Empathy.

 Warrior Ethos and Service Ethos.

 Discipline.

 Humility.

ARMY VALUES

Personal values develop over the years from childhood to adulthood. People are free to choose and

hold their own values, but upon taking the oath of service, Soldiers and DA Civilians agree to live and act by

the Army Values. Army Values consist of the principles, standards, and qualities considered essential for

Chapter 2

2-2 ADP 6-22 31 July 2019

service. The Army Values set expectations for conduct and are fundamental to making the right decision in

any situation. Living, teaching, and reinforcing Army Values is an important leader responsibility.

The Army recognizes seven values that all Soldiers and DA Civilians must internalize. Embracing the

Army Values is the hallmark of being an Army professional. Doing so represents a pact with teammates and

the American people to be trustworthy and accountable. When read in sequence, the first letters of the Army

Values form the acronym LDRSHIP:

 Loyalty.

 Duty.

 Respect.

 Selfless service.

 Honor.

 Integrity.

 Personal courage.

LOYALTY: BEAR TRUE FAITH AND ALLEGIANCE TO THE U.S. CONSTITUTION, THE ARMY,

YOUR UNIT AND OTHER SOLDIERS.

The first order of loyalty is to the Constitution and the ideals upon which it is based. One cannot remain

loyal to the Constitution by being loyal to those who violate it. To create strong organizations, superiors,

subordinates, and peers must embrace loyalty. One way that individuals demonstrate loyalty is by upholding

all of the Army values. With those values as a foundation, loyalty is a two-way exchange: leaders earn loyalty

and subordinates expect loyalty in return. Leaders earn subordinates’ loyalty by training them well, treating

them fairly, and living the Army Values. Subordinates demonstrate loyalty by working hard for their leaders

and being as good as they can be at their jobs. Loyalty and trust enable the successful day-to-day operations

of all organizations.

DUTY: FULFILL YOUR OBLIGATIONS—ALWAYS DO YOUR BEST.

All Soldiers and DA Civilians strive to do their best. Duty extends beyond law, regulation, and orders.

Army professionals exercise initiative when they fulfill the purpose, not merely the letter, of received orders.

Leaders take responsibility for their actions and those of their subordinates; it is inherent in their duty to the

larger organization, the Army, and the Nation. Conscientious leaders and subordinates possess a sense of

responsibility to apply their best efforts to accomplish the mission. This guides Soldiers and DA Civilians to

do what is right to the best of their ability.

Character

31 July 2019 ADP 6-22 2-3

General Jonathan M. Wainwright Corregidor Captivity

The Japanese invaded the Philippines in December 1941. In March 1942, as General Douglas MacArthur evacuated to Australia, General Jonathan Wainwright assumed full command from the Malinta Tunnel on Corregidor Island. Soon, the Japanese grip on the islands tightened and the Philippine defenders at Bataan were surrounded without any support other than artillery fire from Corregidor. Disease, exhaustion, and malnutrition ultimately accomplished what thousands of Japanese soldiers had not done for 90 days—Bataan was lost; more than 12,000 Filipino Scouts and 17,000 Americans became prisoners. Corregidor was in bad shape. General Wainwright directed the defenses with the limited resources available, making frequent visits outside the tunnels to check on his men and to inspire them personally. He was never fearful of enemy fire. A tenacious warrior, he saw men next to him die and personally returned fire on the enemy. He was a unique frontline commander—a fighting general who earned the loyalty of his troops by sharing their hardships. General Wainwright and his steadfast troops on Corregidor were the last organized resistance in the Philippines. After holding unsupported against the Japanese for a full six months, Wainwright had exhausted all possible means of resistance—no outside help could be expected. On 6 May 1942, General Wainwright notified his command of his intent to surrender and sent a message to the President of the United States explaining the painful decision. He was proud of his country and his men and he had been forthright and loyal to both. His Soldiers had come to love, admire, and willingly obey the fighting general. President Roosevelt reassured General Wainwright in one of his last messages to him saying, “You and your devoted followers have become the living symbol of our war aims and the guarantee of victory.” When the Japanese attempted to humiliate him personally by forcing him to march through the ranks of his defeated force, Wainwright’s Soldiers once again demonstrated loyalty and respect for their leader by struggling to their feet and saluting as he passed by. During more than three years of captivity as the highest-ranking and oldest American prisoner of war in World War II, General Wainwright kept faith and loyalty with his fellow prisoners suffering deprivation, humiliation, abuse, and torture. Despite his steadfast posture in captivity, he feared return to America, expecting to be considered a coward and a traitor for his Corregidor surrender. Americans at home remained loyal to the fighting general and his courageous troops. To honor him and his men, General Wainwright stood behind General MacArthur during the signing of Japan’s official surrender on the USS Missouri on 2 September 1945. General Wainwright returned home to a hero’s welcome. During a surprise ceremony on 10 September 1945, President Truman awarded him the Medal of Honor.

RESPECT: TREAT PEOPLE AS THEY SHOULD BE TREATED.

The Army Values reinforce that all people have dignity and worth and must be treated with respect.

The Nation was founded on the ideal that all are created equal. In the Army, each is judged by the content

of their character. Army leaders should consistently foster a climate that treats everyone with dignity and

respect, regardless of ethnicity, gender identity, sexual orientation, creed, or religious belief. Fostering a

positive climate begins with a leader’s personal example. Leaders treat others, including adversaries, with

respect.

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The discipline which makes the soldiers of a free country reliable in battle is not to be

gained by harsh or tyrannical treatment. On the contrary, such treatment is far more likely

to destroy than to make an army. It is possible to impart instruction and to give commands

in such manner and such a tone of voice to inspire in the soldier no feeling but an intense

desire to obey, while the opposite manner and tone of voice cannot fail to excite strong

resentment and a desire to disobey. The one mode or the other of dealing with subordinates

springs from a corresponding spirit in the breast of the commander. He who feels the

respect which is due to others cannot fail to inspire in them regard for himself, while he

who feels, and hence manifests, disrespect toward others, especially his inferiors, cannot

fail to inspire hatred against himself.

Major General John M. Schofield Address to the United States Corps of Cadets, 11 August 1879

SELFLESS SERVICE: PUT THE WELFARE OF THE NATION, THE ARMY, AND YOUR

SUBORDINATES BEFORE YOUR OWN.

Selfless service means doing what is right for the Nation, the Army, the organization, and subordinates.

While the needs of the Army and the Nation should come first, selfless service does not imply leaders should

neglect their families or themselves. Unselfish, humble leaders set themselves apart as teammates who are

approachable, trustworthy, and open to follower input and advice. Selfless leaders aspire to attain goals for

the greater good, beyond their own interests and benefits.

HONOR: LIVE UP TO ARMY VALUES.

Living honorably, in line with the Army Values, sets an example for every member of the organization

and contributes to an organization’s positive climate and morale. How leaders conduct themselves and meet

their obligations to the mission, other people, and the organization defines them as people and leaders.

Sergeant David B. Bleak Minari-gol, Korea—14 June 1952

SGT David B. Bleak, a medical aidman, volunteered to accompany a combat patrol tasked to capture enemy forces for interrogation. While moving up the rugged slope of Hill 499, the patrol came under intense automatic weapons and small arms fire multiple times, suffering several casualties. Enemy fired at SGT Bleak from a nearby trench while he tended the wounded. Determined to protect the wounded, the brave aidman faced the enemy, entered the trench, and killed three enemy soldiers with his bare hands. While exiting, a concussion grenade fell in front of a fellow Soldier. Bleak shifted to shield him from the blast. Disregarding his own injury, he carried the most severely wounded Soldier down the hillside. Attacked by two enemy soldiers, Bleak lowered the wounded man, put both adversaries out of action by slamming their heads together, and then carried the wounded American Soldier to safety. SGT Bleak’s courageous actions saved fellow Soldiers’ lives and preserved the patrol’s combat effectiveness. For his actions, President Dwight D. Eisenhower awarded him the Medal of Honor on 27 October 1953.

INTEGRITY: DO WHAT IS RIGHT, LEGALLY AND MORALLY.

Leaders of integrity consistently follow honorable principles. The Army relies on leaders who are

honest in word and deed. Leaders of integrity do the right thing because their character permits nothing less.

To instill the Army Values in others, leaders must demonstrate them. As an Army leader and a person of

integrity, personal values should reinforce the Army Values.

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Lieutenant Vernon Baker

Viareggio, Italy—56 April 1945 Lieutenant Vernon Baker of the 370th Infantry Regiment demonstrated leadership by example near Viareggio, Italy, during his company’s attack against strongly entrenched German positions in mountainous terrain. Fire from several machine gun emplacements stopped his company. LT Baker crawled to one position and destroyed it, killing three German soldiers. He then attacked an enemy observation post and killed two occupants. With the aid of one of his men, LT Baker continued the advance and destroyed two more machine gun nests, killing or wounding the soldiers occupying these positions. After consolidating his position, LT Baker finally covered the evacuation of the wounded personnel of his unit by occupying an exposed position and drawing the enemy’s fire. On the night following these events, LT Baker volunteered to lead a battalion advance through enemy minefields and heavy fire. Two-thirds of his company was wounded or dead and no reinforcements were in sight. His commander ordered a withdrawal. Baker protested that they could not withdraw; they had to stay and fight. LT Baker stands as an inspiration to not only those who served with him. He stood courageously against the enemy and stood proudly to represent his fallen comrades when he received his Medal of Honor.

PERSONAL COURAGE: FACE FEAR, DANGER, OR ADVERSITY (PHYSICAL AND MORAL).

Personal courage is not the absence of fear; it is the ability to put fear aside and do what is necessary

or right. Personal courage takes two forms: physical and moral. Effective leaders demonstrate both. Physical

courage requires overcoming fears of bodily harm and doing one’s duty. It triggers bravery that allows a

Soldier to take risks in combat in spite of the fear of injury or death. For leaders, mission accomplishment

may demand risking their own lives or those of Soldiers and justly taking the lives of enemies.

Moral courage is the willingness to stand firm on values, principles, and convictions. It enables all

leaders to stand up for what they believe is right, regardless of the consequences. Leaders, who take full

responsibility for their decisions and actions, even when things go wrong, display moral courage. Moral

courage also expresses itself as candor—being frank, honest, and sincere with others. Carefully considered

professional judgment offered to subordinates, peers, and superiors is an expression of personal courage.

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Warrant Officer Hugh C. Thompson, Jr. My Lai, Vietnam—16 March 1968

WO1 Hugh C. Thompson, Jr. and his two-man helicopter crew were on a reconnaissance mission over the village of My Lai, Republic of Vietnam. WO1 Thompson watched in horror as he saw an American Soldier shoot an injured Vietnamese child. Minutes later, he observed more Soldiers advancing on a number of civilians in a ditch. Suspecting possible reprisal shootings, WO1 Thompson landed his helicopter and questioned a young officer about what was happening. Told that the ground combat action was none of his business, he took off and circled the area. When it became apparent to Thompson that the American troops were firing on more unarmed civilians, he landed his helicopter between the Soldiers and a group of villagers headed towards a homemade bomb shelter. Thompson ordered his gunner to train his weapon on the approaching Soldiers and to fire if necessary. Then he personally coaxed the civilians out of the shelter and airlifted them to safety. WO1 Thompson’s immediate radio reports about triggered a cease-fire order that ultimately saved the lives of many more villagers. Thompson’s willingness to place himself in physical danger to do the ethically and morally right thing was a sterling example of personal and moral courage.

VALUES AND BELIEFS

Values and beliefs affect how people think and act. People join the Army from a society with diverse

personal values and beliefs respected within the standards of legal and ethical behavior. Variation in

upbringing, culture, religious belief, and tradition is reflected among those who choose to serve in the Army.

Such diversity provides many benefits for a force globally engaged around the world. Good leaders value

this diversity of outlook and experience and must treat all individuals with the inherent dignity and respect

due every person. All leaders have the critical responsibility to ensure that subordinates adhere to the Army

Values as well as standards consistent with the United States Constitution, the Uniform Code of Military

Justice, and Army rules and regulations.

The United States Constitution, which all Soldiers and DA Civilians swear to uphold and defend,

reflects the Nation's values and is the legal foundation for both our government and the rights of individuals.

At times, tensions can arise between individual beliefs protected by the Bill of Rights and the provisions of

the Uniform Code of Military Justice or other Army rules and regulations. If this tension arises, it often

centers on issues of religious belief, which while protected by the Constitution in general, could conflict with

a specific military rule or regulation. If such tension arises, commanders will lead their organizations

consistent with the Army Values while making decisions pursuant to DOD and Army policies.

Values and beliefs create a foundation for ethical conduct. Adhering to the Army Values is essential

to upholding high ethical standards of behavior. Unethical behavior quickly destroys organizational morale

and cohesion—it undermines the trust and confidence essential to teamwork and mission accomplishment.

Consistently doing the right thing for the right reasons forges strong character in individuals and expands to

create a culture of trust throughout the organization.

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Captain Humbert R. Versace Vietnam Captivity

Captain Humbert “Rocky” Versace was a West Point graduate assigned to the military assistance advisory group as an intelligence advisor during October 1963. While accompanying a Civilian Irregular Defense Group engaged in combat operations, Versace and two fellow special forces Soldiers were taken prisoner. They were forced to walk barefoot deep into the jungle. Once there, Versace assumed the position of senior prisoner and demanded the captors treat them as prisoners, not war criminals. He tried to escape four times, once crawling through the surrounding swamp until he was recaptured. He garnered most of the attention of the Viet Cong so that life was tolerable for his fellow prisoners. He was their role model. He refused to violate the Code of Conduct, giving the enemy only information required by the Geneva Convention, which he would recite repeatedly. When other Soldiers operated in those remote areas, they heard stories of Versace’s ordeal from local farmers. Speaking fluent Vietnamese and French, he would resist his captors loudly enough that local villagers could hear him. They reported seeing him led through the area barefoot with a rope around his neck, hands tied, and head swollen and yellow from jaundice. His hair had turned white from the physical stress. The farmers spoke of his strength, character, and commitment to God and country. On 26 September 1965, after two years in captivity, he was executed in retaliation for three Viet Cong killed in Da Nang. Versace’s remains were never found, but a tombstone bearing his name stands above an empty grave in Arlington cemetery. Ironically, he was just weeks from leaving the Army to become a missionary before being captured. He wanted to return to Vietnam to help orphaned children. Most of all, he is remembered as someone with strong character and beliefs who never gave in. For his bravery, Versace received the Medal of Honor and induction into the Ranger Hall of Fame at Fort Benning.

ETHICAL REASONING

To be an ethical leader requires more than merely knowing the Army Values. Leaders must be able to

live by them to find moral solutions to diverse problems. Ethical reasoning must occur in everything leaders

do—in planning, preparing, executing, and assessing operations.

Ethical choices may not always be obvious decisions between right and wrong. Leaders use multiple

perspectives to think about ethical concerns, applying them to determine the most ethical choice. One

perspective comes from a view that desirable virtues such as courage, justice, and benevolence define ethical

outcomes. A second perspective comes from a set of agreed-upon values or rules, such as the Army Values

or Constitutional rights. A third perspective bases the consequences of the decision on whatever produces the

greatest good for the greatest number as most favorable. Leaders able to consider all perspectives applicable

to a particular situation are more likely to be ethically astute. When time is available, consulting peers and

seniors is often helpful. Chaplains can provide confidential advice to leaders about difficult personal and

professional ethical issues to encourage moral decisions in accord with personal conscience and the Army

Values.

Leaders should not intentionally issue vague or ambiguous orders or instructions to avoid responsibility

or accountability. Leaders have a responsibility to research relevant orders, rules, and regulations and to

demand clarification of orders that could lead to criminal misinterpretation or abuse. Ultimately, Army

leaders must accept responsibility for the consequences of their actions and the subordinates who execute the

leader’s orders.

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ETHICAL ORDERS

Making the right choice and acting when faced with an ethical question can be difficult. Sometimes

the situation requires a leader to stand firm and disagree with a supervisor on ethical grounds. These occasions

test one’s character and moral courage. Situations in which any Army member thinks an order is unlawful

can be the most difficult.

Under typical circumstances, a leader executes a superior leader’s decision with enthusiasm. Unlawful

orders are the exception: a leader has a duty to question such orders and refuse to obey them if clarification

of the order’s intent fails to resolve objections. If a Soldier perceives an order is unlawful, the Soldier should

fully understand the order’s details and original intent. The Soldier should seek immediate clarification from

the person who issued the order before proceeding.

If the question is more complex, seek legal counsel. If an issue requires an immediate decision, as may

happen in the heat of combat, make the best judgment possible based on the Army Values, personal

experience, critical thinking, previous study, and prior reflection. Chances are, when a Soldier disobeys what

may be an unlawful order, it may be the most courageous decision they make. The Soldier’s Rules codify the

law of war and outline ethical and lawful conduct in operations (see AR 350-1). They distill the essence of

the law of war, the Army Values, and inform ethical conduct.

EMPATHY

Army leaders show empathy when they genuinely relate to another person’s situation, motives, or

feelings. Empathy does not mean sympathy for another, but a realization that leads to a deeper understanding.

Empathy allows the leader to anticipate what others are experiencing and feeling and gives insight to how

decisions or actions affect them. Leaders extend empathy to others in both their leader and follower roles.

Leaders with a strong tendency for empathy can apply it to understand people at a deeper level. This applies

to DA Civilians, Soldiers and their Families, local populations, victims of natural disasters, and enemy

combatants. Empathy enhances cultural understanding and enables an Army leader to better interact with

others.

Empathetic leaders are better communicators, help others to understand what is occurring, and inspire

others to meet mission objectives. During operations, Army leaders gain empathy when they share hardships

to gauge Soldier morale and combat readiness. They recognize the need to provide reasonable comforts and

rest periods to maintain morale and accomplish the mission.

Army leaders recognize that empathy includes nurturing a close relationship between the Army and

Army families. Army leaders at all levels should promote healthy families and relate to the challenges they

face. Empathy for families includes providing recovery time from difficult missions, protecting leave periods,

and supporting events that allow information exchange and family team building.

WARRIOR ETHOS AND SERVICE ETHOS

The Warrior Ethos, contained within the Soldier’s Creed and italicized in the text below, represents

the professional attitudes and beliefs that characterize the American Soldier. It reflects a Soldier’s selfless

commitment to the Nation, mission, unit, and fellow Soldiers. DA Civilians, while not Soldiers, embody the

principles of the Warrior Ethos through a service ethos embedded within the Army Civilian Corps Creed that

shapes their conduct with the same commitment. Leaders develop and sustain the Warrior Ethos through

discipline, commitment to the Army Values, and pride in the Army’s heritage. Embodied by Soldiers and

supported by DA Civilians, the Warrior Ethos is the foundation for the esprit de corps that permeates the

Army.

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The Soldier’s Creed I am an American Soldier. I am a warrior and a member of a team. I serve the people of the United States, and live the Army Values. I will always place the mission first. I will never accept defeat. I will never quit. I will never leave a fallen comrade. I am disciplined, physically and mentally tough, trained and proficient in my warrior tasks and drills. I always maintain my arms, my equipment and myself. I am an expert and a professional. I stand ready to deploy, engage, and destroy the enemies of the United States of America in close combat. I am a guardian of freedom and the American way of life. I am an American Soldier.

The Army Civilian Corps Creed I am an Army Civilian—a member of the Army team. I am dedicated to our Army, Soldiers, and Civilians. I will always support the mission. I provide leadership, stability, and continuity during war and peace. I support and defend the Constitution of the United States and consider it an honor to serve our Nation and our Army. I live the Army values of loyalty, duty, respect, selfless service, honor, integrity, and personal courage. I am an Army Civilian.

The Warrior Ethos requires unrelenting resolve to do what is right regardless of the mission.

Understanding what is right requires respect for everyone involved in complex missions, such as stability or

defense support of civil authorities operations. Ambiguous situations, such as when to use lethal or nonlethal

force, are a test of the leader’s judgment and discipline. The Warrior Ethos creates a collective commitment

to succeed with honor.

The Warrior Ethos connects Soldiers of today with those whose sacrifices have sustained America’s

existence. The Warrior Ethos is crucial but Soldier commitment may be perishable. Consequently, the Army

must continually affirm, develop, and sustain its Warrior Ethos. The key to the Warrior Ethos is a mindset

developed through purposeful mental preparation. Growth in character, confidence, composure, mental

agility, and resilience are outcomes of internalizing the Warrior Ethos, as well as the service ethos of DA

Civilians.

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Task Force Kingston Yongsong-ni, Korea—November 1950

Second Lieutenant Robert C. ‘Joe‘ Kingston, a platoon leader in K Company, 3d Battalion, 32d Infantry, was the lead element for his battalion’s move northward. The terrain was mountainous in that part of Korea, the weather bitterly cold—the temperature often below zero—and the cornered enemy still dangerous. LT Kingston inched his way forward, the battalion gradually adding elements to his force. Soon, he had anti-aircraft jeeps mounted with quad .50 caliber machine guns, a tank, a squad (later a platoon) of engineers, and an artillery forward observer under his control. Lieutenants who outranked him commanded some of the new attachments, as did the tactical air controller—a captain. LT Kingston remained in command; the battalion headquarters began referring to the growing force as “Task Force Kingston.” Bogged down with casualties mounting, Task Force Kingston received reinforcements that brought its strength to nearly 300. LT Kingston’s battalion commander wanted him to remain in command. One of the attached units was a rifle company, commanded by a captain. Nonetheless, the cooperative command arrangement worked because LT Kingston was a very competent leader. Despite tough fighting, the force advanced. Hit while leading an assault on one enemy stronghold, Kingston managed to toss a grenade, just as a North Korean soldier fired a shot that glanced off his helmet. The lieutenant’s resilience and personal courage inspired every Soldier from the wide array of units under his control.

DISCIPLINE

Discipline is the soul of an army.

George Washington Commander, Continental Army (1775-81) and President of the United States (1789-97)

Discipline is essential to character, just as it is to an organization. All leaders must demonstrate self-

discipline—the ability to control one’s own behavior—to do the harder right over the easier wrong. Doing

tasks to the established Army standard without deviation reflects discipline.

Individual discipline supports the unit or an organization. At the unit level, leaders maintain discipline

by enforcing standards impartially and consistently. Often this involves attending to mundane details, which

may seem less urgent than an organization's key tasks, but are necessary to ensure success. Examples include

preventive maintenance checks and services, pre-combat checks and inspections, effective Command Supply

Discipline Programs, Organizational Inspection Programs, and training management. When enforcing

standards, Soldiers expect their leaders to do so in an impartial, transparent, just, and consistent manner.

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Discipline in the Face of the Enemy Iraq—28 February 1991

About a half-hour prior to the cease-fire, a T-55 tank pulled up to an American Bradley unit that immediately prepared to engage with tube launched, optically tracked, wire guided (commonly called TOW) missiles. A vehicle section consisting of the platoon sergeant and his wingman tracked the Iraqi tank, ready to unleash two deadly shots. Suddenly, the wingman saw the T-55 stop; a head popped up from the commander’s cupola. The wingman immediately radioed his platoon sergeant to hold fire, believing the Iraqi was about to dismount, possibly to surrender. The Iraqi tank crew jumped out and ran behind a sand dune. Sensing something was off, the platoon sergeant immediately instructed his wingman to investigate the area, while he provided cover. To everyone’s surprise, the wingman discovered 150 enemy combatants ready to surrender. To deal with this large number of prisoners, the Americans lined them up for disarming and checking for items of intelligence value. Then the unit called for prisoner of war handlers to pick the Iraqis up. Before moving on, the platoon sergeant had to destroy the T-55. Before blowing it in place, the noncommissioned officer had the tank moved behind a sand berm to protect his people and the prisoners from the shrapnel of the on-board munitions. When the tank suddenly exploded and the ammunition cooked-off, the prisoners panicked, believing the Americans would shoot them. Quickly, the Soldiers communicated that this would not happen, one saying, “Hey, we’re from America, we don’t shoot our prisoners!”

HUMILITY

Humility in its simplest form is the absence of arrogance. It is a sign of a leader being unselfish,

working toward something more important than themselves. A person of high integrity, honesty, and

character embodies the qualities of humility. For humility to apply, a leader must first have competence and

confidence. A leader with the right level of humility is a willing learner, maintains accurate self-awareness,

and seeks out others’ input and feedback. Leaders are seen as humble when they are aware of their limitations

and abilities and apply that understanding in their leadership.

Humility exists on a continuum. Too little humility represents arrogance or hubris, which may lead to

overconfidence. Excess humility is problematic because it is interpreted as shyness, meekness, passivity,

blind obedience, or timidity. Either extreme signals a lack of self-awareness that undermines followers’ trust

and confidence in the leader’s ability to make good decisions, look out for the unit’s welfare, and to achieve

success.

It is difficult to judge our own humility. One’s humility is largely determined by other people. It is a

subjective perception of the leader. Humility is interpreted differently by different genders and cultures.

Individuals need to guard against their biases and assess character based on the whole set of Army Values

and attributes.

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Table 2-1. Attributes associated with CHARACTER

Factors internal and central to a leader serving in either leader or follower roles that constitute an individual’s character.

Army Values

 Values are principles, standards, or qualities considered essential for successful leaders.

 Guide leaders' decisions and actions in accomplishing missions, performing duty, and all aspects of life.

 The Army has seven values applicable to all Army individuals: loyalty, duty, respect, selfless service, honor, integrity, and personal courage.

Empathy

 Propensity to experience something from another person’s point of view.

 Ability to identify with and enter into another person’s feelings and emotions, enabling clearer communications and better guidance.

 Desire to care for and take care of Soldiers and others.

Warrior Ethos/ Service Ethos

 Internal shared attitudes and beliefs that embody the spirit of the Army profession.

Discipline  Decisions and actions consistent with the Army Values; willing obedience to lawful

orders

Humility

 Inherently motivated to support mission goals ahead of actions that are self-serving.

 Possesses honest and accurate self-understanding.

 Eager for input and feedback from others.

31 July 2019 ADP 6-22 3-1

Chapter 3

Presence

FOUNDATIONS OF ARMY LEADER PRESENCE

3-1. Demonstrating presence is more than just showing up and being seen, although both are important.

The actions, words, and the manner in which leaders carry themselves should convey confidence,

competence, and a positive example for others to emulate. Presence represents who leaders are and what they

stand for. Every leader has presence. Unfortunately, some lose the respect and confidence of their

subordinates because their presence provides little or no positive effect on others. Part of projecting a positive

leadership presence is being comfortable in one’s own skin. While leaders should understand that their

subordinates are always observing how leaders carry themselves, they should also understand that

subordinates can quickly tell the difference between leaders who are trying to portray themselves as

something they are not. This often happens when a leader is new to a duty position or lacks experience.

Remembering that most subordinates want their leaders to be successful is important. When they sense that

their leaders are genuine, honest, and willing to learn by putting themselves into positions where they might

risk a little embarrassment learning a new skill, their level of respect for a leader increases. Leaders able to

do what they ask others to do, who can ‘walk the talk,’ generate a positive reputation that contributes to their

effective presence around Soldiers. Table 3-1 is a summary of the presence attributes (see page 3-3).

3-2. Through their presence, leaders show what they stand for and how they expect others to carry

themselves. Leaders who routinely share in hardships and dangers have firsthand knowledge of what they

are asking subordinates to do, and show their subordinates that they are not above putting themselves at the

same level of risk or discomfort. It assures Soldiers that what they are doing is important. A leader’s

effectiveness is dramatically enhanced by understanding and developing the following areas:

 Military and professional bearing: projecting a commanding presence, a professional image of

authority, calmness under pressure, and control over emotions.

 Fitness: looking like a fit, professional Soldier, having the strength, and endurance to lead others

from the front, and being physically able to do what subordinates are expected to do.

 Confidence: projecting self-confidence and certainty in the unit’s ability to accomplish the

mission, able to retain composure and demonstrate calm through steady control over emotion.

 Resilience: demonstrating the psychological and physical capacity to overcome failures, setbacks,

and hardship.

MILITARY AND PROFESSIONAL BEARING

3-3. The Army expects all Army members to look and act as professionals. Skillful use of professional

bearing—fitness, courtesy, proper military appearance, appropriate civilian attire, and professionally correct

behavior in accordance with established Army standards sets the professional tone with which a unit

functions. A professional military demeanor establishes credibility, sets expectations, and reduces

organizational ambiguity. Consistent professionalism strengthens mutual respect among members of the

team.

FITNESS

3-4. The Army’s approach to holistic fitness reduces the risk of unnecessary harm during operations, while

training, in garrison, and off duty. Holistic fitness recognizes that individual well-being depends on

interdependent areas including physical fitness (see FM 7-22), resilience, training, individual spirituality

(self-identity, beliefs, and life purpose beyond self), social interaction (positive connection with others), and

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physical, psychological, and behavioral health. Leaders promote policies and practices to maintain total

fitness for themselves and their subordinates.

3-5. Unit readiness begins with physically fit Soldiers. Operations place physical, mental, and emotional

demands upon the individuals conducting them. Physical fitness, while crucial for success in battle, is

important for all members of the Army team in all environments. Physically fit people feel more competent

and confident, handle stress better, can work longer more effectively, and recover faster from hardship.

Physical fitness is the cornerstone of combat readiness.

3-6. The physical demands of leadership during repeated deployments or continuous operations can erode

how well one thinks and emotional stability, both of which are essential to the effective decision making

required for sound leadership. Poor physical fitness multiples the effects of stress, eventually compromising

mental and emotional fitness. Operations in difficult terrain, extreme climates, or high altitudes require

extensive physical conditioning. Once in the area of operations, leaders must continue efforts to sustain their

own fitness and that of their subordinates.

3-7. Preparedness for operational missions should be the primary focus of the unit’s fitness program. The

forward-looking leader develops a balanced fitness program that enables Soldiers to execute the unit’s most

challenging missions.

3-8. It is a leader’s duty to stay healthy and fit since the leader’s decisions affect the welfare of the entire

organization. Fit and healthy leaders motivate and challenge subordinates to become like them. Staying

healthy and physically fit enables Soldiers to cope with the psychological effects of extended operations. To

maintain peak performance, leaders and Soldiers need exercise, sufficient sleep, nutritional food, and

adequate hydration.

3-9. Health fitness includes having routine physical exams and keeping immunizations current, as well as

practicing dental hygiene, personal grooming, and cleanliness when in the field during training and

operations. Health fitness includes avoiding things that can degrade personal health, such as, substance abuse,

tobacco use, over-eating, as well as overuse of caffeine, energy drinks, and other stimulants (for more

information see FM 7-22).

CONFIDENCE

3-10. Confidence is the faith leaders place in their abilities to make decisions and take appropriate action in

any situation, no matter how stressful or ambiguous. Confidence grows from professional competence and a

realistic appraisal of one’s abilities. A leader’s confidence is contagious and permeates the entire

organization. Confident leaders who help Soldiers control doubt reduce anxiety in a unit. Effective leaders

temper confidence with humility—the understanding that no one is perfect, all knowing, or always correct.

Humility prevents overconfidence and arrogance.

RESILIENCE

3-11. Resilience enables leaders and their organizations to endure and ultimately prevail over hardship.

Resilience and commitment to accomplish the mission is critical to overcoming adversity. Resilient Soldiers

can recover quickly from setbacks, shock, and injuries while maintaining focus on their jobs and the mission.

Resilient leaders learn and grow from experiencing difficult situations. Leaders instill resilience and a

winning spirit in subordinates through personal example and tough, realistic training.

Presence

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Commanding Presence For nine months, the commander conducted route clearance patrols with his subordinate platoons. Nearly every day, his platoons received direct fire as they found and neutralized hundreds of improvised explosive devices that endangered friendly forces using the roads. A change of command occurred and the commander went to brigade staff. The new commander quickly endeared himself to his subordinates as he patrolled daily, sharing risk and hardship. The new commander and his driver were killed in action. The unit, nearing their end of their tour, struggled with the deaths of their teammates. The former commander spoke to the brigade commander and explained that he was the best officer available to bring the unit home. The brigade commander supported him; he resumed command of the company and continued operations. The former commander could have suggested that the next engineer captain in line deploy the company home. However, understanding the unit and the situation, he assessed correctly that the unit had experienced enough turmoil. He returned knowing that he was placing himself back into harm’s way. All of the Soldiers in the company knew the risks and their morale improved because they trusted his demonstrated competence, judgment, and courage.

Table 3-1. Attributes associated with PRESENCE

How others perceive a leader based on the leader’s outward appearance, demeanor, actions, and words.

Military and professional bearing

 Demonstrating character, competence, and commitment.

 Setting the example and upholding standards.

 Projecting a professional image of authority.

Fitness  Having sound health, strength, and endurance that support one’s emotional

health and conceptual abilities under prolonged stress.

Confidence

 Sense of ability to make right decisions and take right action, tempered with humility and sense of human limitations.

 Projecting self-confidence and certainty in the unit’s ability to succeed.

 Demonstrating composure and outward calm through control over one’s emotions.

Resilience  Tendency to recover quickly from setbacks, shock, injuries, adversity, and

stress while maintaining a mission and organizational focus.

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Chapter 4

Intellect

FOUNDATIONS OF AN ARMY LEADER INTELLECT

4-1. Intellect is fundamental to successful leadership. Intellect consists of one’s brainpower and knowledge.

Intellect enables leaders to think creatively and critically to gain situational understanding, make sound

judgments, solve problems, and take action. Intellect allows leaders to reason analytically, critically,

ethically, and with cultural sensitivity. Intellect is involved in considering the intended and unintended

consequences of the decisions a leader makes. Effective leaders must anticipate the second- and third-order

effects of their decisions.

4-2. A leader’s mental abilities affect how well they think and lead others. People differ in intellectual

strengths and ways of thinking—there is no one right way to think. Each leader needs to be self-aware of

their strengths and limitations and apply them accordingly. Experience informs intellect. Table 4-1 is a

summary of the intellect attributes (see page 4-5).

4-3. The leader attributes making up an Army leader’s intellect include—

 Mental agility.

 Sound judgment.

 Innovation.

 Interpersonal tact.

 Expertise.

MENTAL AGILITY

4-4. Mental agility is the ability to think flexibly. Mental agility helps leaders effectively react to change

and adapt to the dynamic situations inherent to military operations. Mental agility keeps leaders from fixating

on the wrong problems or getting stuck on poor solutions. Agility enables thinking when current decisions

or actions are not producing the desired results and a new approach is necessary. Mental agility in leaders

and followers provides organizations with the adaptability necessary for the disciplined initiative essential to

mission command.

4-5. Mental agility relies upon curiosity and the ability to reason critically. Inquisitive or intellectually

curious leaders are eager to understand a broad range of topics and keep an open mind to multiple possibilities

before reaching decisions. Critical thinking is purposeful and helps find facts, challenge assumptions, solve

problems, and make decisions. Critical thinking enables understanding of changing situations, arriving at

justifiable conclusions, making judgments, and learning from experience. Critical and creative thinking

provide the basis for understanding, visualizing, and describing complex, ill-structured problems and

developing approaches to solve them. Critical thinking provides a basis for reflection and continual learning.

Creative thinking involves thinking in innovative ways using imagination, insight, and novel ideas. Critical

and innovative thought are abilities that enable adaptability.

4-6. Critical thinking examines a problem in depth from multiple points of view. The first and most

important step in finding an appropriate solution is to isolate the main problem. A leader’s mental agility to

quickly isolate a problem and identify solutions facilitates seizing initiative and adapting effectively during

operations when many things occur simultaneously and in close succession. Leaders must instill agility and

initiative within subordinates by creating a climate that encourages risk taking within the commander’s intent.

Underwriting risk and accepting honest mistakes in training makes subordinates more likely to develop and

take initiative.

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SOUND JUDGMENT

Judgment comes from experience and experience comes from bad judgments.

General of the Army Omar N. Bradley Address at the U.S. Army War College (1971)

4-7. Judgment requires the capacity to assess situations accurately, draw rational conclusions, and make

decisions. Sound judgment enables leaders to make sensible decisions in a timely manner, a quality critical

to building trust with subordinates and earning their confidence. Experience contributes to the development

of sound judgment when it contributes to learning. Leaders acquire experience through trial and error and by

observing others. Learning from others can occur through mentoring and coaching (see chapter 6).

4-8. Often, leaders must balance facts, question assumptions, and sense intangible factors like morale or

the enemy’s intent. Judgment contributes to the ability to compare possible courses of action and decide what

one to take. There are times, particularly in combat, where there are no good decisions, only the least bad

decision possible in the moment. Sound judgment requires consideration of consequences. It also includes

the ability to assess strengths and weaknesses of subordinates, peers, and the enemy. Like mental agility,

sound judgment is a critical part of problem solving and decision making.

INNOVATION

4-9. Innovation describes the ability to introduce or implement something new. Innovative problem solvers

tend to be inquisitive, looking to understand why something is the way it is or questioning how something

could work better. Being innovative requires creative thinking that uses both adaptive (drawing from

expertise and prior knowledge) and innovative approaches (developing completely new ideas).

4-10. Innovative leaders prevent complacency by finding new ways to challenge subordinates with

alternative approaches and ideas. They recognize that other people have good ideas and they recognize those

who do. To be innovators, leaders rely on intuition, experience, knowledge, and input from subordinates,

peers, and superiors. Innovative leaders reinforce team building by making everybody responsible for—and

stakeholders in—innovation.

Gatlings to the Assault San Juan Hill, Santiago de Cuba—1 July 1898

An important yet little known incident in American arms occurred during the assault on San Juan Hill in the war with Spain. The going was tough up the hill, since the Spaniards were well entrenched. Lieutenant John H. Parker was in command of the Gatling Gun Detachment composed of men from four different infantry regiments. Parker believed that his guns, which normally played only a defensive role in battle, could be of decisive importance in the attack by giving fire superiority to the infantry just when most needed. Receiving permission to advance the guns, Parker brought his detachment abreast of the Infantry, in fact ahead of some elements of it, and opened fire. This, the United States Army's first use of close support machine guns in the attack, was decisive in the capture of San Juan Hill. Lieutenant Parker's initiative developed an important principle of fire and maneuver—the use of close support machine guns in the attack.

INTERPERSONAL TACT

4-11. Effectively interacting with others is a skill that requires self-awareness. Interpersonal tact is a

component of professional behavior. Interpersonal tact relies on understanding the character, reactions, and

motives of oneself and others. It can be distilled down to the idea of honestly stating one’s views about an

idea or another person as diplomatically as possible to ensure it is understood without causing unnecessary

offense. Tact should be balanced by professional candor, in terms of saying what needs to be said or done for

the good of the mission or the unit. Leaders, who understand how subordinates, peers, and superiors view

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them, and clearly understand others, have a better idea how to communicate with tact. Candor and tact are

important aspects of personal composure and an element for effectively leading diverse organizations.

RECOGNIZING DIVERSITY

4-12. Personal perspectives vary within every individual human being and societal groups. Understanding

the different backgrounds, qualifications, experiences, and potential of each of the individuals in an

organization is an important part of being an effective leader. It is fundamental to knowing your people and

harnessing their diverse skills and perspectives to build cohesive teams. Good leaders create conditions where

subordinates know they are valued for their individual talents, skills, and perspectives that contribute to

mission accomplishment.

COMPOSURE

4-13. Effective leaders control their emotions. Emotional self-control, balance, and stability enable leaders

to make sound, ethical decisions. Leaders must remain calm under pressure and expend energy on things they

can positively influence rather than those things they cannot affect. An Army leader’s level of self-control

greatly influences how they interact with others, particularly during periods of crisis when things are not

going well. Leaders understand that emotional energy sparks motivation and endurance. Enthusiastic leaders,

who are in control of their emotions, will be able to energize others to rise above difficult conditions.

4-14. A leader’s emotional state influences subordinates’ emotions. Balancing the right level and mix of

emotions for a situation provides confidence. Extreme, rash displays of emotion can threaten subordinate

confidence in a leader’s judgment. Displaying panic or no emotion at all are opposite extremes. A sense of

calm encourages feedback from subordinates, improving communication while contributing to shared

understanding. Self-control in combat is especially important—emotions like rage, panic, or fear can be

contagious. Leaders who lose their composure cannot expect subordinates to maintain theirs. Practicing

composure in garrison and training events provides the experience a leader can draw upon during crisis.

4-15. Effective leaders can read others’ emotional states to employ the right balance of interpersonal tact and

candor in a particular situation. They draw on experience to provide subordinates the proper perspective on

unfolding events. They possess a range of attitudes, from relaxed to intense, from which to choose

appropriately for the circumstances they face. Balanced leaders know how to convey urgency without

throwing the entire organization into chaos.

4-16. Effective leaders are steady, levelheaded when under pressure and tired, and calm when facing danger.

They model the emotions they want their subordinates to display and resist temptation to do or say what

personally feels justified. They remember that venting frustrations publicly may seem to release stress, but

actually tends to increase stress across the organization when not done judiciously for sound reasons.

Those Guys Can’t Shoot The cordon was beginning to collapse. The enemy had taken random shots at the platoon and the gunners were hunkered down behind their shields. The platoon leader opened the door to get in the vehicle. An insurgent on a scooter darted out from an alley and shot, hitting the inside of the open door. The platoon leader got in, stared at his frightened driver, and said, “Those guys can’t shoot.” While this may come across as bravado, it was not. The platoon leader was just as surprised and frightened as the driver was; however, in the moment he knew that he needed to say something to distract his driver.

EXPERTISE

4-17. Expertise is in-depth knowledge and skill developed from experience, training, and education. Leaders

use in-depth knowledge to focus on key aspects of a problem, make effective and ethical decisions, and

achieve a high level of performance. Leaders have a moral obligation to those they lead to improve their

expertise continuously. Leaders themselves should be open and eager to benefit from others’ knowledge to

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enhance their own tactical and technical expertise. Military professionals require in-depth knowledge in a

variety of areas. Tactical knowledge relates to accomplishing military objectives during operations. Technical

knowledge consists of specialized information associated with a function or system. Joint knowledge is an

understanding of joint organizations, procedures, and roles in national defense. Cultural and geopolitical

knowledge is awareness of cultural, geographic, and political differences and sensitivities.

TACTICAL KNOWLEDGE

4-18. Army leaders must know the fundamentals of their duty position related to warfighting, tactics,

techniques, and procedures. Their tactical knowledge allows them to employ individuals, teams, and

organizations properly to accomplish missions at least cost in lives and materiel. Competent readiness-

focused leaders seek professional military education opportunities to develop tactical knowledge and demand

realistic operational conditions during training. They do this for themselves and their subordinates.

4-19. Fieldcraft is an essential element of tactical knowledge that leaders must understand, teach, and enforce

during both training and operations. Fieldcraft encompasses all of the techniques associated with operating

and surviving in austere, hostile field conditions, like camouflage, noise and light discipline, and field

sanitation. Leaders set a positive personal example in terms of fieldcraft and ensure subordinates adhere to

prescribed standards in a disciplined manner. Good fieldcraft is an indicator of a well-disciplined and well-

led organization. Leaders gain proficiency in fieldcraft through education and practice during training.

TECHNICAL KNOWLEDGE

4-20. Technical knowledge relates to equipment, weapons, systems, and functional areas. Leaders need to

know how the equipment for which they are responsible works and how to use it. Subordinates generally

expect their organizational leaders to be technically competent, and their direct leaders to be technically

expert.

4-21. Leaders ensure their subordinates know how to operate and maintain their equipment, which often

requires setting an example with a hands-on approach. They understand and explain critical equipment

capabilities, strengths, and weaknesses. They provide context for the employment of friendly technical

capabilities to their subordinates, which means leaders must also understand the operational environments in

which they are used.

JOINT KNOWLEDGE

4-22. Leaders acquire joint knowledge through formal training in the joint professional military education

program and experience from assignments in joint organizations. Army leaders must understand how to

integrate Army capabilities with those of the other Services and unified action partners, particularly at the

organizational and strategic levels.

CULTURAL AND GEOPOLITICAL KNOWLEDGE

4-23. Army organizations operate around the world in a wide variety of environments with different unified

action partners representing many different cultures. Leaders should acquire cultural and geopolitical

knowledge about the areas in which they expect to accomplish the mission.

4-24. Leaders require cultural and geopolitical awareness to properly prepare subordinates for the places

they will work, the people with whom they will operate, and the adversaries or enemies they will face. The

Army requires leaders who are geopolitically aware and can explain how their unit mission fits into the

broader scheme of operations. These are important factors when Army leaders attempt to extend influence

beyond the chain of command.

4-25. Culture consists of shared beliefs, values, and assumptions. Army leaders are mindful of cultural

factors in three contexts:

 Sensitivity to unified action partners’ backgrounds to determine how to best use their capabilities.

 Awareness of the culture of the area in which the organization is operating.

 Consideration of partners’ customs, traditions, doctrinal principles, and operational methods.

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4-26. Cultural understanding is crucial to the success of operations. To operate in a multinational setting,

Army leaders must understand differences in doctrinal terminology and the interpretation of orders and

instructions. They must learn how and why others think and act as they do. Multicultural conditions, such as

exist during multinational operations, require leaders to keep plans and orders as clear and concise as possible

to prevent misunderstandings. Dedicated liaison teams and linguists provide a cultural bridge between

partners to mitigate some differences, but they cannot eliminate them.

Table 4-1. Attributes associated with INTELLECT

Mental resources or tendencies that influence a leader’s conceptual abilities and effectiveness.

Mental agility

 Flexibility of mind; the ability to break habitual thought patterns.

 Anticipating or adapting to uncertain or changing situations; thinking through outcomes when current decisions or actions are not producing desired effects.

 Ability to apply multiple perspectives and approaches.

Sound judgment

 Capacity to assess situations and draw sound, ethical conclusions.

 Tendency to form sound opinions, make sensible decisions, and reliable guesses.

 Ability to assess strengths and weaknesses of subordinates, peers, and enemies to create appropriate solutions and actions.

Innovation  Ability to introduce new ideas based on opportunities or challenging circumstances.

 Creativity in producing ideas and objects that are both novel and appropriate.

Interpersonal tact

 Being aware of others’ perceptions and capacity to understand interactions with others.

 Aware of the character, motives, and reactions of self and others and their effect on interpersonal interactions.

 Recognizing diversity and displaying self-control, balance, and stability.

Expertise  Possessing a high level of domain knowledge and competence in an area, and the

ability to draw and apply accurate, logical conclusions.

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PART TWO

Competency-based Leadership for Direct Through Strategic Levels

Part Two describes the core leader competencies and their application. Army leaders lead others; develop themselves, their subordinates, and organizations; and accomplish assigned and implied missions. The ten competencies of Army leadership apply across leadership levels as core requirements, while subtle changes occur in purpose and activity at each successive level.

Chapter 5

Leads

The American soldier…demands professional competence in his leaders. In battle, he

wants to know that the job is going to be done right, with no unnecessary casualties. The

noncommissioned officer wearing the chevron is supposed to be the best soldier in the

platoon and he is supposed to know how to perform all the duties expected of him. The

American soldier expects his sergeant to be able to teach him how to do his job. And he

expects even more from his officers.

Omar N. Bradley General of the Army (1950-1953)

LEADS OTHERS

5-1. Leads consists of five competencies. Leads others includes influencing members in the leader's

organization. Influence is central to leadership. Extends influence beyond the chain of command involves

influencing others when the leader does not have designated authority or when others may not recognize the

leader's authority. Builds trust establishes conditions that lead to mutual confidence among leaders and

subordinates. Leader actions and words comprise the competencies of leads by example and communicates.

Actions can speak louder than words and leaders who embody standards as role models are generally more

effective than those who simply talk about standards. Effective leaders clearly communicate what needs to

be done and why.

5-2. Army leaders draw upon their character, presence, and intellect while leading others. Direct leaders

influence others person-to-person, such as a team leader who instructs, encourages hard work, and recognizes

achievement. Organizational and strategic leaders guide organizations directly through their subordinate

leaders, using both direct and indirect means of influence. A company commander directly leads the platoon

leaders, who in turn know what the battalion commander wants done, because the lieutenants understand the

commander’s intent two levels up. The battalion commander does not communicate to the platoon leaders

directly, but rather depends upon the company commanders to lead their organizations according to the

commander’s intent. Intent links higher and lower echelons.

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5-3. All Army leaders are followers; each reports to someone higher in the chain of command, ultimately

up to the Secretary of the Army who answers to the President. Leaders inspire and guide subordinates to

follow; subordinates react to inspiration and follow guidance while performing their duties. Leaders assess

and establish rapport with followers, and followers act in good conscience to follow guidance. Whether

serving in the role of leader or subordinate, all are honor bound to perform their duties to the best of their

abilities.

5-4. Context determines when a Soldier or DA Civilian is a leader or follower. A first sergeant receives

guidance from the company commander as a follower and then as a leader translates that guidance to the

platoon sergeants. As a leader, the first sergeant does not simply parrot the guidance received. The first

sergeant translates the guidance into terms that are appropriate for the company NCOs in the context of other

information received from the battalion command sergeant major and issues instructions that best meet the

commander’s intent. The activity of influencing others depends on the followers’ knowledge, skills, and

commitment level. The principles of mission command in ADP 6-0 inform the level of control leaders employ

in a particular situation.

5-5. Effective leadership depends on the alignment of purpose, direction, and motivation among leaders

and subordinates. Working with a shared understanding of the operational picture and higher intent generates

the unity of purpose, unity of effort, and consistency essential to maintaining a positive leadership climate.

Subordinates who see consistency will sense shared purpose and be less prone to distraction by confusing or

conflicting guidance from different leaders. Those who align their decisions and activities with their peers,

for example during garrison activities and training, may have greater influence than a leader who does not.

This unifying aspect of leadership can—

 Ensure attitudes and actions up, down, and across units are aligned around a common vision.

 Enable mission command by delegating authority and control appropriate for the situation.

 Cultivate mutually beneficial relationships with others inside and outside the organization.

 Draw on sources of expertise across a unit.

5-6. Leading others requires that leaders influence others to conduct tasks, make decisions, and perform

their duty in ways consistent with Army standards. It is the duty of leaders to motivate others to accomplish

missions in accordance with the Army Values. Leaders influence others to perform their duties in service of

a higher purpose, not personal gain or advantage. Army leaders can draw on a variety of methods to influence

others and can use one or more methods to fit to the specific context of any situation. Some tasks only require

subordinate compliance for success, such as meeting the requirement for flu shots. Others require building a

high level of commitment on the behalf of subordinates to achieve success, such as a platoon seizing a heavily

fortified enemy position. Compliance is the act of conforming to a requirement or demand. Commitment is

willing dedication or allegiance to a cause or organization. Active opposition to influence denotes resistance.

USING COMPLIANCE AND COMMITMENT

5-7. Successful leadership depends upon both the compliance and commitment of those being led. Neither

succeeds on its own in most situations; rather, there is a blend of compliance and commitment amongst

subordinates in each situation. The best leaders generate a sense of commitment that causes subordinates to

go beyond achieving the bare minimum. Compliance to legal and ethical orders, directives, and instructions

is always required. Willing and eager agreement is commitment.

5-8. Whereas compliance only affects a follower’s behavior, commitment reaches deeper—changing

attitudes, beliefs, and behavior. Commitment generally produces longer lasting and broader effects that result

in subordinates being willing to expend more effort of their own accord, or even put themselves at personal

risk, to accomplish the tasks at hand. Once a leader builds commitment among followers, they will likely

demonstrate more initiative, personal involvement, and creativity. Commitment grows from an individual’s

desire to contribute to the organization. Leaders can strengthen commitment by reinforcing followers’

identification with the Nation (loyalty), the Army (professionalism), the unit or organization (esprit de corps),

the leadership in a unit (respect), and to the mission (duty).

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Methods of Influence

5-9. Influence is the essential activity of leadership and refers to how people affect the intentions, attitudes,

and actions of another person or group of people. Influence depends upon the relationship that develops

between leaders and others. Positive rapport and a sense of mutual trust make subordinates more likely to

respond positively to a leader’s influence. Examples of rapport building include having genuine interest in a

subordinate’s well-being, offering praise for a job well done, and taking time to understand a subordinate’s

position on an issue. Leaders indirectly influence others by demonstrating integrity, empathy, judgment,

expertise, and commitment. Army leaders employ various methods of direct influence based on audience,

intent, and context of the situation. The nine methods listed below represent different ways to influence:

 Pressure.

 Legitimating.

 Exchange.

 Personal appeals.

 Collaboration.

 Rational persuasion.

 Apprising.

 Inspirational appeals.

 Participation.

5-10. Pressure occurs when leaders use explicit demands to achieve compliance, such as establishing

deadlines for the completion of tasks and communicating negative consequences for those not met. This

approach is generally appropriate under two conditions. The first is when emphasis is required to ensure

compliance with previously unmet requirements and subordinates need to reorder their priorities to meet the

higher-level intent to do so. The second is during combat operations, when the pressure the leader applies

explicitly relates to the negative consequences likely to occur should the subordinates fail. Leaders should

use this method infrequently, particularly in garrison, since it tends to create subordinate resentment,

especially if the pressure becomes severe. When subordinates perceive that pressures originate from their

leader’s attempt to please superiors for personal recognition, resentment can quickly undermine an

organization’s morale, cohesion, and quality of performance. Pressure is a suitable choice when the stakes

are high, time is short, or previous attempts to direct action have not been successful.

5-11. Legitimating occurs when leaders establish their authority as the basis for a request when it may not

be obvious. Certain tasks must happen regardless of circumstances when subordinate leaders receive

legitimate orders from higher headquarters. Reference to one’s position suggests to subordinates that there is

potential for adverse action if the request is not completed.

5-12. Exchange is an influence method that leaders use when they offer to provide incentives for gaining a

higher level of compliance with orders or instructions. A four-day pass as reward for excelling during a

maintenance inspection is an example of exchange. The use of rewards should be impartial and as objective

as possible.

5-13. Personal appeals occur when the leader asks for a subordinate’s support based upon their personal or

longstanding professional relationship, generally out of loyalty. This may be useful in a difficult situation

when mutual trust is the key to success. The leader makes a special appeal by highlighting special talents the

subordinate or team have, as well as the unique bonds they all share before taking on a tough mission. An S3

might ask a staff officer to brief a difficult audience at an important conference that makes it clear that the

subordinate is the one best suited and most trusted to give the briefing.

5-14. Collaboration occurs when the leader engages with subordinates or peers to apply influence by

contributing to the outcome. The leader is making commitment more attractive to followers by stepping in

and resolving problems, offering additional resources, or sharing in the work. A collaborative approach works

well in many environments. It can increase mutual understanding and clarify commander’s intent while

giving subordinates the opportunity to share their ideas and perspective.

5-15. Rational persuasion requires providing a broader context, logical argument, or explanations showing

how a request is relevant to the goal and why something should or must be done. This is often the first

approach a leader takes to gain compliance or commitment from subordinates and is more effective when

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others recognize the leader as an expert. Leaders draw from their own experience to give reasons why a task

should be accomplished in a particular manner. Rational persuasion is often used in combination with other

approaches, particularly collaboration.

5-16. Apprising happens when the leader explains why an order or request will benefit a subordinate or team,

such as explaining how performing a task a certain way that will save time. In contrast to the exchange

approach, the benefits of apprising are generally beyond the direct control of the leader to provide. A

commander may use the apprising method to inform a newly assigned NCO that serving in a staff position,

before serving as a platoon sergeant, could provide invaluable experience. The commander points out that

additional knowledge may make the NCO a stronger candidate for promotion.

5-17. Inspirational appeals occur when the leader creates enthusiasm for a request by arousing strong

emotions in support of a decision they must make or have already made. Inspirational appeals are best

employed when the stakes are high, and subordinates or peers understand what those stakes are. A leader

may stress to a fellow leader that without help, the safety of the team may be at risk.

5-18. Participation occurs when leaders ask others to join them in determining how best to address a problem

or meet an objective. Active participation leads to an increased sense of worth and recognition among

subordinates that contributes to unit cohesion. Participation increases the commitment of subordinates to

execute whatever is decided and contributes to shared understanding of the commander’s intent. By involving

subordinate leaders during planning, the senior leader is helping to ensure subordinates will later be able to

pursue critical intermediate and long-term objectives on their own initiative.

Application of Influence

5-19. Creating commitment among subordinates requires that they know their leaders are sincere. Committed

subordinates trust their leaders to be doing what is right for the Army, the mission, the team, and each

individual Soldier. Leaders who primarily focus on personal gain or recognition are seen by subordinates as

self-serving, which undermines trust and erodes motivation. Honorable intentions wrongly perceived by

followers as self-serving will yield mere compliance.

5-20. The nature of the mission determines which influence method or combination of methods is

appropriate. When a situation is urgent and greater risk is involved, eliciting follower compliance through

more directive methods may be desirable. Direct-level leaders are often required to coordinate team activities

in an expedient manner, meaning that they focus on explaining themselves before or after the activities, and

not during execution. In comparison, organizational leaders typically use methods that draw out strong

commitment from their subordinate leaders.

5-21. The degree to which a leader uses commitment or compliance depends on the leader, the led, and the

situation. When influencing others, Army leaders understand—

 The reasons for influence should align with the Army Values, the Uniform Code of Military

Justice, the Soldier’s Creed, and the Army Civilian Corps Creed.

 Commitment emphasizes empowerment and long-lasting trust.

 Compliance focuses on quickly meeting task demands.

Resistance

5-22. When leaders experience resistance, the first response is to understand the nature of the relationship

and reasons for opposition or non-compliance. Resistance may stem from a lack of trust, lack of

understanding, or concerns about well-being. Leaders may need to clarify misperceptions or correct false

beliefs. Unfounded rumors can hurt unit cohesiveness and create friction if not confronted at their source.

Gossip and rumors reduce focus while increasing the amount of energy leaders must spend on activities other

than the mission at hand.

5-23. Leaders need to ensure all parties focus on a shared understanding. Overt acknowledgement of

resistance can be the first step in reducing it. Leaders should confront resistance quickly to determine the

reasons why it exists and how to address the causes constructively. This may be enough to change negative

mindsets and build or restore mutual trust within the organization. Leaders can lessen resistance by

acknowledging concerns with their own position or requests. This demonstrates that the leaders recognize

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both the positives and negatives of a given request and that they are approaching the issue even-handedly

and fairly.

5-24. Repeated, consistent requests can signal that the leader is intent on overcoming resistance. For instance,

if an Army leader wants local police to participate in patrols, the leader may ask the police to participate a

dozen times on different occasions. Eventually the repeated requests may wear down resistance. Repetition

could have the opposite effect of entrenching the opposition in their original negative position, which would

signal the need for a different method. Embedding the desired outcome into stories can show how the actions

are possible and how all sides can benefit. Regardless of approach taken, leaders must not risk their integrity

nor wander from their mission for the sole purpose of others perceiving them as influential.

PROVIDING PURPOSE, DIRECTION, AND MOTIVATION

5-25. Leaders influence others to achieve some purpose. To be successful at exerting influence, Army leaders

have an end or goal in mind. Sometimes the goal will be specific, and at other times, goals are more general,

but in both cases, the goal should be valid and meaningful. Leaders should clearly define the ‘what’ and

‘why’. Subordinates should be able to start the mission or task with the end in mind by knowing what success

looks like and how they can track their own progress. Motivation increases when subordinates understand

how their roles relate to larger and more important outcomes.

5-26. Leaders must establish clear understanding of the higher commander’s intent to ensure the team

understands what must be done and why. Commander’s intent is a concise expression of the purpose of an

operation and the desired end state. Leaders communicate purpose with implied or explicit instructions so

others may exercise initiative. This is important for situations when unanticipated opportunities arise or the

original assigned tasks no longer achieve the desired end state.

5-27. Besides purpose, leaders provide direction. Direction deals with how to achieve a goal, task, or mission.

Subordinates do not always need to receive guidance on the details of execution. A skilled leader will know

when to provide detailed guidance or promote subordinate initiative by focusing primarily on purpose.

5-28. Motivation is linked to the reason and level of enthusiasm for doing something. Army leaders use the

knowledge of what motivates others to influence those they lead. Understanding how motivation works

provides insight into why people may take action and how strongly they are driven to act.

5-29. Setting achievable goals can shape motivation. Leaders can break larger missions into smaller tasks to

keep individuals engaged without being overwhelmed by the scale or scope of what needs to be done.

Subordinates require the necessary skills and abilities to perform the tasks they are assigned, have reason to

be committed to the goal, and receive feedback to gauge progress. Task assignment and goal setting account

for the capabilities and limitations of those performing the tasks a leader directs. Finally, framing

performance goals positively produces better persistence and performance than negative framing.

5-30. Leaders can encourage subordinates to set goals of their own while setting goals for them in terms of

duty performance during counseling and coaching. When subordinates accept goals, they are better able to

prioritize, focus their attention, and gauge the amount of effort necessary to achieve them.

5-31. Positive reinforcement such as tangible incentives (time off) as well as intangible rewards (praise or

recognition) can enhance motivation. Everyone wants their efforts to be appreciated by others. Leaders can

use healthy competition to renew intensity, such as recognition for the most improved fitness test score or

top crew gunnery score. Leaders can use corrective measures when an immediate need arises to discontinue

dangerous or undesirable behavior. By doing so, leaders send a clear message about expectations of behavior

and the consequences of violating those expectations. Administer punishment fairly; otherwise, it leads to

resentment.

5-32. Leaders assign responsibility, delegate authority, and allocate resources. Leaders empower

subordinates by giving them the necessary resources, authority, and clear intent for success. Subordinates

should dutifully accept assigned responsibility, take initiative and accept risk within the limits of their

authority, and make disciplined use of the resources entrusted to their care. People value opportunities to be

responsible for their own work, be creative, and be respected for their abilities. Leaders apply judgment about

when to step aside to let subordinates accomplish a mission. Leaders continually develop subordinates so

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they are ready to accept ever increasing delegated responsibilities. Empowering others is a forceful statement

of trust and one of the best ways of developing subordinates as leaders.

5-33. General Eisenhower’s D-Day statement to the Soldiers, sailors, and airmen (see figure 5-1) is an

example of how to provide purpose, direction, and motivation.

Figure 5-1. General Eisenhower’s D-Day statement

UPHOLDING STANDARDS

5-34. Standards provide a mark for performance to assess execution of tasks, as well as compliance with

established policy and law. Standards are formal, detailed instructions—observable, measurable, and

achievable. Standards and discipline are the point of departure for leading Army organizations. Leaders must

enforce Army standards, establish appropriate standards congruent with the Army Ethic where no standards

currently exist, and ensure that subordinates understand and adhere to the standards.

5-35. When upholding standards, leaders must be sensitive to the reality that not everything can be a number

one priority. In practice, leaders establish priorities because it is impossible to accomplish everything at once.

A leader’s ultimate goal is to train to the standards that ensure mission success; all other matters that consume

significant time are of secondary importance. To be successful, leaders use the Army training management

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process to prepare the organization to meet standards by setting appropriate training goals and to plan,

resource, execute, and evaluate training accordingly.

Performing Checks and Inspections

5-36. Thorough inspections ensure equipment is mission capable and subordinates are prepared to perform

their assigned duties. Mission specific checks and inspections minimize the chances of neglect or oversight

that result in mission failure or needless casualties. Inspections give leaders a chance to recognize

subordinates preparedness or make on-the-spot corrections. Subordinates understand that units that routinely

perform checks and inspections have established standards and enforce them. Learning to perform effective,

efficient checks and inspections is a critical leadership skill. Checks and inspections are a fundamental part

of caring for subordinates.

Instilling Discipline

5-37. Leaders who consistently enforce standards instill discipline that will payoff in critical situations. True

discipline demands habitual and reasoned obedience. An effective leader instills discipline by training to

standard, using rewards and corrective actions judiciously, instilling confidence, building trust among team

members, and ensuring they have the necessary technical and tactical expertise to perform their job. Some

may associate discipline only with regulations and the consequences for errors in judgment and conduct.

However, it is important to understand that discipline is fundamentally about the manner in which leaders

practice their profession. Discipline is the means by which leaders advance the standards that are the hallmark

of good Army units and organizations.

BALANCING MISSION AND WELFARE

5-38. Having genuine concern for subordinate health and welfare generates motivation, inspiration, and

influence—it is the right thing for leaders to do. Army members will be more willing to go the extra mile for

leaders whom they respect, and they are more likely to respect leaders who respect them. Sending Soldiers

or DA Civilians into harm’s way to accomplish missions is always in tension with the desire to take care of

people. Leaders display genuine concern by preparing subordinates through tough realistic training that

prepares them for the hazards and dangers of combat.

Taking Care of Subordinates

5-39. Taking care of subordinates is a solemn responsibility. The Army’s purpose demands individuals

perform their duties even at risk to their lives. Preparing subordinates for combat is the most important leader

duty. Preparation entails creating disciplined conditions for learning and growth and enforcing standards in

training. Training must be rigorous and simulate mission conditions as much as possible while keeping safety

in mind. Leaders use risk management to balance risk cost with mission benefits during training and

operations (see ATP 5-19). Effective leaders also recognize the need to provide reasonable comforts to bolster

morale and maintain long-term operational effectiveness.

5-40. Many leaders connect at a personal level with their subordinates, which helps leaders to anticipate and

understand individual circumstances and needs. Leaders who take an interest in Soldier and DA Civilian

development show they care about their subordinates. It ranges from ensuring a subordinate is given time

away from the unit to attend Army schools to finding out about a person’s personal interests. Leaders should

provide an adequate family support and readiness network to help families, while at home station or deployed,

whether military or civilian.

Identifying High Risk Behavior

5-41. Leaders identify subordinates who exhibit high-risk behavior and take action to reduce it whenever

possible. High-risk behavior is a behavioral pattern that intentionally or unintentionally increases an

individual’s probability of negative consequences. Examples include driving under the influence, failing to

wear proper protective equipment, criminal activity, or illegal use of drugs. Studies also suggest a direct link

between increased life stressors and increased high-risk behavior, so knowing subordinates well enough to

understand when they are under increased stress is important.

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5-42. The Army regulates order and discipline through enforcement of statutes (such as the Uniform Code

of Military Justice) and policy. Misconduct represents a conscious decision to accept both the risk associated

with a prohibited activity (such as riding a motorcycle without a helmet) and the risk of being caught while

violating the standard (the Army’s helmet policy).

5-43. A commander’s primary responsibility is to ensure the readiness, health, morale, welfare, and

discipline of the unit. Every leader and follower has a role in supporting that responsibility. Leaders must

identify at-risk subordinates and intervene to help them. Table 5-1 summarizes the competency leads others.

Table 5-1. The competency LEADS OTHERS

Leaders motivate, inspire, and influence others to take initiative, work toward a common purpose, accomplish critical tasks, and achieve organizational objectives. Influence focuses on compelling others to go beyond their individual interests and to work for the common good.

Uses appropriate methods of influence to motivate others

 Uses methods ranging from compliance to commitment

 Applies influence methods to adapt to the followers at a given point in time under the conditions of the situation

Provides purpose, motivation and inspiration

 Inspires, encourages, and guides others toward mission accomplishment.

 Emphasizes the importance of organizational goals.

 Determines the course of action to reach objectives and fulfill mission requirements.

 Communicates instructions, orders, and directives to followers.

 Ensures subordinates understand and accept direction.

 Empowers and delegates authority to subordinates.

 Focuses on the most important aspects of a situation.

Enforces standards

 Reinforces the importance and role of standards.

 Performs individual and collective tasks to standard.

 Recognizes and takes responsibility for poor performance; addresses it appropriately.

Balances mission and welfare of followers

 Assesses and routinely monitors effects of mission fulfillment on mental, physical, and emotional attributes of subordinates.

 Monitors morale, physical condition, and safety of subordinates.

 Provides appropriate relief when conditions jeopardize success of the mission or present overwhelming risk to personnel.

BUILDS TRUST

5-44. Trust enables the ability of leaders to influence subordinates and effective command and control. Trust

encompasses reliance upon others, confidence in their abilities, and consistency in behavior. People naturally

accept the influence of people they trust. When high levels of trust exist among members of an organization,

its members are more likely to influence each other up and down the chain of command and laterally with

other organizations. Trust increases readiness and is essential for developing the shared understanding of

intent that facilitates initiative by everyone within the organization. Trust builds over time through mutual

respect, shared understanding, and common experiences. Communication contributes to trust by keeping

others informed, establishing expectations, providing feedback, and developing commitment. Sustaining trust

depends on meeting expectations and commitments. Leaders and subordinates all contribute to the level of

trust that occurs in a unit. Leaders and subordinates earn or lose trust through everyday actions and attitudes.

5-45. Importantly, leaders should promote a culture and climate of trust. Teams develop trust through

cooperation, identification with other members, and contribution to the team effort. Leaders build trust with

their followers and those outside the organization by practicing the leadership competencies and

demonstrating character, presence, and intellect. Leaders need to be competent, of good character, and fair

and reliable to generate trust.

5-46. Leaders who commit to coaching, counseling, and mentoring subordinates build relationships that

foster trust. These relationships built on trust enable leaders to empower subordinates, encourage initiative,

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reinforce accountability, and allow for open communication. Further, these relationships establish

predictability and cohesion within the team.

5-47. Failure to cultivate a climate of trust or a willingness to tolerate discrimination or harassment on any

basis erodes unit cohesion and breaks the trust subordinates have for their leaders. Counterproductive

leadership such as favoritism, personal biases, unethical behavior, and poor communication often creates

suspicion, doubt, and distrust. Restoring broken trust is not a simple process, requiring situational awareness

and significant effort on the part of all affected. Table 5-2 summarizes the competency builds trust.

Table 5-2. The competency BUILDS TRUST

Leaders build trust to mediate relationships and encourage commitment among followers. Trust starts from respect among people and grows from common experiences and shared understanding. Leaders and followers share in building trust.

Sets personal example for trust

 Is firm, fair, and respectful to gain trust.

 Assesses degree of own trustworthiness.

Takes direct actions to build trust

 Fosters positive relationship with others.

 Identifies areas of commonality (understanding, goals, and experiences).

 Engages other members in activities and objectives.

 Corrects team members who undermine trust with their attitudes or actions.

Sustains a climate of trust

 Assesses factors or conditions that promote or hinder trust.

 Keeps people informed of goals, actions, and results.

 Follows through on actions related to expectations of others.

EXTENDS INFLUENCE BEYOND THE CHAIN OF COMMAND

5-48. Extending influence beyond the chain of command is an essential leader competency. While Army

leaders exert influence within their established chains of command, leaders must also be capable of extending

influence to others beyond the chain of command. Extending influence beyond the chain of command is

critical to achieving success in unified action. Extending influence requires special awareness about how

influence works in different groups and different situations.

5-49. The key element of extending influence and building teams is creating a shared purpose among

prospective team members. A unique aspect of extending influence is that those who a leader wishes to

influence outside the unit may not recognize or willingly accept the authority of an Army leader. Often,

informal teams develop in situations where no official chains of authority exist. In some cases, this may

require leaders to establish their credentials and capability for leading others. Credibility of a person or

organization may stem from their appearance, conduct, or reputation. The ways Soldiers act and treat others

outside the organization contribute to how others perceive the organization and the credibility of its leaders.

Leaders ensure subordinates do not diminish the organization’s credibility or esteem with external observers.

5-50. When extending influence beyond the traditional chain of command, leaders often have to influence

without authority designated or implied by rank and position. Civilian and military leaders often find

themselves in situations where they must task organize teams to accomplish missions. Leaders, especially

commanders, engage and communicate via multiple means (face-to-face, print media, broadcast media, social

media, and other emerging collaboration technologies) to influence the perceptions, attitudes, sentiments,

and behaviors of key actors and agencies. Leaders should personally engage key players to ensure audiences

receive messages as intended.

5-51. Leading without formal authority requires adaptation to the conditions and cultural sensitivities of a

given situation. Leaders require cultural knowledge to understand different social customs and belief systems

and to address issues in those contexts. When conducting operations, for example, small-unit leaders must

understand that their interaction with the local populace and their leaders can have dramatic effects on

strategic objectives. The manner in which a unit conducts house-to-house searches for enemy combatants

can influence the local population’s acceptance of authority or become a recruiting incentive for the enemy.

Table 5-3 summarizes the competency extends influence beyond the chain of command (see page 5-11).

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BUILDING TRUST OUTSIDE LINES OF AUTHORITY

5-52. Forming effective, cohesive teams is often a leader’s first challenge working outside a traditional

command structure. These teams may form from disparate groups unfamiliar with military customs and

culture. Successful teams develop an infectious winner’s attitude. Problems are challenges rather than

obstacles. Cohesive teams accomplish missions more efficiently than a loose group of individuals.

5-53. Building coalitions is similar to building teams, but groups maintain generally greater independence

in coalitions. Trust is a common ingredient in effective coalitions. Coalitions evolve by establishing contact

with others, building relationships, and identifying common interests. An effective strategy for breaking

down the barriers among smaller, subordinate group identities is to build or strengthen a common group

identity for all members, such as highlighting the common cause shared by all coalition partners.

5-54. Training and working together builds collective competence, mutual trust, and promotes

interoperability. Mutual trust ultimately permeates the entire organization, embracing every member.

Breakthrough at Chipyong-ni Korea—February 1951

The 23d Infantry Combat Team, 2d Infantry Division, with attached French and Dutch units, was moving forward to attack in advance of the Eighth Army. They were cut off and surrounded by overwhelming forces of Chinese Reds at Chipyong-ni in a narrow Korean valley. The Reds occupied the commanding ridges, while the American commander, isolated far in advance of the general battle line, used a ring of lower hills within the valley itself for his defensive perimeter. For more than three days in near- freezing weather, the defenders held their positions. On the fourth day, an American armored unit broke through from the south. The 23d Infantry Combat Team smashed out of the perimeter at the lower end of the valley to break the encirclement and rejoined the Eighth Army with its units and most equipment intact. General Matthew B. Ridgway, in his official report to a Joint Session of Congress, stated, "These American fighting men with their French comrades in arms measured up in every way to the battle conduct of the finest troops America or France has produced throughout their national existence."

UNDERSTANDING SPHERE, MEANS, AND LIMITS OF INFLUENCE

5-55. When operating within an established command structure and common procedures, the provisions and

limits of roles and responsibilities are readily apparent. When leading outside an established organization,

assessing the parties involved becomes another part of the operation. Identifying who is who, what role they

have, over whom they have authority or influence, and how they are likely to respond to the Army leader’s

influence are important considerations. Sometimes this is viewed as understanding the limits to the Army’s

or the leader’s influence.

5-56. Spanning the boundaries of disparate groups or organizations requires special attention. A key to

extending influence outside the chain of command is learning about those organizations. By understanding

their interests and desires, the leader will know what methods of influence are most likely to work.

NEGOTIATING, BUILDING CONSENSUS, AND RESOLVING CONFLICTS

5-57. Leaders must often resolve conflicts. One method is negotiation. Negotiation is a problem-solving

process in which two or more parties discuss and seek to satisfy their interests on various issues through joint

decisions. The desired end state of the negotiation process is creation of a suitable choice between a clear,

realistic, and satisfactory commitment and a reasonable alternative to a negotiated agreement that better meets

the leader’s interests. Interests relate to each party’s needs, fears, concerns, goals, and motivations. Parties’

interests may be shared, different, or in conflict. Effective leaders negotiate around interests rather than

positions that tend to be static and unyielding.

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5-58. Leaders often must use negotiation skills to obtain the cooperation and support necessary to accomplish

a mission beyond the traditional chain of command. During complex operations, different unified action

partners might operate under constraints of their national or organizational chains. This can result in

important negotiations and conflict resolution versus a simpler process of issuing binding orders.

5-59. Successful negotiation, employing a joint problem-solving approach, involves building effective

relationships, establishing two-way communication, understanding positions to clarify interests, creating

possible solutions, using fair standards, and creating a sensible choice from firm, clear commitments, and

realistic alternatives. Credible negotiators test their assumptions, measure success appropriately for a given

situation, systematically prepare, make deliberate process-oriented decisions in conducting negotiations, and

thoroughly review interactions.

5-60. Not all partnerships are enduring. Some are intended only for a limited time. Others are expected to

last until a specific end state has been achieved. Leaders look ahead, anticipating future scenarios and the

conditions under which a partnership will or should dissolve. They help define roles and responsibilities for

elements of a post-alliance state to ensure a smooth transition process and set conditions so the desired end

state persists after the partnership has ended.

5-61. Successful negotiations involve several activities. Leaders should—

 Understand and be willing to challenge assumptions about all parties involved, the desired

outcome, the situation, and the negotiation itself.

 Consider the measures of success for negotiation and choose the correct one for the situation.

 Prepare thoroughly in a manner that supports the desired outcome and process for negotiation.

 Build effective working relationships based on genuine rapport, respect, and reputation. Separate

relationship issues from substantive issues and address both on their own merits.

 Use meaningful communication among involved parties to inquire, acknowledge, and advocate

by demonstrating active listening and understanding while shaping perceptions and emotions of

all parties.

 Generate many options or creative solutions that meet the interests of all parties as well as possible.

Creating options should be separate from evaluating and deciding.

 Use objective, balanced, and fair criteria, standards, and merit to evaluate options. Apply a

reciprocity test: would one party find this aspect fair if they proposed it?

 Determine alternatives to a negotiated agreement. Alternatives are ways that each party can meet

their interests without creating an agreement in the current negotiation. What is the best alternative

to a negotiated agreement for each party?

 Commit to an agreement only if it is better than alternatives, is the best option, and meets interests

based on fair criteria. A commitment should be clearly defined, well planned, and reasonable to

implement. Leaders must not promise what they cannot or will not deliver just to reach an

agreement.

 Review each negotiation systematically and use lessons to learn from one interaction to the next.

Table 5-3. The competency EXTENDS INFLUENCE BEYOND THE CHAIN OF COMMAND

Leaders need to influence beyond their direct lines of authority and beyond chains of command to include unified action partners. In these situations, leaders use indirect means of influence: diplomacy, negotiation, mediation, arbitration, partnering, conflict resolution, consensus building, and coordination.

Understands sphere, means, and limits of influence

 Assesses situations, missions, and assignments to determine the parties involved in decision making, decision support, and possible interference or resistance.

Negotiates, builds consensus, and resolves conflict

 Builds effective working relationships.

 Uses two-way, meaningful communication.

 Identifies individual and group interests.

 Identifies roles and resources.

 Generates and facilitates generation of possible solutions.

 Applies fair standards to assess options.

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LEADS BY EXAMPLE

Example whether it be good or bad has a powerful influence…

George Washington Commander, Continental Army (1775-81) and President of the United States (1789-97)

DISPLAYING CHARACTER

5-62. Leaders are a product of their experiences. What leaders see others do forms their expectations for

decisions and actions. Leaders who intentionally live by the Army Values and the Warrior Ethos will

consistently display the character and actions that set a positive example. They put the organization and

subordinates above personal self-interest, career, and comfort. For the Army leader, it requires putting the

lives of others above a personal desire for self-preservation.

Leading with Confidence in Adverse Conditions

5-63. A leader who projects confidence is an inspiration to others. Subordinates will follow leaders who are

competent and comfortable with their own abilities. Leaders who understand their own abilities can gain

greater respect from their subordinates for their honesty, even as they seek to improve.

5-64. Displaying confidence and composure when situations are not going well can be a challenge for

anyone, but is important for the leader trying to lead others through challenging, stressful, and ambiguous

situations. Calm determination reflects confidence and is a key component of leader presence. A leader who

shows hesitation or panic in the face of setbacks can trigger a chain reaction among others. A leader who is

over-confident in difficult situations may lack the proper degree of care or concern, and risks being viewed

as not understanding the seriousness of the problems at hand.

5-65. Leading with confidence requires a heightened self-awareness and ability to master one’s emotions.

Regardless of the situation, developing the ability to remain confident involves—

 Having prior opportunities to experience one’s reactions to adverse, high-pressure situations.

 Maintaining a positive outlook when a situation becomes confusing or changes.

 Remaining decisive after making or realizing mistakes.

 Encouraging others when they show signs of weakness.

Displaying Courage

5-66. Projecting confidence in combat and other dangerous situations requires physical and moral courage.

While physical courage allows Soldiers to face mortal risks to life and limb, moral courage empowers leaders

to stand firm on values, principles, and convictions. Leaders who take responsibility for their decisions and

actions display moral courage. Morally courageous leaders critically look at themselves, consider new ideas,

and implement change when needed.

5-67. Moral courage in daily operations is as important as physical courage in combat. Consider a DA

Civilian test board director who has the responsibility to determine whether a new piece of military equipment

performs to established specifications. Knowing that a failed test may cause the possibility of personal

pressure and command resistance from the program management office, a morally courageous tester will be

prepared to endure that pressure and remain objective and fair in test procedures and conclusions. Moral

courage is fundamental to living the Army Values of integrity and honor, for all civilian or military members.

DEMONSTRATING COMPETENCE

5-68. Having the appropriate levels of expertise is vital to competent leaders who display confidence through

their attitudes, actions, and words. Subordinates become suspicious of leaders who act confident but do not

demonstrate the competence to justify their confidence.

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Master Sergeant Roy P. Benavidez Vietnam—2 May 1968

On Sergeant Roy Benavidez's first tour of duty in Vietnam in 1965, he was severely injured by a land mine. Never expected to walk again, he proved the doctors wrong. Through raw tenacity, he regained the mobility and fitness to return to South Vietnam with the 5th Special Forces Group in 1968. In May, a distress call came over the radio: a team had become surrounded and was taking heavy casualties. With no time to grab his rifle and armed with only a knife, he joined the rescue helicopter. Upon arriving, he realized that all of the team were either dead or wounded and unable to move. Then-SSG Benavidez directed the aircraft to a clearing and jumped to the ground. He was wounded in his leg, face, and head while moving to the isolated team. Despite these injuries, he took charge, repositioning and directing their team’s fire to facilitate the landing of an extraction aircraft. He bound the survivors’ wounds and administered morphine. Despite his own severe wounds and under intense enemy fire, he carried and dragged half of the wounded to the awaiting aircraft. He then provided protective fire by running alongside the aircraft as it moved to pick up remaining team members. Under intense enemy fire, he moved around the perimeter distributing water and ammunition, and re-instilling the will to live and fight. Facing a buildup of enemy opposition, SSG Benavidez called in tactical air strikes and directed fire from supporting gunships to permit another rescue attempt. He was wounded again by small arms fire while administering first aid to a wounded team member. Still, he assisted his comrades to the craft. "Pray and move out" he told each one as they boarded. SSG Benavidez's gallant choice to voluntarily join pinned down Soldiers, to expose himself repeatedly to enemy fire, and his refusal to be stopped despite severe injuries, saved the lives of at least eight men. When his actions were described as awesome and extraordinary, Benavidez replied: “No, that's duty.” President Ronald Reagan presented Benavidez the Medal of Honor on 24 February 1981 for his heroism while wounded.

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5-69. Table 5-4 summarizes the competency leads by example.

Table 5-4. The competency LEADS BY EXAMPLE

Leaders serve as role models by maintaining standards and providing effective examples through their actions. All Army leaders should model the Army Values. Modeling provides tangible evidence of desired behaviors and reinforces verbal guidance through demonstration of commitment and action.

Displays character

 Sets the example by modeling expected standards of duty performance, personal appearance, military and professional bearing, physical fitness, and ethics.

 Makes right decisions and takes right actions, consistent with the leader's intent and bounded by the Army Values.

 Completes individual and unit tasks to standard, on time, and within the commander’s intent.

 Demonstrates determination, persistence, and patience.

 Uses sound judgment and logical reasoning.

Exemplifies the Warrior Ethos

 Removes or fights through obstacles, difficulties, and hardships to accomplish the mission.

 Demonstrates the commitment to persevere despite adversity, obstacles, and challenges.

 Demonstrates physical and moral courage.

 Shares hardships with subordinates.

Leads with confidence in adverse situations

 Provides leader presence at the right time and place.

 Displays self-control, composure, and positive attitude.

 Is resilient.

 Remains decisive after discovering a mistake.

 Acts in the absence of guidance.

 Does not show discouragement when facing setbacks.

 Remains positive when situations become confusing or change.

 Encourages subordinates.

Demonstrates technical and tactical competence

 Performs duty with discipline and to standards, while striving for excellence.

 Displays appropriate knowledge of equipment, procedures, and methods; recognizes and generates innovative solutions.

 Uses knowledgeable sources and subject matter experts.

Understands the importance of conceptual skills and models them to others

 Displays comfort working in open systems.

 Makes logical assumptions in the absence of facts.

 Identifies critical issues to guide decision making and taking advantage of opportunities.

 Relates and compares information from different sources to identify possible cause- and-effect relationships.

Seeks diverse ideas and points of view

 Encourages honest communications among staff and decision makers.

 Explores alternative explanations and approaches for accompanying tasks.

 Reinforces new ideas; demonstrates willingness to consider alternative perspectives to resolve difficult problems.

 Discourages individuals from seeking favor through tacit agreement.

COMMUNICATES

5-70. Competent leadership requires good communication. Communication as a competency ensures more

than the simple transmission of information. Communication generates shared understanding and situational

awareness. Succinctly communicating information in a clear manner is an important skill for both leaders

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and subordinates to learn. Leaders cannot lead, supervise, counsel, coach, mentor, or build teams without

communication. Table 5-5 summarizes the competency communicates (see page 5-16).

LISTENING ACTIVELY

5-71. An important part of effective two-way communication is active listening. Although the most

important purpose of listening is to comprehend the sender’s message, listeners should provide an occasional

indication to the speaker that they are attentive, such as a head nod when face-to-face or stating “roger” when

using radio or telephonic communication. Active listening involves avoiding interruption and keeping mental

or written notes (when possible) of important points or items for clarification. Good listeners will understand

the message being sent in terms of its content, urgency, and the emotion with which it is communicated.

5-72. Leaders should remain aware of barriers to listening that prevent hearing and absorbing what speakers

say. Avoid formulating a response before hearing what the person says. Avoid distraction by anger,

disagreement with the speaker, or other things that impede focusing on the message itself.

CREATE SHARED UNDERSTANDING

5-73. Competent leaders know themselves, the mission, and the message. They owe their organizations and

subordinates information that directly applies to their duties, providing context, and purpose. Sharing

information contributes to shared understanding. Additionally, sharing information prepares subordinates for

future duties and greater responsibility.

5-74. When leaders keep their organizations informed, they build trust. Shared information contributes to

reduced stress and controls rumors. Timely information exchange allows team members to determine

requirements and adjust to changing circumstances. Informing subordinates of a decision and the supporting

reasons shows respect and conveys the need for their support and input. Good information flow ensures the

next leader in the chain is sufficiently prepared to take over, if required.

5-75. Leaders use a variety of means to share information: face-to-face talks, written and verbal orders,

running estimates and plans, published memos, white board sketches, briefings, email, websites, social

media, and newsletters. To create shared understanding, a leader must acknowledge two critical factors:

 A leader is responsible for making sure the team understands what is communicated.

 A leader must consider informing elements outside the formal chain of command.

5-76. Any means other than face-to-face communication present some risk for misunderstanding due to the

lack of verbal and non-verbal cues. Building rapport and trust is an ongoing, long-term effort that occurs

during unit formation, individual unit reception, day-to-day garrison operations, and training exercises. It

continues during operational missions. Learning what key leaders and staff mean when they say or write

something is key to creating a basis for shared understanding. Taking adequate time to communicate when

forming relationships is important to setting the right conditions, as are brief backs to confirm intent.

Speaking candidly and asking for clarification when necessary are important steps in creating shared

understanding. Email, websites, and social media have increased the volume and speed of available

information. However, they minimize verbal cues and lack the non-verbal cues that are vital to clear

communications and shared understanding between people. Leaders need to guard against over-reliance upon

electronic means to communicate with each other and with subordinates. Leaders should use face-to-face

communications with subordinates as much as possible to ensure understanding and to observe the feedback

cues given by listeners.

5-77. Communication also flows from bottom to top. Leaders find out what their people are thinking, saying,

and doing by listening. Effective leaders observe their organizations by circulating among their followers to

coach, listen, and clarify. They pass relevant observations to enable planning and decision-making.

5-78. To lead an organization effectively, leaders must determine how to reach their superiors when

necessary and to build relationships of mutual trust upward. Leaders assess how their direct leader

communicates and prefers to receive information. Some use direct and personal contact while others may be

more comfortable with weekly meetings, email, or memoranda. Knowing the leader’s intent, priorities, and

thought processes improves the likelihood of effective communication. A leader who communicates well

minimizes friction and improves the overall organizational climate.

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5-79. To prepare organizations for inevitable communication challenges, leaders may create situations that

train subordinates to act with minimal guidance or only the commander’s intent. Leaders provide formal or

informal feedback to highlight things subordinates did well, what they could have done better, and what they

should do differently next time to improve information sharing and processing.

5-80. Open communication does more than share information. It shows leaders care about those they work

with on a daily basis. Competent and confident leaders encourage open dialogue, listen actively to all

perspectives, and ensure others can voice honest opinions without fearing negative consequences.

Table 5-5. The competency COMMUNICATES

Leaders communicate effectively by clearly expressing ideas and actively listening to others. By understanding the nature and importance of communication and practicing effective communication techniques, leaders will relate better to others and be able to translate goals into actions. Followers share information candidly. Communication is essential to all other leadership competencies.

Listens actively

 Listens and watches attentively.

 Makes appropriate notes.

 Tunes in to content, emotion, and urgency.

 Uses verbal and nonverbal means to inform the speaker that they are paying attention.

 Reflects on new information before expressing views.

Creates shared understanding

 Shares necessary information with others and subordinates.

 Protects confidential information.

 Coordinates plans with higher, lower, and adjacent organizations.

 Keeps higher and lower headquarters, superiors, and subordinates informed.

 Expresses thoughts and ideas clearly to individuals and groups.

 Recognizes potential miscommunication and takes corrective action.

 Uses appropriate means for communicating a message.

Employs engaging communication techniques

 States goals to energize others to adopt and act on them.

 Uses logic and relevant facts in dialogue; expresses well-organized ideas.

 Speaks enthusiastically and maintains listeners’ interest and involvement.

 Makes appropriate eye contact when speaking.

 Uses appropriate gestures.

 Uses visual aids as needed.

 Determines, recognizes, and resolves misunderstandings.

Is sensitive to cultural factors in communication

 Maintains awareness of communication customs, expressions, actions, or behaviors.

 Demonstrates respect for others.

31 July 2019 ADP 6-22 6-1

Chapter 6

Develops

The commander must assure each of his officers, noncommissioned officers, and soldiers,

the opportunity to improve military proficiency and to prepare mentally and physically for

battle. Every unit commander of the US Army is responsible for the progressive

professional development of every soldier in his command.

FM 100-5 (1976)

DEVELOPS LEADERS

6-1. Military leadership is unique because the armed forces develop and select their own leaders. The

responsibilities of Army members change as they assume new leadership positions. To ensure the quality of

our leaders and future leaders does not diminish, all Army Soldiers and DA civilians have a responsibility to

develop themselves and their subordinates. In Army leadership, there are four competencies in the category

of develops that leaders consider while preparing themselves and their subordinates. A leader—

 Prepares self to encourage improvement in leading and other areas of leader responsibility.

 Creates a positive environment and inspires an organization’s climate and culture.

 Develop others to assume greater responsibility or achieve higher expertise.

 Stewards the profession to maintain professional standards and effective capabilities for the future.

6-2. Leaders develop their own leadership proficiency through deliberate study, feedback, and practice.

Fundamentally, leadership develops when an individual desires to improve and invests effort, their superior

supports development, and the organizational climate values learning. Learning to be a leader requires

knowledge of leadership, experience using this knowledge, and feedback from one’s seniors, peers, and

subordinates. It also requires opportunities to practice leading others as often as possible. Formal systems

such as evaluation reports, academic evaluation reports, and 360 assessments offer learning opportunities,

but the individual must embrace the opportunity and internalize the information. The fastest learning occurs

when multiple challenging and interesting opportunities to practice leadership with meaningful and honest

feedback are present. These elements contribute to self-development, developing others, and setting a climate

conducive to learning.

6-3. Leader development of others involves recruiting, accessing, developing, assigning, promoting, and

retaining the leaders with the potential for levels of greater responsibility. Leaders develop subordinates when

they prepare and then challenge them with greater responsibility, authority, and accountability. It is the

individual professional responsibility of all leaders to develop their subordinates as leaders.

6-4. Successful leader development is based on five tenets (see FM 6-22):

 Strong commitment by the Army, superiors, and individuals to leader development.

 Clear purpose for what, when, and how to develop leadership.

 Supportive relationships and culture of learning.

 Three mutually supportive domains (institutional, operational, and self-development) that enable

education, training, and experience.

 Providing, accepting, and acting upon candid assessment and feedback.

6-5. Committed leaders continuously improve their organization, leaving it better than they found it. They

expect other leaders to do the same. Leaders look ahead and prepare subordinates with potential to assume

positions with greater leadership responsibility; in turn, subordinates develop themselves to prepare for future

leadership assignments. Leaders ensure subordinates know that those who are best prepared for increased

responsibility are those they are most likely to select for higher leadership positions.

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6-6. Army leaders set priorities and weigh competing demands to balance individual and unit goals over

various timeframes. They carefully steer their organizations’ efforts to develop toward both short- and long-

term goals, while continuing to meet immediate requirements. Competing demands that vie for an

organization’s resources complicate a leader’s work. Guidance from higher headquarters may help, but

leaders have to make the tough calls to maintain a healthy balance.

PREPARES SELF

6-7. Leader preparation begins with self-awareness about one’s strengths and limitations, followed by

focused self-development. Leaders maintain self-discipline, physical fitness, and mental well-being. They

continue to improve their technical, tactical, and leadership expertise. Acquiring the necessary leadership

skills to be successful is challenging and critical. In no other profession is the cost of being unprepared to

lead so unforgiving in terms of mission failure and loss of life.

6-8. Self-development is continuous and begins with the motivated individual, supplemented by a concerted

team effort. Part of that team effort is quality feedback from multiple sources, including peers, subordinates,

and superiors to establish self-development goals and self-improvement courses of action. These improve

performance by enhancing previously acquired skills, knowledge, behaviors, and experience. Mentorship can

focus self-development efforts to achieve professional objectives. Table 6-1 summarizes the competency

prepares self (see page 6-4).

BEING PREPARED FOR EXPECTED AND UNEXPECTED CHALLENGES

6-9. Successful self-development concentrates on the key attributes of the leader: character, presence, and

intellect. While refining abilities to apply and model the Army Values, Army leaders maintain high levels of

fitness and health, not only to set the example and earn the respect of others, but also to withstand the stresses

of leading and maintaining their ability to think clearly. Leaders must exploit every available opportunity to

sharpen their intellectual capacity and relevant knowledge. A developed intellect enables the leader to think

creatively and reason analytically, critically, ethically, and with cultural sensitivity.

6-10. When faced with diverse operational settings, leaders draw on their intellectual capacity, critical and

creative thinking abilities, and applicable expertise. Leaders create these capabilities by studying doctrine

and putting the information into context with personal experiences, military history, and geopolitical

awareness. Self-development should include learning languages, the operational environment, military

theory, and tactics, techniques, and procedures of potential adversaries. A broad and continuous approach to

learning lessens the chances that a leader will face a completely unfamiliar situation, no matter how

unexpected.

6-11. Civilian and military education is an important part of professional development. Leaders should seek

out further education and training opportunities beyond what the Army requires; doing so reflects the

intellectual curiosity that the most effective leaders understand being prepared for the unexpected situations

they may face. As leaders assume levels of greater responsibility, the problems they face and decisions they

make become more complex. This requires that they become life-long learners and develop a keen sense of

self-awareness. Leaders who assume they already know everything they need to know set themselves and

their organizations up for failure.

EXPANDING KNOWLEDGE

6-12. Leaders read about, write about, and practice their profession. They prepare themselves for leadership

positions through lifelong learning and broadening experiences relevant to their career paths. Lifelong

learning involves study to acquire new knowledge, reflection, and understanding about how to apply it when

needed. Broadening consists of those education and training opportunities, assignments, and experiences that

provide exposure outside the leader’s narrow branch or functional area competencies. Broadening should be

complementary to a leader’s experience, and should provide wider perspectives that prepare the leader for

greater levels of responsibility.

6-13. Some are fast learners; others must work harder to learn. Becoming a better learner involves—

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31 July 2019 ADP 6-22 6-3

 Having a plan.

 Focusing on achievable goals.

 Making time to study.

 Absorbing new information.

 Applying what one has learned.

DEVELOPING SELF-AWARENESS

6-14. As a critical element of adaptability, self-awareness enables leaders to recognize their strengths and

weaknesses across a range of conditions and progressively employ strengths to correct weaknesses.

Awareness of weaknesses also helps leaders rely on others who possess strengths the leader may lack. To be

self-aware, leaders must be able to formulate accurate self-perceptions, gather feedback from others, and

change their self-concept as appropriate. Being self-aware ultimately requires leaders to develop a clear,

honest picture of their capabilities and limitations.

6-15. Leaders develop self-awareness though self-critique and self-regulation. Self-aware leaders are open

to feedback from others and actively seek it. They possess the humility to ask themselves hard questions

about their performance, decisions, and judgment. They are serious about examining their own behavior to

determine how to be a better, more effective leader. Self-aware leaders are reflective, hold themselves to

higher standards than their subordinates, and look to themselves first when subordinates are unsuccessful.

Self-aware leaders use others’ strengths to offset their professional shortcomings and are willing to learn

from others. Being self-aware ultimately requires leaders to develop a clear, honest picture of their own

capabilities and limitations.

6-16. Self-aware leaders understand they are a component of a larger organization that demands both

adaptability and humility. They understand the importance of flexibility because conditions continuously

change. They also understand that the focus is on the mission, not them. Subordinates see leaders who lack

self-awareness as arrogant or disconnected. They may be technically competent but lack awareness as to how

others see them. This may obstruct their readiness to learn and ability to adapt. Lacking awareness can keep

them from creating a positive, learning work climate. Self-aware leaders sense how others react to their

actions, decisions, and example.

6-17. Competent and confident leaders make sense of their experience and use it to learn more about

themselves. Journals and after action reviews (AARs) are valuable tools in gaining an understanding of one’s

experiences and reactions to changes in conditions. Self-critique can be as simple as posing questions about

one’s own behavior, knowledge, or feelings or as formal as using a structured set of questions about an event.

Critical questions include—

 What happened?

 How did I react?

 How did others react and why?

 What did I learn about myself based on what I did and how I felt?

 How will I apply what I learned?

6-18. In rapidly changing conditions, self-awareness is a critical factor in making accurate assessments of

changes and a leader’s personal capabilities and limitations to operate in those conditions. Self-awareness

allows leaders to translate prior training to new conditions and seek the information they need to adapt. Self-

aware leaders are more responsive to situational and interpersonal cues regarding actions to take. They are

better informed and able to determine what assistance to seek to handle a given situation.

6-19. Adjusting one’s thoughts, feelings, and actions without prompting from others is self-regulation.

Soldiers and DA Civilians self-regulate when they realize that their actions fall short of the standards they

have for themselves and take the initiative to close the gap. Leaders who self-regulate have an advantage

over those who do not.

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6-4 ADP 6-22 31 July 2019

Table 6-1. The competency PREPARES SELF

Leaders prepare to execute their leadership responsibilities fully. They are aware of their limitations and strengths and seek self-development. Leaders maintain self-discipline, physical fitness, and mental well-being. They continue to improve their technical, tactical, and leadership expertise.

Maintains mental and physical health and well-being

 Recognizes imbalance or inappropriateness of one’s own actions.

 Removes emotions from decision-making.

 Applies logic and reason to make decisions or when interacting with emotionally charged individuals.

 Recognizes sources of stress and maintains appropriate levels of challenge to motivate self.

 Manages regular exercise, leisure activities, and time away.

 Stays focused on life priorities and values.

Expands knowledge of technical, technological, and tactical areas

 Seeks knowledge of systems, equipment, capabilities, and situations.

 Keeps informed about developments and policy changes inside and outside the organization.

Expands conceptual and interpersonal capabilities

 Understands the contribution of concentration, critical thinking, imagination, and problem solving in different task conditions.

 Learns new approaches to problem solving.

 Applies lessons learned.

 Filters unnecessary information efficiently.

 Reserves time for self-development, reflection, and personal growth.

 Considers possible motives behind conflicting information.

Analyzes and organizes information to create knowledge

 Reflects on prior learning; organizes insights for future application.

 Considers source, quality or relevance, and criticality of information to improve understanding.

 Identifies reliable resources for acquiring knowledge.

 Sets up systems of procedures to store knowledge for reuse.

Maintains relevant cultural awareness

 Learns about language, values, customary behavior, ideas, beliefs, and patterns of thinking that influence others.

 Learns about results of previous encounters if culture plays a role in mission success.

Maintains relevant geopolitical awareness

 Learns about relevant societies experiencing unrest.

 Recognizes Army influences on unified action partners and enemies.

 Understands the factors influencing conflict and peace building, peace enforcement, peacekeeping, peacemaking, and peace operations.

Maintains self- awareness: employs self-understanding and recognizes effect on others

 Evaluates personal strengths and weaknesses.

 Learns from mistakes to make corrections; learns from experience.

 Seeks feedback; determines areas in need of development.

 Determines personal goals and makes progress toward them.

 Develops capabilities where possible but accepts personal limitations.

 Seeks opportunities to use capabilities appropriately.

 Understands self-motivation under various task conditions.

CREATES A POSITIVE ENVIRONMENT/FOSTERS ESPRIT DE

CORPS

6-20. Army leaders ensure that they create the conditions for a positive environment, build trust and cohesion

on their team, encourage initiative, demonstrate care for their people, and enhance esprit de corps by

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31 July 2019 ADP 6-22 6-5

connecting current operations to the unit's traditions and history. Army leaders are approachable when they

encourage open, candid communications and observations. Approachable leaders show respect for others'

opinions, even if contrary or non-doctrinal. To be approachable, leaders remain objective when receiving bad

news and encourage subordinates to be open and candid in their communication.

6-21. Culture and climate describe the conditions in which a leader leads. Leaders have direct and indirect

effects on culture and climate. Culture refers to the environment of the Army as an institution and of major

elements or communities within it. All leaders affect the climate at their respective echelon, which may

eventually affect the Army’s culture.

6-22. Culture is a longer lasting and more complex set of shared expectations than climate. Culture consists

of shared attitudes, values, goals, and practices that characterize the larger institution over time. The Army’s

culture is deeply rooted in tradition. Leaders refer to Army’s culture to impress on Army personnel that they

are part of something bigger than themselves. Soldiers and DA Civilians uphold the Army’s culture to honor

those who have gone before and those who will come after.

6-23. Climate is a shorter-term experience than culture and reflects how people think and feel about their

organization. Climate depends upon a network of personalities within a unit that changes as Army personnel

come and go. A unit’s climate, based on shared perceptions and attitudes, affects mutual trust, cohesion, and

commitment to the mission. A positive climate ensures Soldiers and DA Civilians are engaged and energized

by their duties, work together as teams, and show respect for each other.

6-24. A healthy Army culture and organizational climate will exhibit six overarching characteristics (see

AR 600-100 ):

 The Army culture and unit climate foster unity, cohesion, and trust.

 The culture promotes and rewards mental agility, the ability to break from established paradigms,

recognize new patterns or circumstances, and adopt new solutions to problems.

 The Army supports the selection of leaders and rewards members who demonstrate the ability to

sense and understand the environment quickly to exploit fleeting opportunities or counter

unexpected threats.

 The Army requires and rewards delegation of authority on the part of leaders, and the

understanding and prompt, thorough execution of leader’s intent (two levels up) by subordinates.

 The Army selects and rewards leaders who provide clear priorities and focus their unit’s time and

organizational energy on their mission.

 The Army culture is one of inclusion that demands diversity of knowledge and perspectives to

accomplish missions ethically, effectively, and efficiently.

ESTABLISHING A POSITIVE ENVIRONMENT

6-25. Leaders make it a point to dialogue with subordinates about the conditions of their lives and the unit

to get a sense of the climate. Communicating goals openly provides subordinates a clear vision to achieve.

Communication between subordinates and leaders is essential to achieve and maintain a positive climate.

Leaders inspire and motivate subordinates to bring creative and innovative ideas forward and they seek

feedback from subordinates about the climate. Openly taking part in unit events and activities increases the

likelihood that subordinates perceive leaders are concerned about the group’s welfare and has the group’s

best interests at heart.

6-26. Leaders are ethical standard-bearers for the organization, responsible for establishing and maintaining

a professional climate wherein all are expected to live by and uphold the Army Values. Other staff

specialists—the chaplain, staff judge advocate, inspector general, and equal employment opportunity

specialist—assist leaders and assess the organization’s climate. Regardless of available expert assistance, the

ultimate responsibility to create and maintain an ethical climate rests with the leader.

6-27. Setting the right example does not necessarily mean subordinates will follow it. Some may feel that

circumstances justify misconduct. Therefore, leaders must monitor the organization’s ethical climate and take

prompt action to correct any discrepancies. It is important for subordinates to have confidence in the

organization’s ethical environment because much of what is necessary in combat conflicts with societal

Chapter 6

6-6 ADP 6-22 31 July 2019

values that individuals bring into the Army. Strong commitment to the Army Values, Army Ethic, and

Warrior Ethos by the commander fosters a unit’s ethical climate.

6-28. Leaders need to continually assess the organizational climate, realize the importance of development,

and work to limit any zero-defect mentality. Recognizing the importance of long-term sustainability and

sharing and encouraging feedback (both positive and negative) should be a priority for all team members.

Leaders create positive climates by treating all fairly, maintaining open and candid communications between

other leaders and subordinates, and creating and supporting learning environments.

ASSESSING ENVIRONMENT

6-29. Leader behavior signals to every member of the organization what is and is not tolerated. The

members’ collective sense of the group—its organizational climate—is influenced by the leader’s values,

skills, and actions. Leaders must continuously assess the state of their organizational climates. Feedback from

climate assessments (see AR 600-20 and AR 600-100) assist leaders in this effort.

6-30. To accurately assess organizational climates, leaders can develop a focused plan of action as follows—

 Assess the unit. Observe those in the unit, gather feedback, and conduct focus group sessions of

the workplace. Chaplains may assist with ethical climate assessment through informal means or

by use of ethical climate assessment surveys (see GTA 22-06-001).

 Analyze gathered information to identify what needs improvement. After identifying what needs

improvement, begin developing courses of action for improvements.

 Select a plan of action to correct identified weaknesses. Gather important information, assess

limitations and risks associated with the various courses, identify available key personnel and

resources, and verify facts and assumptions. Attempt to predict outcomes for each possible course

of action. Based on predictions, select several leader actions to address target issues.

 Execute the plan of action by educating, training, or counseling subordinates; instituting new

policies or procedures; and revising or enforcing proper systems of rewards and punishment.

Periodically reassess the chosen actions.

BUILDING TRUST AND COHESION

6-31. Trust and cohesion are characteristics of the Army culture that have direct impacts on climate. Leaders

encourage subordinates to work together for the greater good while promoting pride in organizational

accomplishments. Subordinates trust leaders who underwrite their good faith efforts to act in accordance with

their leaders' intents. If the outcome is not what the leader expects, the leader and subordinate discuss the

problem and develop a strategy to get back on track.

6-32. Trust also follows when a team appreciates a concerted, honest effort even when the results are

incomplete. Army members gain confidence in leaders who enable them to achieve standards and demand

quality performance. Leaders build cohesive teams by setting and maintaining a collective mindset among

team members and enabling successful performance.

6-33. Conflict occurs when people disagree about ideas or feel their interests are threatened. Conflict does

not require the involvement of two people, nor is it necessarily based on facts. One person may be in conflict

with another, without the second person realizing it or being at fault. Leaders should identify and resolve

conflict before it affects personal and organizational functioning, good order and discipline, and cohesion.

6-34. Leaders should be able to resolve two kinds of conflicts: work-related and personal. Any given conflict

is likely to contain some level of both elements. Work-related conflict can stem from disagreement over a

course of action, workload perceptions, or the best steps for completing a specific task. Personal conflicts

generally stem from people who do not like or respect each other or some perceived grievance based upon

individual behavior. Leaders need to develop the skills to address both types of conflicts as rapidly and

effectively as possible. Conflicts that simmer lower the morale and duty performance of those involved and

can corrode an organizational cohesion when not quickly addressed.

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31 July 2019 ADP 6-22 6-7

ENCOURAGING INITIATIVE

6-35. Encouraging subordinates to exercise initiative can be a significant challenge. Those who are not in

leadership positions are sometimes reluctant to recognize when a situation calls for them to accept

responsibility and step forward. Climate largely shapes the degree to which unit members feel comfortable

exhibiting initiative and providing input. Leaders create the conditions for initiative by guiding others in

thinking through problems for themselves.

DEMONSTRATING CARE FOR PEOPLE

6-36. The nation entrusts the Army leader with its most precious commodity, its sons and daughters. Army

leaders embrace this responsibility and keep the well-being of their subordinates and their families in mind.

There are times when leaders place their subordinates in harm’s way; this is not because they do not care for

them, but because they have a duty to the Nation. Leaders also care for subordinates by maintaining their

training level so in the event of combat they are well prepared.

6-37. Leaders who respect those with whom they work will likely garner respect in return. Simple actions

can demonstrate respect and care, such as listening patiently or addressing families’ needs. Detecting change

in morale and actively seeking honest feedback about the health of individuals and the organization indicate

care.

ESPRIT DE CORPS, TRADITION, AND HISTORY

6-38. Historians describing great armies often focus on weapons, equipment, and training. They may mention

advantages in numbers or other factors easily analyzed, measured, and compared. However, many historians

place great emphasis on two factors not easily measured: esprit de corps and morale.

6-39. Esprit de corps is a traditional military expression that denotes the collective camaraderie and cohesion

within a unit. Morale is associated with an individual's sense of well-being—mental, spiritual, and physical.

Esprit de corps and individual morale are critical factors affecting mutual trust, cohesive teamwork, and the

commitment to persevere through adversity, challenges, and setbacks. Focus on customs, courtesies,

traditions, and reflection on the organization’s history and accomplishments strengthen esprit de corps.

Whether engaging enemy forces, establishing security for a lasting peace, or rebuilding a community

devastated by natural disaster, esprit de corps helps organizations overcome adversity and challenges.

Leaders who demonstrate genuine concern for the welfare of their subordinates strengthen morale. However,

leaders breed cynicism, compromise mutual trust, and degrade morale if they allow disconnects between

their words and deeds to occur.

6-40. Leaders who foster tradition and an awareness of history build camaraderie and unit cohesion,

becoming esprit de corps. Army members draw strength from knowing they are part of long-standing

tradition. Many of the Army’s everyday customs and traditions remind Soldiers they are the latest addition

to a long line of Soldiers. The uniforms, official ceremonies, music, salutes, military titles, organizational

history, and the Army Values are reminders of tradition. This sense of belonging lives in many veterans long

after they have left service. For many, service to the Nation remains the single most significant experience

of their lives.

6-41. Unit names such as the Big Red One, All American, Keystone Division, and Rainbow Division carry

extensive histories and traditions. To sustain tradition, leaders pass on the history that surrounds unit crests,

awards, decorations, and badges. Upholding traditions ensures the Army’s culture becomes integral to every

member of the Army team.

6-42. Table 6-2 on page 6-8 summarizes the competency creates a positive environment.

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6-8 ADP 6-22 31 July 2019

Table 6-2. The competency CREATES A POSITIVE ENVIRONMENT

Leaders establish and maintain positive expectations and attitudes to support effective work behaviors and healthy relationships. Leaders improve the organization while accomplishing missions. They should leave the organization better than it was when they arrived.

Fosters teamwork, cohesion, cooperation, loyalty and esprit de corps

 Encourages people to work together effectively.

 Promotes teamwork and team achievement to build trust.

 Draws attention to the consequences of poor coordination.

 Integrates new members into the unit quickly.

Encourages fairness and inclusiveness

 Provides accurate evaluations and assessments.

 Supports equal opportunity.

 Prevents all forms of harassment.

 Encourages learning about and leveraging diversity.

Encourages open and candid communications

 Shows others how to accomplish tasks while respectful and focused.

 Displays a positive attitude to encourage others and improve morale.

 Reinforces expression of contrary and minority viewpoints.

 Displays appropriate reactions to new or conflicting information or opinions.

 Guards against groupthink.

Creates a learning environment

 Uses effective assessment and training methods.

 Encourages leaders and their subordinates to reach their full potential.

 Motivates others to develop themselves.

 Expresses the value of interacting with others and seeking counsel.

 Stimulates innovative and critical thinking in others.

 Seeks new approaches to problems.

 Communicates differences between professional standards and a zero-defects mentality.

 Emphasizes learning from one’s mistakes.

Encourages subordinates to exercise initiative, accept responsibility, and take ownership

 Involves others in decisions and informs them of consequences.

 Allocates responsibility for performance.

 Guides subordinate leaders in thinking through problems for themselves.

 Allocates decision making to the lowest appropriate level.

 Acts to expand and enhance subordinate’s competence and self-confidence.

 Rewards initiative.

Demonstrates care for follower well- being

 Encourages subordinates and peers to express candid opinions.

 Addresses subordinates’ and families’ needs (health, welfare, and development).

 Stands up for subordinates.

 Routinely monitors morale and encourages honest feedback.

Anticipates people’s on-duty needs

 Recognizes and monitors subordinate’s needs and reactions.

 Shows concern for how tasks and missions affect subordinate morale.

Sets and maintains expectations for individuals and teams

 Clearly articulates expectations.

 Creates a climate that expects positive performance, recognizes superior performance, and does not accept poor performance.

 Challenges others to match the leader’s example.

DEVELOPS OTHERS

6-43. Army leaders, as stewards of the profession, place the needs of the Army as a whole above

organizational or personal needs. They have an obligation to be competent in their jobs and train subordinates

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31 July 2019 ADP 6-22 6-9

to be competent in their jobs. Effective leaders balance the long-term needs of the Army, the near-term and

career needs of their subordinates, and the immediate needs of their unit’s mission. All Army leaders have a

duty to prepare subordinates for responsibilities at the next level.

6-44. The Army develops leaders through three complementary domains. The institutional domain includes

Army centers and schools that provide functional and professional military education such as Airborne school

and the Army Management Staff College. The basic knowledge gleaned in the institutional Army develops

further through the operational domain. The operational domain encompasses all activities that allow leaders

to learn through experiences. Optimizing leader development in the operational domain requires a deliberate

approach to leader progression in the context of training events and operational deployments, where leaders

apply what they learned from schools to a wide variety of situations and environments. The self-development

domain encompasses what individuals do to pursue personal and professional development goals.

6-45. FM 6-22 provides techniques about how to create a leader development program and enhance leader

development. Effective leader development programs instill in all Soldiers and DA Civilians the desire and

drive to improve their professional knowledge and competencies. This approach prepares current and future

Army leaders for the challenges they face ahead.

EMPOWERING LEARNING

6-46. A leader has the responsibility to foster subordinates’ learning. Leaders explain the importance of a

particular topic or subject by providing context—how it will improve individual and organizational

performance. For instance, leaders discuss the significance of effective counseling with subordinates to help

them understand its impact in developing future leaders, achieving goals, managing expectations, and

improving organizations.

6-47. Learning from experience is not always possible—leaders cannot have every experience in training.

Taking advantage of what others have learned provides benefits without having the personal experience.

Leaders should share their experiences with subordinates through counseling, coaching, and mentoring

sessions; for example, combat veterans can share experiences with Soldiers who have not been in combat.

Leaders should also take the opportunity to write about their experiences, sharing their insights with others

in professional journals or books.

ASSESSING DEVELOPMENTAL NEEDS

6-48. An important step in developing others is to understand which areas are already strong and which

should be stronger. Leaders who know their subordinates understand where to encourage development.

Leaders observe new subordinates under different task conditions to identify strengths and weaknesses and

to see how quickly they pick up new information and skills.

6-49. Leaders continuously assess the developmental needs of their subordinates. They evaluate the

competence of their subordinates. They assess whether someone can meet the expectations of a new position.

They review the organization’s policies, status reports, and recent inspection results for indicators of weak

areas. They ask outgoing leaders for an assessment and meet with key people outside the organization.

Effective leaders periodically update their in-depth assessments since a thorough assessment enables gradual

and systematic changes without causing damaging organizational turmoil.

6-50. FM 6-22 provides indicators of leader performance and information on determining whether each

attribute and competency is a strength, meeting standard, or a developmental need. To objectively assess

subordinates over time, leaders—

 Observe and record subordinates’ performance in the core leader competencies.

 Determine if their performances meet, exceed, or fall below expected standards.

 Share observations with subordinates and provide an opportunity for them to comment.

6-51. Leader development doctrine furnishes detailed information on assessing individual capabilities and

expanding them through feedback, study, and practice. FM 6-22 provides learning activities for all leader

attributes and competencies. This information is useful whether a leader is developing self or others.

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COUNSELING, COACHING, AND MENTORING

6-52. Leaders have three principal roles in developing others. They provide knowledge and feedback through

counseling, coaching, and mentoring. Providing feedback is a common element of interacting with others,

regardless of developmental role or process. Feedback significantly contributes to development, accelerates

learning in day-to-day experiences, and translates into better performance. Providing feedback starts with

observation and accurate assessment of performance. Planning to make observations of a subordinate is the

first step in feedback. The best observations occur when subordinates engage in critical performance, interact

with others, or address a challenging problem. Keeping observation notes is useful when tracking multiple

subordinates. Table 6-3 provides a concise comparison of each approach to development (see page 6-11).

Counseling

6-53. Counseling is central to leader development. Counseling is the process used by leaders to guide

subordinates to improve performance and develop their potential. Subordinates are active participants in the

counseling process. During counseling, leaders help subordinates to identify strengths and weaknesses and

create plans of action. To make the plans work, leaders actively support their subordinates throughout the

implementation and assessment processes. Subordinates invest themselves in the process by being forthright

in their willingness to improve and being candid in their assessment and goal setting. Counseling is an integral

part of a comprehensive program to develop subordinates. With effective counseling, no evaluation report—

positive or negative—should be a surprise. A counseling program includes all subordinates, not just those

thought to have the most potential. See ATP 6-22.1 for more information on the counseling process.

Coaching

6-54. Coaching relies primarily on teaching and guiding to bring out and enhance capabilities already

present. Coaching is a development technique used for a skill, task, or specific behaviors. The coach helps

them understand their current level of performance and guides them to reach the next level of development.

Coaches should possess considerable knowledge in the area in which they coach others.

6-55. Coaches use all or some of the following approaches depending on the subordinate and situation:

 Focus Goals: This requires the coach to identify the specific purpose of the coaching session. Both

the person being coached and the coach need to discuss expectations. The coach communicates to

the individual the developmental tasks for the coaching session, which can incorporate results of

the individual’s 360-degree assessment and feedback report.

 Clarify the Leader’s Self-Awareness: The coach works directly with the individual to define both

strengths and developmental needs. During this session, the coach and the individual communicate

perceived strengths, developmental needs, and focus areas to improve performance. Both the

coach and the individual agree on areas of developmental needs.

 Uncover Potential: The coach facilitates self-awareness of the individual’s potential and

developmental needs by guiding the discussion with questions. The coach actively listens to how

the individual perceives potential. The aim is to encourage the free flow of ideas. The coach also

assesses the individual’s readiness to change and incorporates this into the session.

 Eliminate Developmental Barriers: The coach identifies developmental needs with the individual

and areas that may hinder self-development. The coach helps the individual determine how to

overcome barriers to development and implement an effective plan to improve performance. The

coach helps identify potential sources of support for implementing an action plan.

 Develop Action Plans: The coach and the individual develop an action plan defining actions that

can improve performance within a given period. The coach uses a developmental action guide to

communicate those self-directed activities the individual can accomplish to improve performance

in a particular competency.

 Follow-Up: After the initial session, the coach should conduct a follow-up as part of a larger

transition. Additionally, participants should provide feedback concerning the effectiveness of the

assessment, the usefulness of the information received, and progress made. Coaches provide

frequent informal feedback and timely, proactive, formal counseling to regularly inspire and

improve subordinates.

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31 July 2019 ADP 6-22 6-11

Mentoring

6-56. Mentorship is the voluntary developmental relationship that exists between a person of greater

experience and a person of lesser experience that is characterized by mutual trust and respect (AR 600-100).

The following generally characterize mentorship:

 Mentoring takes place when the mentor provides a less experienced leader with advice and counsel

over time to aid professional and personal growth.

 The developing leader often initiates the relationship and seeks counsel from the mentor. The

mentor takes initiative to check on the well-being and development of the leader.

 Mentorship affects personal development (maturity, interpersonal and communication skills) as

well as professional development (technical, tactical, and career path knowledge).

 Mentorship empowers the Army to maintain a highly competent set of leaders.

 The strength of a mentoring relationship relies on mutual trust and respect. Protégés carefully

consider assessment, feedback, and guidance; these become valuable for growth to occur.

6-57. Mentoring relationships exist outside the superiorsubordinate relationship. Supportive mentoring

occurs when a mentor does not outrank the person mentored, but has extensive knowledge and experience to

share. Mentoring relationships may occur between peers and between senior NCOs and junior officers; thus,

mentoring can occur across many levels of rank. Civilian leaders and senior civilian subordinates can provide

a substantial mentorship resource for training and integration of military and civilian personnel. Often, this

relationship extends past the time where one party has left the other’s chain of command.

6-58. While many associate mentoring with improving duty-related performance and growth, mentoring may

include a spiritual dimension. A chaplain or other spiritually trained individual may play a significant role in

advising individuals regarding spiritual issues to help clarify and develop personal and professional identity,

purpose, motivation, and resiliency in adversity.

Table 6-3. Counseling—Coaching—Mentoring Comparison

Counseling Coaching Mentoring

Purpose

Review past or current performance to sustain and improve current or future performance.

Guide learning or improvement skills.

Provide guidance focused on professional or personal growth.

Source Rater, chain of command. Assigned coach or trainer with special knowledge.

Those with greater experience.

Interaction As a formal or informal conversation between superior and subordinate.

During practice or performance between a coach/trainer and the individual, observation, guidance.

Conversation on a personal level.

How it works

The counselor identifies the need, prepares for the session, conducts counseling to encourage subordinate’s active participation, sets goals, and checks on progress.

The coach demonstrates a skill, observes performance, and provides guidance and feedback.

The mentor applies experience to guide the protégé, shares knowledge, provides challenges, and addresses questions.

Outcome

Formal (Individual Development Plan) or informal goals for sustainment and improvement.

Behaviors identified for improvement, higher performance level.

Personal commitment to career choices, intent to improve, or better knowledge.

Requirement Required—develop and counsel all subordinates.

Required or voluntary. Voluntary, mutual agreement.

Occurrence

Prescribed times IAW performance evaluation or upon event when rater determines a need.

Training or performance events.

Initiated by either party.

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OPERATIONAL DEVELOPMENT

6-59. Working in real settings—solving real problems with actual team members—provides challenges and

conditions where leaders see the significance of leadership and practice their craft. Good leaders encourage

subordinates to develop in every aspect of daily activities and should seek to learn every day themselves. The

operational domain includes the three factors of leader, led, and situation and provides real tasks with

feedback. This combination provides ideal conditions for development. Planning that includes identification

and creation of learning opportunities for leaders promotes development. FM 6-22 provides techniques for

how to plan and ensure a mindset to develop leaders. Integrating leader development into the organization

creates a positive, learning climate, builds an expectation that leader development is a priority, and produces

improved individual and unit readiness.

6-60. Good leaders seek ways to define duties to prepare subordinates for responsibilities in their current

position or next assignment. Assigning a leader to set up and control a firing range is an opportunity to coach

them on working with sister units and ways to train Soldiers. The DA Civilian intern program is another

example where duty performance is used for development. Leaders can rotate into special duty assignments

to give them broad leadership experiences and be given stretch assignments or tasks to accelerate their

development.

6-61. Leaders are responsible for ensuring subordinates receive the appropriate education, training, and

experiences at the proper time for promotion as well as increasing their potential in current and future

assignments. Self-development can occur anywhere, so it is also an important aspect of development in

organizations. Individuals must be active participants in their developmental process. They must not wait for

a leader or mentor to choose them but have the responsibility to be proactive in their own development. Every

Army officer, NCO, Soldier, and DA Civilian should identify personal strengths and areas for improvement.

Each individual should then determine a developmental plan. Some strategies to use in planning development

are—

 Ask questions and pay attention to experts.

 Read and study.

 Observe those in leadership positions.

 Find educational opportunities (civilian, military, and correspondence).

 Seek and engage in new and varied opportunities.

DEVELOPING TEAMS

6-62. A team is any collection of people that functions together to perform a mission or collective task.

Teams that work well have an advantage of increasing motivation and accountability among members.

Developing close teams takes hard work, patience, and interpersonal skill on the part of the leader (see

ATP 6-22.6). Because high-functioning teams complete missions on time with given resources and a

minimum of wasted effort, they are a worthwhile investment. In war and peace, cohesive teams, operating

with mutual trust, accomplish the missions more effectively than those lacking trust and cohesion. Hallmarks

of cohesive teams include—

 Trusting each other and being able to predict what each will do.

 Working together to accomplish the mission.

 Executing tasks thoroughly and quickly.

 Meeting and exceeding standards.

 Adapting to demanding challenges.

 Learning from their experiences and developing pride in accomplishments.

6-63. Leaders must guide teams through three developmental stages: formation, enrichment, and

sustainment. Leaders remain sensitive to the fact that teams develop differently and the boundaries between

stages are not absolute. The results can determine what to expect of the team and what improves its

capabilities. Understanding the perspectives of team members is important. Leaders understand that the

national cause, mission, purpose, and many other concerns may not be relevant to the Soldier’s perspective.

Regardless of larger issues, Soldiers perform for others on the team, for the Soldier on their right or left. A

fundamental truth is that Soldiers accomplish tasks because they do not want to let each other down.

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31 July 2019 ADP 6-22 6-13

Developing close teams takes hard work, patience, and interpersonal skill on the part of the leader (see

ATP 6-22.6).

Formation Stage

6-64. Although Army leaders generally do not select most of their team members, they have the

responsibility to ensure their teams are high performing units. Teams work best when new members quickly

feel a part of the team. There are two critical steps of the formation stage: reception and orientation.

Reception

6-65. Reception is the leader’s welcome to new members of the organization. Time permitting, reception

should include a personal introduction. Initially, all new team members will be concerned about fitting in and

belonging. As teams receive new personnel, they try to diminish the uncertainty for the new team member.

This is a team responsibility, not just a leader’s responsibility.

Orientation

6-66. Orientation begins with meeting other team members, learning the layout and schedule of the

workplace, and generally understanding conditions. In combat, leaders may not have much time to orient

new team members. Leaders pair new arrivals with more experienced Soldiers to help orient them.

6-67. Leaders play a pivotal role in how a team forms and works together. During team formation, leaders

assess skills and expertise present on the team and determine how to best apply them. Leaders provide

direction and reinforce the norms within the teams, and communicate performance standards.

Enrichment Stage

6-68. During the enrichment stage, teams strengthen relationships between members and focus on team

objectives. Members become accountable to and for the team. New members gradually move from

questioning everything to trusting themselves, their peers, and their leaders. Trusted team members are more

willing to resolve differences of opinion and fact, suspend doubt, and concentrate on duties and missions.

Leaders learn to trust by listening, establishing clear lines of authority, and enforcing standards. Leaders

should understand indicators of distrust such as persistent defense of personal opinion, conflict avoidance,

suspicion about others’ motivation, and ignoring the importance of team membership. Leaders improve trust

and build morale by getting to know members, communicating truthfully, treating them fairly, and

recognizing good work and teamwork.

6-69. Cohesion is the bond of relationships and motivational factors that help a team stay together. A

cohesive team puts aside its differences and chooses to work together. Cohesive teams achieve greater

success, feeding a sense of greater team competence, commitment, and confidence. These factors increase

cohesion and contribute to the willingness to undertake new challenges and overcome hardship.

Sustainment Stage

6-70. During this stage, members identify as a “team.” They own it, have pride in it, and want team success.

There is pride in knowing that individuals are part of a recognized organization: best squad, best tank crew,

or best dining facility. Recognition elevates the professional status of the team members. While not all teams

can achieve this level of recognition, the team’s attitude about its capabilities elevates motivation and the

desire to meet new challenges.

6-71. Teams may encounter difficulties in the sustainment stage. Leaders watch for signs of complacency

and intervene by reinforcing good interaction practices and holding the team to standard. Changes for which

the team is not prepared can be another challenge for the leader. Shared experiences and regular training

allow teams to address unexpected changes in situations. Empowering the team to improve coordination and

standing operating procedures can strengthen its ability to handle change.

6-72. Key responsibilities of the team leader in all stages of team building and teamwork include trust,

cooperation, task commitment, accountability, and the work to be completed. When any of these erodes—

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6-14 ADP 6-22 31 July 2019

trust is broken, conflict arises, commitments are disregarded, members are not accountable, or work goes

undone—the leader must step in and guide the team back on track.

6-73. Table 6-4 summarizes the competency develops others.

Table 6-4. The competency DEVELOPS OTHERS

Leaders encourage and support others to grow as individuals and teams. They facilitate the achievement of organizational goals through developing others. They prepare others to assume new positions elsewhere in the organization, making the organization more versatile and productive.

Assesses developmental needs of others

 Determines strengths and weaknesses of subordinates under different conditions.

 Evaluates subordinates in a fair and consistent manner.

 Assesses tasks and subordinate motivation to consider ways to improve work assignments, cross-train on tasks, and accomplish missions.

 Designs ways to challenge subordinates to improve weaknesses and sustain strengths.

 Encourages subordinates to improve processes.

Counsels, coaches, and mentors

 Improves subordinate’s understanding and proficiency.

 Uses experience and knowledge to improve future performance.

 Counsels, coaches, and mentors subordinates, subordinate leaders, and others.

Facilitates ongoing development

 Maintains awareness of existing individual and organizational development programs and removes barriers to development.

 Supports opportunities for self-development.

 Arranges training opportunities for subordinates to improve self-awareness, confidence, and competence.

 Encourages subordinates to pursue institutional learning opportunities.

 Provide subordinates information about institutional training and career progression.

 Maintains resources related to development.

Builds team or group skills and processes

 Presents challenging assignments for team or group interaction.

 Provides resources and support for realistic, mission-oriented training.

 Sustains and improves relationships among team or group members.

 Provides feedback on team processes.

STEWARDS THE PROFESSION

6-74. Leaders take care of the Army profession by applying a mindset that embodies cooperative planning

and management of all resources, but especially providing for a strong Army team both now and in the future.

Leaders actively engage in sustaining full military readiness and preventing the loss of effectiveness as far

into the future as possible. Leaders support developmental opportunities for subordinates such as professional

military education attendance, key developmental assignments in other organizations, and attendance at

Army schools. Leaders also make decisions and take action to improve the organization beyond their tenure.

Table 6-5 summarizes the competency stewards the profession.

SUPPORTING PROFESSIONAL AND PERSONAL GROWTH

6-75. Developing multiskilled leaders is the goal of preparing self and subordinates to lead. An adaptable

leader will more readily comprehend the challenges of constantly evolving conditions, demanding not only

warfighting skills, but also creativity Army leaders who reflect upon their experiences and learn from them

will often find better ways of doing things. Leaders must employ openness and imagination to create effective

organizational learning conditions. Effective leaders are not afraid to underwrite mistakes. They allow others

to learn from them. This attitude allows growth into new responsibilities and adaptation to inevitable changes.

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31 July 2019 ADP 6-22 6-15

IMPROVING THE ORGANIZATION FOR THE LONG-TERM

6-76. Leaders demonstrate stewardship when they act to improve the organization beyond their own tenure.

Improving the organization for the long-term is deciding and taking action to manage people or resources

when the benefits may not occur during a leader’s tour of duty with an organization.

Table 6-5. The competency STEWARDS THE PROFESSION

Leaders take care of the Army profession by applying a mindset that embodies cooperative planning and management of all resources, but especially providing for a strong Army team. Leaders actively engage in sustaining full military readiness and preventing the loss of effectiveness as far into the future as possible.

Supports professional and personal growth

 Supports developmental opportunities for subordinates such as professional military educaiton attendance, key developmental assignments in other organizations, and broadening assignments.

Improves the organization  Makes decisions and takes action to improve the organization beyond their

tenure.

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31 July 2019 ADP 6-22 7-1

Chapter 7

Achieves

The truly great leader overcomes all difficulties, and campaigns and battles are nothing

but a long series of difficulties to overcome. The lack of equipment, the lack of food, the

lack of this or that are only excuses; the real leader displays his quality in his triumphs

over adversity, however great it may be.

General of the Army George C Marshall Graduation address to the first Officer Candidate School class (1941)

GETS RESULTS

7-1. Gets results is the single achieves competency and relates to actions of leading to accomplish tasks and

missions on time and to standard. Getting results requires the right integration of tasks, roles, resources, and

priorities. Getting results focuses tasks, priorities, people, and other resources to achieve the desired

outcomes. Leaders are ready to take action all the time to achieve outcomes and make necessary adjustments

for success. Leaders also work to sustain or improve the organization’s performance by assessing and giving

feedback as they execute and make adjustments. Table 7-1 summarizes the competency gets results (see

page 7-3).

PURPOSE

7-2. A leader’s primary purpose is to accomplish the mission. Leadership builds and guides the effective

organizations necessary to do so. Leaders require a focus on the future that views building and maintaining

effective organizations as critical to mission accomplishment. Building effective Army organizations serves

the larger purpose of mission accomplishment. Mission accomplishment takes priority over everything else,

especially in combat where their unit may be at risk of destruction.

7-3. Achieves embraces all actions to accomplish tasks on time and to standard by—

 Providing direction, guidance, and priorities.

 Assessing, adjusting, and continuing mission.

PROVIDING DIRECTION, GUIDANCE, AND PRIORITIES

7-4. Many matters consume a leader’s time and attention. Leaders have obligations that are far ranging and

at times are contradictory. Leaders make these challenges transparent to their subordinates whenever

possible. Leaders are responsible to create conditions that enable subordinates to focus and accomplish

critical tasks. They do this by minimizing distractions and prioritizing what they need to accomplish within

the commander’s intent. Leaders are responsible for anticipating the consequences of any action. Thorough

planning is beneficial, but anticipating second- and third-order effects requires imagination, vision, and an

appreciation of other people, talents, and organizations.

7-5. When communicating the mission, leaders provide clear guidance so subordinates and others

understand the mission and their commander’s intent. Leaders ensure tasks are within the capabilities of the

organization and do not detract from the ability to accomplish the mission. If leaders are unable to deconflict

the friction between taskings, they should seek relief by approaching superiors with the impact on their

critical task and possible alternative courses of action.

7-6. All leaders understand that change is inevitable. Army leaders prepare their organizations to adapt. It

does not matter if the unit is on block leave, in a garrison support cycle, or in the most intense firefight.

Leaders focus their subordinates on what they need to do to accomplish the mission. This allows subordinates

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7-2 ADP 6-22 31 July 2019

to know where to place effort or what not to do. Leaders monitor their subordinates to ensure they are

handling the stress that a task or mission places on them. Even in the most mundane or dangerous situations,

there are opportunities to restore or build morale.

7-7. All leaders have a responsibility to ensure resources are available and used wisely. Managing resources

requires different approaches and different skills. Resources can take the form of money, materiel, personnel,

or time. Getting resources can be a relatively straightforward process, such as putting in an ammunition

request through established support channels for an upcoming range. Other times, a leader may need to be

more creative and resourceful in securing resources for a complex task.

7-8. Ultimately, a leader must decide how to best allocate resources to accomplish the mission. Leaders

need to deal openly and honestly with their allocation decisions and be prepared to handle reactions from

those who feel the leader handled their requests unfairly or ineffectively.

7-9. When teams stress over high workloads, leaders should intervene to prioritize tasks and mitigate the

causes or symptoms of seemingly insurmountable workloads. As a preventive step, planning aids even

distribution of tasks—mission prioritization allows followers to know where to place effort or what to delay

or suspend. Other measures require leaders to shield or protect subordinates from excessive taskings when

possible and to ensure appropriate resources are available. A long-term measure is to develop individuals and

train teams through cross training to be capable of assuming high workload levels. Effective communications

allows members to prepare themselves to handle greater levels of workload or handle the effects of stress

that the workload places on them. Morale-building activities, wellness and resilience steps, and granting

breaks from operational rigors when possible, can also help address stress. Successful organizations have

leaders who understand workload levels and are proactive in mitigating stress or stressors.

7-10. Many leaders struggle with delegation, from the newly promoted to the most experienced who simply

take on too much. Moving from an individual contributor to overseeing the efforts of others can be

challenging. It requires leaders to spend their time differently and develop different skill sets this includes

balancing workloads and avoiding overtasking subordinates. Some leaders may experience the opposite

situation by delegating too much. Some basic guidelines apply to all leaders:

 Delegating improperly, or failing to delegate at all, leads to organizational failure.

 A leader’s role is to ensure the task is accomplished, not to complete the task personally.

 While completing daily, weekly, and monthly planning and reflection, leaders ask, “What am I

doing that I should delegate?" “What do I delegate that I should not?”

 Leaders cannot develop subordinates without delegating to them.

 Leaders cannot adjust and expand their unit’s capabilities without delegating.

ASSESSING, ADJUSTING, AND CONTINUING MISSION

7-11. The ability to assess a situation accurately and reliably against desired outcomes, established values,

and ethical standards is a key way for leaders to achieve consistent results and mission success. Assessment

occurs continually during planning, preparation, and execution; it is not solely an after-the-fact evaluation.

Accurate assessment requires instinct and intuition based on experience and learning. Accurate assessment

requires reliable and valid information. Leaders take action based on their assessments to reset or keep tasks

and missions on track. Leaders periodically assess individual and organizational weaknesses to prevent

mishaps and mission failure. Accurate assessment is essential to developing subordinate leadership, training

management, and initiating improvements.

7-12. To accomplish missions consistently, leaders need to maintain motivation within the team. One of the

best ways to do this is to recognize and reward good performance. Leaders who recognize individual and

team accomplishments promote positive motivation and actions for the future. Recognizing individuals and

teams in front of superiors and others gives those contributors an increased sense of worth. Leaders seek

opportunities to recognize the performance of their subordinates. They do this by crediting their subordinates

for the work they do. Sharing credit has enormous payoffs in terms of building trust and teams.

7-13. Army members take advantage of opportunities and encourage ideas to improve the performance of

themselves, subordinates, and their organizations. Leaders encourage a mindset that strives for increased

effectiveness and efficiencies. Army members do the following to improve performance:

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31 July 2019 ADP 6-22 7-3

 Ask questions about how to perform tasks better.

 Anticipate the need for change and action.

 Analyze tasks to determine better ways to achieve desired end states.

 Identify ways to improve unit or organizational procedures.

 Leverage technologies to improve effectiveness.

 Demonstrate and encourage critical and creative thinking.

7-14. Leaders need to encourage ideas for improvement. Leaders should guard against discouraging ideas

and encourage subordinates to present new ideas. The concept of improvement applies equally to the

organization as well as to the individual. These and similar phrases kill initiative and discourage others from

implementing changes to improve the organization:

 We tried that before.

 There’s no budget for that.

 You misunderstood my request—don’t rock the boat.

 We do not have time for that.

 This is the way we have always done it.

 That is not a priority.

Table 7-1. The competency GETS RESULTS

A leader’s ultimate purpose is to accomplish organizational missions. A leader gets results by providing guidance and influence while managing resources, as well as performing the other leader competencies. Gets results focuses on consistent task accomplishment through supervising, managing, monitoring, and controlling work.

Prioritizes, organizes, and coordinates taskings for teams or other organizations structures/groups

 Ensures the course of action achieves the desired outcome through planning.

 Organizes groups and teams to accomplish work.

 Ensures subordinates can execute all tasks in the time available and in the correct sequence.

 Limits overspecification and micromanagement.

Identifies and accounts for capabilities and commitment to task

 Considers duty positions, capabilities, and developmental needs when assigning tasks.

 Conducts initial assessments to assume a new task or position.

 Keeps followers focused on vision, intent, directive, and plan.

Designates, clarifies, and deconflicts roles

 Establishes and employs procedures for monitoring, coordinating, and regulating subordinate’s actions and activities.

 Mediates peer conflicts and disagreements.

Identifies, contends for, allocates, and manages resources

 Tracks people and equipment.

 Allocates adequate time for task completion.

 Allocates time to prepare and conduct rehearsals.

 Continually seeks improvement in operating efficiency, resource conservation, and fiscal responsibility.

 Attracts, recognizes, and retains talent.

Removes work barriers

 Protects organization from unnecessary taskings and distractions.

 Recognizes and resolves scheduling conflicts.

 Overcomes obstacles preventing accomplishment of the mission.

Recognizes and rewards good performance

 Recognizes individual and team accomplishments; rewards appropriately.

 Credits subordinates for good performance; builds on successes.

 Explores reward systems and individual reward motivations.

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7-4 ADP 6-22 31 July 2019

Table 7-1. The competency GETS RESULTS (continued)

Seeks, recognizes, and takes advantage of opportunities to improve performance

 Asks incisive questions.

 Anticipates needs for actions; envisions ways to improve.

 Acts to improve the organization’s collective performance.

 Recommends best methods to accomplish tasks; uses information and technology to improve individual and group effectiveness.

 Encourages staff to use creativity to solve problems.

Makes feedback part of work processes

 Gives and seeks accurate and timely feedback.

 Uses feedback to modify duties, tasks, procedures, requirements, and goals.

 Uses assessment techniques and evaluation tools (such as after action reviews) to identify lessons learned and facilitate consistent improvement.

 Determines the appropriate setting and timing for feedback.

Executes plans to accomplish the mission

 Schedules activities to meet commitments in critical performance areas.

 Notifies peers and subordinates in advance of required support.

 Keeps track of task assignments and suspenses; attends to details.

 Adjusts assignments, if necessary.

 Assesses progress toward mission accomplishment, provides additional guidance, or resets the team as necessary.

Identifies and adapts to external influences on the mission and organization

 Gathers and analyzes relevant information about changing conditions.

 Determines causes, effects, and contributing factors of problems.

 Considers contingencies and their consequences.

 Makes necessary, on-the-spot adjustments.

31 July 2019 ADP 6-22 8-1

Chapter 8

Leadership in Practice

But once war is forced upon us, there is no other alternative than to apply every available

means to bring it to a swift end.

General of the Army Douglas MacArthur Farewell address to Congress (1951)

LEADERS AND CHALLENGES

8-1. Contextual factors and operational challenges affect leaders, their subordinates, and accomplishment

of the mission. This chapter builds upon the foundation of attributes and examines dynamic factors—positive

and negative—that may arise when applying leadership across different areas and contexts.

8-2. The nature of large-scale combat operations creates situations where leaders may send Soldiers and

entire units into harm's way knowing they may not survive. Army leaders perform this solemn duty because

war demands nothing less than total commitment to accomplish the larger mission. The purpose, direction,

and motivation Army leaders provide Soldiers and units is made in good faith that personal sacrifices serve

the greater good of the Army and the Nation.

Third Battalion, 358th Infantry Regiment Mahlman Line—10-12 July 1944

The officers and men displayed great courage, endurance, and dogged determination in the attack through the dense Foret de Mont Castre, France, against the position known as the Mahlman Line, a part of the main enemy defensive line. It consisted of dug-in positions, cunningly camouflaged in the tangled underbrush, and other devices that maximized the natural defensive qualities of the area. Despite repeated fierce enemy counterattacks, the battalion relentlessly drove forward and eliminated a battalion of parachute infantry and a company of parachute engineers, both of which were part of the elite 5th German Parachute Division. By the end of the first day, the battalion commander and 11 of the 17 company officers were casualties, but the advance had progressed to within 75 yards of the initial objective. The following day the remnants of the three rifle companies (one had only 20 Soldiers), reorganized into one composite company with a strength of 126 and commanded by a lieutenant. In a renewed charge, the depleted battalion overran the objective, killed 40 enemy, and captured eight machine guns, bazookas, and mortars. As it left the forest, the consolidated unit, retaining its aggressiveness, fought with exceptional daring and great skill to take successive objectives. The battalion’s break-through of the enemy’s main position contributed materially to the division’s advance. The inspiring leadership and gallantry displayed by all garnered the unit the Presidential Unit Citation.

LEADERS AND COURAGE

8-3. Army leaders accept the responsibility to develop and lead others to achieve results. All members of

the Army swear an oath to support and defend the Constitution of the United States against all enemies,

foreign and domestic. This oath subordinates the military leader to the laws of the Nation and its elected and

appointed leaders, creating a distinct civil-military relationship. Fulfilling that oath, leaders will face—and

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have to overcome—fear, danger, and physical and moral adversity while caring for those they lead and

protecting the organization entrusted to them.

8-4. Taking the initiative to make something happen requires more personal courage rather than standing

by or withdrawing and hoping events will turn out well. Leaders require personal courage in many conditions:

confronting problems of discipline or disorderly conduct, leading Soldiers in harm's way, needing innovation

or adaptation to do something never done before, being candid with a superior about a risky or improper

course of action, deferring to a more technically competent subordinate, or freeing units and personnel to

solve problems. Leaders must have the courage to make tough calls, to discipline or demand better when

required. Consistent and fair leaders will earn the respect of their followers.

Remagen Bridgehead Remagen, Germany—7 March 1945

On the Ludendorf Bridge crossing the Rhine, Combat Command B, 9th Armored Division—headed by the 27th Armored Infantry Battalion—with "superb skill, daring, and esprit de corps" successfully effected the first bridgehead across Germany's formidable river barrier and contributed decisively to the enemy’s defeat. The 27th Battalion reached Remagen and found the bridge intact but mined for demolition. Although its destruction was imminent, without hesitation and in face of heavy fire, infantrymen rushed across the structure and seized the surrounding high ground with energy and skill. The entire episode illustrates a high degree of initiative, leadership, and gallantry toward which all armies strive but too rarely attain, and won the Distinguished Unit Citation.

8-5. A self-aware leader will learn from each decision and action; with guidance from superiors, the leader

will grow in confidence. Resilient and fit leaders have the psychological and physical capacity to bounce

back from life's stressors to thrive in an era of persistent conflict.

LEADERSHIP AND MANAGEMENT

8-6. Leadership and management both cover the actions to influence, motivate, provide purpose and give

direction to others, and to sustain and improve the organization. Both add order to situations by planning,

controlling, coordinating human, and material resources and by communicating with and gaining

commitment from others. Management is complementary to leadership and applies to maintaining order,

achieving efficiency, and complying with law. Processes, resources, and systems are things that leaders must

manage. Leaders manage personnel as an important resource, but they lead people as individuals and groups

to accomplish missions. Management is one of the skills that leaders need more as the scope and scale of

their responsibilities increase over the course of a career. Successful management requires understanding

about policy, regulations, and the procedural aspects of how an organization functions as part of a larger

organization. The leader attributes and competencies apply to management as well as to leadership.

ADAPTABILITY AND VERSATILITY

8-7. The Army recognizes that it faces highly adaptive enemies and operates within dynamic, ever-changing

conditions. Sometimes conditions change suddenly and unexpectedly from a calm, relatively safe operation

to a close combat situation. Other times conditions differ (such as day to night) and leaders adapt.

Adaptability is the ability to influence conditions and respond effectively to changing threats and situations

with appropriate, flexible, and timely actions. Leaders develop their skill sets over time and learn what to

apply in given situations. This demonstrates versatility. Versatility is having the ability to succeed across a

spectrum of demanding, tough situations. Versatility increases the likelihood of effective adaptability by

being trained and ready with multiple capabilities. The leader must be willing to deviate from usual, ingrained

approaches. Together, adaptability and versatility improve a leader’s ability to anticipate and react

appropriately to change.

Leadership in Practice

31 July 2019 ADP 6-22 8-3

ADAPTABILITY

8-8. Adaptable leaders are comfortable with ambiguity. They are flexible and innovative—ready to face

the challenges with available resources Adaptability has two key components:

 Ability to identify essential elements critical for performance in each new situation.

 Ability to change practices or the unit to meet the requirement for change.

8-9. Experienced leaders recognize when conditions change. As conditions change, leaders apply their

experiences to determine a way forward. Leaders exhibit this quality through critical thinking, creative

thinking, willingness to accept risk, displaying comfort with ambiguity, and the ability to adjust rapidly while

continuously assessing the situation.

8-10. Highly adaptable leaders have the proper frame of mind for operating under mission orders. Adaptable

leaders can quickly assess the situation and determine skills needed to address it. If skills learned in the past

are not sufficient for success under new conditions, adaptable leaders seek to apply new or modified skills.

8-11. Adaptive leadership includes being an agent of change. This means encouraging others to recognize

conditions are changing and build consensus as change occurs. As consensus builds, adaptive leaders

influence the course of the organization. Depending on the immediacy of the problem, adaptive leaders may

use several different methods for influencing their organization.

8-12. Adaptability takes effort to develop. To become adaptable, leaders must challenge their previously

held ideas and assumptions by seeking out novel and unfamiliar situations. Leaders who remain safely inside

their comfort zone (current level of education, training, and experience) are less likely to recognize change

or understand inevitable changes in conditions. Mindsets affect adaptability. Developing a few systematic

ways of thinking encourages adaptability. These include open-mindedness, ability to consider multiple

perspectives, not jumping to conclusions about what a situation is or means, willingness to take risks, and

being able to overcome setbacks. To become more adaptable, leaders should—

 Embrace opportunities to adapt. Leaders must go beyond what they are comfortable with and

experience the unfamiliar through diverse and dynamic challenges. For example, the Army’s best

training uses thinking like an enemy (red teaming) to enable leaders to recognize and accept that

no plan survives contact. Training to improve adaptability should include changing conditions and

scenarios so that training does not become routine.

 Seek challenges. Leaders must seek out and engage in assignments that involve major changes in

the environment. Leaders can be specialists, but their base of experience should still be broad. As

the breadth of experience accumulates, so does the capacity to adapt. Leaders exposed to different

types of thinking, different people and cultural norms, everyday changes in execution, and new

challenges will learn the value of adaptation. They carry forward the skills to develop adaptable

Soldiers, DA Civilians, units, and organizations.

VERSATILITY

8-13. Experiences form the basis of how people react to certain situations. A broader experience base offers

greater opportunity to be a versatile leader. Versatile leaders seek opportunities to expand their experiences.

They also understand the need to develop these same characteristics and qualities in their subordinates and

teams. To promote a climate that promotes versatility, leaders maintain standards and accept constructive

feedback without threat of repercussion or blame. Instead, they challenge subordinates to think in new ways

and build a broader set of trained and practiced responses.

8-14. Leaders lacking adaptability and versatility enter every situation in the same manner and often expect

their experience in one position to carry them to the next. Consequently, they may use ill-fitting or outdated

approaches that may result in poor performance in new conditions or outright failure. Determining when and

how to adapt is important. Adaptability and versatility do not produce certainty that change will improve

results. Sometimes, persistence on a given course of action may have merit over change.

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CHALLENGES OF AN OPERATIONAL ENVIRONMENT

8-15. Each situation a leader faces is unique and brings new challenges. Some challenges are predictable

based on experiences; some are unpredictable, surfacing because of a situation or place in time. Leaders must

be prepared to face the effects of stress, changing technology, fear in combat, geopolitical climate, and

external influences from the media.

8-16. Future leaders must be adept at operating in ambiguity and chaos while possessing technical and

professional expertise that enables cognitive overmatch of the enemy. Awareness, proper training, and open,

frank discussion mitigate some of these factors. Army leaders must consider these external influences and

plan accordingly. An effective leader recognizes the need to adapt in changing situations.

EVOLVING THREATS

8-17. Agility and adaptability at all levels of Army organizations are important to address unanticipated

situations. The Army must adapt to constantly evolving threats while taking advantage of the latest

technological innovations and adjusting to societal changes. The uncertain nature of the threat will always

have major effects on Army leadership.

MEDIA

8-18. The media can be both an asset and impediment to leadership. Embedded media can tell the story from

the Soldier’s perspective to an anxious nation at home. The media can provide real-time information,

sometimes unfiltered and raw, which the enemy could exploit as a means to change the international political

climate. Leaders must understand the speed and scrutiny of continuous news coverage and that the enemy

does not bear the same responsibility for telling the truth. Leaders must be wary of propaganda and critically

assess the accuracy of media reports and seek information from reliable sources.

8-19. The media not only report the situation, but also affect the situation. Leaders must train subordinate

leaders and Soldiers to work with the media, understand the effects of pervasive media, and understand the

long-term effects of stories and images. Commanders synchronize actions and messages to inform domestic

audiences and influence selected foreign audiences (see FM 3-13).

JOINT AND MULTINATIONAL CONDITIONS

8-20. Soldiers often find themselves serving with members of other Services, allies, and partner nation

forces. Understanding the unique cultures and subcultures of these various groups can be essential to success

in a volatile and changing world.

8-21. Leaders should recognize the existence of subcultures such as law enforcement, special operations

forces, and medical and branch-specific communities. Consequently, leaders involved in conducting

operations need to understand how members of these specialized units train and work. Often, specialized

units approach missions from a different perspective and sometimes use unconventional methods to

accomplish them. These functional subcultures can be useful as a means to exchange knowledge and provide

solutions when the Army needs answers from subject matter experts.

GEOPOLITICAL SITUATION

8-22. Though technology and economic ties interconnect the world, the world remains diverse in terms of

religions, cultures, living conditions, education, and health. Within the political sphere, maintaining presence

in foreign countries through a careful mix of diplomatic and military arrangements remains an important

challenge. Leaders must be aware that the balance between diplomacy and military power is fragile. Army

leaders must consistently consider the effect on local civilians, as well as on cultural and religious treasures,

before committing forces.

8-23. Leaders can expect to operate under many different conditions worldwide. While most Soldiers speak

English as their first language, continued deployments and global interaction require an understanding of

other languages and cultures. Leaders will need to become multilingual and study the cultures and histories

of other regions of interest. Technology provides a vehicle for gaining geopolitical knowledge.

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31 July 2019 ADP 6-22 8-5

TECHNOLOGY

8-24. While the stresses of combat have been constant for centuries, another aspect of the human dimension

has assumed increasing importance—the effect of rapid technological advances on organizations and people.

Technological changes and the speed at which they occur force the Army and its leaders to adapt and respond.

8-25. Army leaders must stay abreast of technological advances and their applications, advantages, and

requirements. Together with technical specialists, leaders can make technology work for the Soldier. Properly

integrated technology can increase operational effectiveness, survivability, and lethality.

8-26. Technological challenges facing Army leaders include—

 Learning the strengths and vulnerabilities of different technologies that support the organization

and its mission.

 Considering the ethical implications of advanced technologies.

 Thinking through how the organization will operate with other less or more technologically

complex organizations, such as operating with unified action partners.

 Considering technological effect on the time available to analyze problems, decide, and act. Events

happen faster today and the stress encountered as an Army leader is correspondingly greater.

 Using technology to influence dispersed teams given the increasing availability and necessity to

use reachback and split-based operations.

8-27. Technology can lead to operational issues. A growing reliance on 'Global Positioning System (GPS)

navigation technology since the Desert Storm era decreased emphasis on manual land navigation skills in

training, rendering forces vulnerable if the technology fails. Leaders determined how to exploit GPS

technology while guarding against its weaknesses through improved training. This included reintroducing

essential land navigation training and detailed instructions on the maintenance and operation of GPS

equipment.

8-28. Technology changes leadership conditions in many aspects, especially with how much information is

available for decision makers. Although advances allow the modern leader to handle large amounts of

information more effectively than before, enhanced technology can still cause information overload. Leaders

must be able to sift through provided information then analyze, synthesize, and forward only important data

up the chain of command. Senior leaders rely on subordinates to process information, isolating critical

information to expedite decisions. Leaders owe their subordinates information gathering and reporting

procedures that streamline work for already stretched staffs and units.

8-29. Army leaders and staffs have always needed to determine mission-critical information, prioritize

incoming reports, and process them quickly. The volume of information provided by current technology

makes this ability critical. The answer lies in the agile, adaptable human mind. Sometimes a nontechnological

approach can divert the flood of information into channels the leader and staff can manage. For example,

understanding the commander’s intent and commander’s critical information requirements can free leaders

from nonessential information overload. The Army concept of command and control is critical in conditions

of information overload. Mission command delegates most decisions to lower echelons to free higher

echelons for critical decisions only they can make. Army leaders should continue to resist the lure of

centralized decision making although they have more information available to them.

SYSTEMS

8-30. Army leaders require increased technical and tactical knowledge and understanding of systems.

Leaders must understand the fine line between a healthy questioning of new systems’ capabilities and an

unreasonable hostility that rejects the advantages technology offers. The adaptable leader remains aware of

the capabilities and shortcomings of advanced technology and ensures subordinates do as well.

8-31. Leaders must consider systems within their organizations—how they work together, how using one

affects others, and how to get the best performance from the whole. They must think beyond their own

organization and consider how the actions of their organization influence other organizations as a whole.

8-32. Technology changes battlefield dispersal and the speed of operations. Instant global communications

are accelerating the pace of military actions. GPS and night vision capabilities mean the Army can fight at

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night and during periods of limited visibility—conditions that halted or slowed the pace of operations in the

past. Additionally, nonlinear and noncontiguous operations create more difficulty for commanders to

determine critical points on the battlefield.

8-33. Modern technology has increased the complexity of skills the Army requires. Leaders must carefully

manage low-density occupational specialties and fill critical positions with properly trained people who

maintain proficiency in these perishable high-tech skills. Army leaders must balance leadership, personnel

management, and training management to ensure their organizations have people with the appropriate

specialty training and that the entire organization stays continuously trained, certified, and ready.

HEALTH OF THE COMMAND

8-34. The health threat faced by deployed forces is a combination of ongoing or potential enemy threats;

adverse environmental, occupational, and geographic and meteorological conditions; endemic diseases; and

employment of chemical, biological, radiological, and nuclear weapons. To counter health threats,

commanders and leaders must ensure that field hygiene and sanitation, preventive medicine measures,

inspection of potable water and field feeding facilities, sleep discipline (including work and rest schedules),

and personal protective measures are instituted and receive command emphasis. Leaders must ensure Soldiers

practice these activities continuously during force projection and post-deployment processes.

8-35. Additionally, concussive injuries are associated with explosions, blasts, and blows to the head during

combat operations, training activities or contact sports. Leaders and Soldiers at all echelons must be aware

of this invisible injury and receive education and training to decrease stigma associated with seeking medical

assistance. Leaders have a responsibility to ensure their Soldiers receive a medical evaluation following a

concussive event, no matter how mild. Prompt medical attention maximizes recovery, decreases risk of a

subsequent concussion while the brain heals, and ultimately preserves combat power. For additional

information on concussive injuries and leader protocols, refer to ATP 6-22.5.

STRESS OF CHANGE

8-36. To succeed in conditions of continuous change, leaders emphasize the constants of the Army Values,

teamwork, and discipline while helping subordinates anticipate change, adapt, and seek new ways to improve.

Competent leadership implies managing change, adapting, and making change work for the team. Leaders

determine what requires explicit actions to respond to change. Often, building on what already exists limits

stress.

8-37. Stress is a major part of leadership conditions. Major sources of stress include an ever-changing

geopolitical situation, operational stress and related fears, the rapid pace of change, and the increasing

complexity of technology. A leader’s character and professional competence are important factors in

mitigating stress for the organization and achieving mission accomplishment, despite environmental

pressures and changes. When dealing with these factors, adaptability is essential to success.

OPERATIONAL STRESS

8-38. Stress in response to threatening or uncertain situations occurs across the range of military operations

as well as at home, in garrison, and during training exercises. Military experiences expose Soldiers to various

operational stresses throughout their careers. Operational stress control does not minimize the experiences

faced while engaged in such operations, but provides mechanisms to mitigate reactions to those experiences

so Soldiers remain combat effective and maintain the quality of life to which they are entitled (see

ATP 6-22.5).

8-39. Leaders must understand stress and anticipate Soldiers’ reactions. Overcoming obstacles, such as

Soldiers becoming wounded or dying, or the enemy attacking unexpectedly, takes mental discipline and

resilience. Off-site leaders cannot discount the fear Soldiers may experience. A leader who does not share

the same risks could easily fall into the trap of making a decision that could prove unworkable given the

Soldiers’ psychological state. Army leaders with responsibility over a distributed team should ask for detailed

input from the Soldiers or subordinate commanders who are closer to the action and can provide the most

accurate information about the situation.

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31 July 2019 ADP 6-22 8-7

8-40. When preparing for sustained operations, leaders must thoroughly condition their Soldiers to address

operational stress during all phases of force projection—mobilization, deployment, employment,

sustainment, and redeployment. Positive action to reduce operational stress empowers Army members to

cope with typical, everyday situations and enhance adaptive stress reactions.

8-41. When possible, Soldiers should have access to operational stress control team/behavioral health

personnel, medical personnel, and chaplains to continue their physical and psychological recovery to ensure

successful reintegration. Experts treating the psychologically wounded must work hand-in-hand with the unit

chain of command to stress the importance of maintaining order and discipline. Leaders must not tolerate

aggressive or criminal behavior as compensation for negative operational experiences.

8-42. The Army has implemented a comprehensive recovery plan for all returning Soldiers to counter

operational stress. Sound leadership, unit cohesion, and close camaraderie are essential to assure expeditious

psychological recovery from combat experiences.

8-43. Leaders need to understand that danger and fear will always be a part of their duties. Fear is a natural,

human reaction to danger. Courage does not mean absence of fear—courage is overcoming fear to

accomplish the mission. Battling fear means recognizing fear and effectively dealing with it. Understanding

the situation and acting with foresight and purpose overcomes fear. Fear of the unknown can be terrifying;

fear can paralyze a Soldier. Soldiers who see friends killed or wounded become aware of their own mortality.

Army leaders must expect fear to take hold when setbacks occur, the unit fails to complete a mission, or the

unit takes casualties.

8-44. Preparation, planning, and rigorous training carry Soldiers through the challenges of operating under

hazardous conditions. Leaders must add unanticipated elements to training to create demanding learning

conditions. Realistic training developed around critical warrior tasks and battle drills is a primary source for

the resilience and confidence to succeed along with the ability to demonstrate grit in tough situations. Leader

competence, confidence, agility, courage, and resilience enable units to persevere and find workable solutions

to tough problems. Living the Army Values and the Army Ethic along with the Warrior Ethos and resilience

mobilize the ability to forge success out of chaos to overcome fear, hunger, deprivation, and fatigue to

accomplish the mission.

COUNTERPRODUCTIVE LEADERSHIP

8-45. The Army expects all leaders to live the Army Values and demonstrate the positive characteristics

described by the leader attributes and core leader competencies. Effective leadership is essential for realizing

the full potential of an organization’s combat power and can compensate for deficiencies in other warfighting

functions. The opposite is also true; counterproductive leader behaviors can negate combat power advantages.

8-46. Counterproductive leadership is the demonstration of leader behaviors that violate one or more

of the Army's core leader competencies or Army Values, preventing a climate conducive to mission

accomplishment. Counterproductive leadership generally leaves organizations in a worse condition than

when the leader arrived and has a long-term effect on morale and readiness. The term toxic has been used

when describing leaders who have engaged in what the Army now refers to as counterproductive leadership

behaviors. Counterproductive leadership is incompatible with Army leadership doctrine and Army Values.

It often violates regulations and can impede mission accomplishment.

8-47. All leaders are susceptible to displaying counterproductive leadership behaviors in times of stress, high

operational tempo, or other chaotic conditions to achieve short-term results. Counterproductive leadership

decreases followers' well-being, engagement, and undermines the organization's readiness and ability to

accomplish the mission in the long term. It can have an adverse effect on the unit with cascading results, such

as lowering morale, commitment, cohesion, effectiveness, readiness, and productivity. Counterproductive

leadership behaviors prevent establishing a positive organizational climate and interfere with mission

accomplishment, especially in highly complex operational settings. Prolonged use of counterproductive

leadership destroys unit morale, trust, and undermines the followers' commitment to the mission.

Counterproductive leadership can also decrease task performance, physical and psychological well-being,

and increase negative outcomes such as depression or burnout.

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8-48. Army leaders can and will make mistakes, so distinguishing between occasional errors of judgment

and counterproductive behavior is important. Counterproductive leadership can include recurrent negative

leader behaviors and more serious one-time behaviors that have a damaging effect on the organization's

performance and subordinate welfare. Infrequent or one-time negative behaviors do not define

counterproductive leadership. Often, counterproductive leadership behaviors have harmful effects on

individuals or a unit when several instances occur together or take place frequently.

8-49. Counterproductive leadership spans a range of leader conduct that can be organized into several broad

categories that are useful to inform strategies for identifying and addressing such behaviors.

Counterproductive leadership is not limited to these behaviors listed below. Leaders can demonstrate more

than one of the behaviors and their conduct can span multiple categories:

 Abusive behaviors—includes behaviors that involve a leader exceeding the boundaries of their

authority by being abusive, cruel, or degrading others. These behaviors are contrary to what is

required for the moral, ethical, and legal discharge of their duty. Specific examples include, but

are not limited to, bullying, berating others for mistakes, creating conflict, ridiculing others

because of the authority held, domineering, showing little or no respect to others, insulting or

belittling individuals, condescending or talking down to others, or retaliating for perceived slights

or disagreements.

 Self-serving behaviors—includes behaviors that result from self-centered motivations on the part

of the leader, where they act in ways that seek primarily to accomplish their own goals and needs

before those of others. Specific examples include, but are not limited to, displaying arrogance,

lacking concern or empathy for others, taking credit for others' work, insisting on having their

way, distorting information to favor own ideas, exaggerating accomplishments or abilities, putting

own work and accomplishments ahead of others' and the mission, displaying narcissistic

tendencies, or exhibiting a sense of entitlement.

 Erratic behaviors—includes behaviors related to poor self-control or volatility that drive the leader

to act erratically or unpredictably. Specific examples include, but are not limited to, blaming

others, deflecting responsibility, losing temper at the slightest provocation, behaving

inconsistently in words and actions, insecurity, or being unapproachable.

 Leadership incompetence—includes ineffective leadership behaviors that result from a lack of

experience or willful neglect. Incompetence can include failure to act or acting poorly. While

incompetent leadership can arise from reasons unrelated to counterproductive leadership, it is

included as a category often associated with arrogant or abusive leaders who are not aware of their

shortcomings and do not seek to correct their shortcomings. Conversely, some leaders lacking

competence are aware of their shortcomings, which lead them to behave in counterproductive or

negative ways to cover up their shortcomings or mistakes. Specific examples include, but are not

limited to, unengaged leadership, being passive or reactionary, neglecting leadership

responsibilities, displaying poor judgment, poorly motivating others, withholding encouragement,

failing to clearly communicate expectations, or refusing to listen to subordinates.

 Corrupt behaviors—includes behaviors that violate explicit Army standards, regulations, or

policies. Violations may range from behaviors subject to administrative discipline to criminal

actions subject to discharge or incarceration. Specific examples include, but are not limited to,

dishonesty, misusing government resources or time, creating a hostile work environment,

EEO/SHARP violations, or violating Section 3583 (Requirement of Exemplary Conduct), Title

10, United States Code, AR 600-100, or the Uniform Code of Military Justice.

8-50. As the Army moves into increasingly more complex operational environments, it is critical that leaders

rely on positive behaviors to influence others and achieve results. The Army is committed to stopping these

negative behaviors and promoting positive work environments. All leaders are susceptible to

counterproductive behaviors, so they must monitor their personal behavior. Commanders and leaders have a

responsibility to monitor and take action to eliminate counterproductive leadership. All Army members who

witness these behaviors have a responsibility to prevent, intervene, counter, or mitigate them. Soldiers and

DA Civilians must be willing to confront and address these behaviors in their units and should leverage their

chains of command to assist and involve relevant installation resources where and when necessary.

31 July 2019 ADP 6-22 9-1

PART THREE

Leading at Organizational and Strategic Levels

Part Three addresses organizational and strategic leaders in additional detail. Both organizationaand strategic leaders are still direct leaders. This part describes what makes organizational and strategic leaders unique from direct leaders.

Chapter 9

Organizational Leadership

You have to lead men in war by requiring more from the individual than he thinks he can

do. You have to lead men in war by bringing them along to endure and to display qualities

of fortitude that are beyond the average man’s thought of what he should be expected to

do. You have to inspire them when they are hungry and exhausted and desperately

uncomfortable and in great danger; and only a man of positive characteristics of

leadership, with the physical stamina that goes with it, can function under those conditions.

General of the Army George C. Marshall Testimony to the U.S. Senate Committee on Military Affairs (1940)

LEADING

9-1. Whether they fight for key terrain or work to achieve training readiness, organizational leaders must

be able to translate complex concepts into understandable plans their subordinates can execute.

Organizational leaders develop the plans and synchronize the systems that allow subordinates to turn ideas

into action.

9-2. Organizational leaders build teams of teams with discipline, cohesion, trust, and proficiency through

personal example, using a wide range of knowledge and applying leader competencies. They focus their

organizations down to the lowest level on the mission by disseminating a clear intent, sound concepts, and a

systematic approach to execution.

9-3. Organizational leaders build on direct leader experiences, reflect the Army Values, and instill pride

within organizations. Since they lead complex organizations throughout the Army’s generating forces and

operating forces, organizational leaders often apply elements of direct and organizational leadership

simultaneously.

LEADS OTHERS

9-4. Organizational leaders have developed a strong background in fundamentals as well as an appreciation

for the geopolitical implications of their situation. From their experiences, they have developed the instincts,

intuition, and knowledge that form their understanding of the interrelation of the levels of leadership. Their

refined skills allow them to understand, integrate, and synchronize the activities of multiple systems and

employ resources and systems across a range of challenges.

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9-2 ADP 6-22 31 July 2019

9-5. Given the increased size of their organizations, organizational leaders influence indirectly more often

than directly. Soldiers and subordinate leaders look to their organizational leaders to set achievable standards,

to provide clear intent, and to provide the necessary resources. Decisions and actions by organizational

leaders have greater consequences for more people over a longer time than those of direct leaders. Since the

connections between action and effect are sometimes more remote and difficult to see, organizational leaders

spend more time than direct leaders coordinating, thinking, and reflecting about what they are doing and how

they are doing it. Organizational leaders develop clear concepts for operations as well as policies and

procedures to control and monitor execution.

EXTENDS INFLUENCE BEYOND THE CHAIN OF COMMAND

9-6. While organizational leaders primarily exert direct influence through their chain of command and staff,

they extend influence beyond their chain of command and organization by other means. These other means

include persuasion, empowerment, motivation, negotiation, conflict resolution, bargaining, advocacy, and

diplomacy. They often apply such skills when serving as military negotiators, consensus builders, and a direct

interface to local populace.

9-7. Today’s operations present Army leaders, particularly organizational leaders, with nonlinear, dynamic,

and ambiguous conditions. These varied, information-intense conditions challenge leaders to synchronize

efforts beyond the traditional military chain of command. Likely mission complexities demand the full

integration and cooperation of unified action partners to accomplish missions.

9-8. Establishing effective relationships with unified action partners is an important step. Organizational

leaders and their staffs must understand joint doctrine as well as Army fundamentals and procedures.

Additionally, corps or divisions may have control over forces from other nations. They may work with liaison

officers from other nations. In some cases, U.S. Army or U.S. joint force staffs may have members of other

nations permanently assigned. Echelons of command often have interagency representation embedded in

their staffs or operating in their areas. Leaders therefore impart influence through their conduct—striving to

set a positive impression of themselves, the Army, and the Nation they serve.

LEADS BY EXAMPLE

9-9. The Army’s organizational leaders play a critical part in maintaining focus on fighting the enemy and

not the plan. They are at the forefront of adapting to operational environment changes and exploiting

emerging opportunities by applying a combination of intuition, analytical problem solving, systems

integration, and leadership by example—as close to the action as feasible.

9-10. Organizational leaders position themselves with the necessary means to maintain contact with critical

elements and headquarters. Proximity to operations provides organizational commanders with the required

awareness to apply quick creative thinking in collaboration with subordinate leaders. Proximity facilitates

adjustments for deficiencies in planning and shortens reaction time when applying sound tactical and

operational solutions to changing realities. Operations require leaders who understand the context of factors

affecting the situation, act within that understanding, continually assess and adapt those actions based on the

interactions and circumstances of the enemy and conditions, consolidate tactical and operational

opportunities into strategic aims, and are able to effectively transition operations.

9-11. .Organizational leaders prioritize what changes their organization will pursue and guide their

organizations through several steps to ensure their initiatives for change last. The steps of the leading change

process are—

 Assess the need for change (anticipate problems or identify opportunities).

 Build a guiding coalition.

 Create and communicate a compelling vision.

 Determine how to implement vision (design plan, gather resources).

 Empower others to act.

 Facilitate learning (promote new skill development).

 Goal reinforcement (identify and reinforce evidence of progress).

 Hone the change process through monitoring and reinvesting.

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 Institutionalize change (modify policies or procedures).

COMMUNICATES

9-12. Leaders are responsible for ensuring shared understanding. They should share information as much as

possible with their organization and subordinates. An open, two-way exchange of information reinforces

sharing team values and encourages constructive input.

9-13. Communicating openly and clearly with superiors is important for organizational leaders.

Understanding the intent, priorities, and thought processes makes anticipating future planning and resourcing

priorities easier. Understanding the direction of the higher headquarters reduces course corrections at lower

levels, thus minimizing friction and maintaining a stable organizational tempo and climate.

Using the Staff as a Communications Tool

9-14. Organizational leaders need to understand what is happening within their organization, developing

laterally, and unfolding within the next two higher echelons. Networking between staffs gives organizational

leaders a broader picture of the overall operational environment. Coordination allows leaders to constantly

interact and share thoughts, ideas, and priorities through multiple channels, creating a more complete picture.

With reliable information, staffs can productively turn policies, concepts, plans, and programs into achievable

results and quality products.

9-15. By interacting with the next-higher staff, organizational leaders understand the superior’s priorities

and impending shifts in focus or guidance. This helps inform their own organizational requirements and

changes. Constantly sensing, observing, questioning, and actively listening enables organizational leaders to

identify and solve potential problems or to avoid them. Communication allows them to anticipate decisions

and put their organization in the best possible position in time and space to appropriately respond and execute.

Using Persuasion to Build Teams and Consensus

9-16. Persuasion is an important communication method for organizational leaders. Well-developed skills

of persuasion and openness to working through controversy help organizational leaders overcome resistance

and build support in a positive manner. By reducing grounds for misunderstanding, persuasion reduces time

wasted overcoming unimportant issues. Persuasion is an important method of extending influence. Working

through controversy in a positive, open way overcomes resistance to an idea or plan and builds support. By

demonstrating these traits, organizational leaders provide an example that subordinates can use in self-

development. In some circumstances, persuasion may be inappropriate. During operations, leaders must often

make decisions quickly, requiring a more direct style when leading and deciding on courses of action.

DEVELOPING

9-17. Comparatively, organizational leaders take a long-term approach to developing the entire organization.

They prepare their organizations for the next quarter, next year, or five years from now. The responsibility

to determine how the Army fights the next war lies with today’s Army leaders, especially those at the

organizational and strategic levels. Leaders at the organizational level rely more on indirect leadership

methods, which can make leading, developing, and achieving more difficult.

CREATES A POSITIVE ENVIRONMENT

9-18. An organization’s climate springs from its leader’s attitudes, actions, and priorities communicated

through choices, policies, and programs. Leaders in organizational leadership positions determine the

organizational climate by assessing the organization from the bottom up. An organizational leader can initiate

command climate surveys to collect climate input while protecting individual anonymity. Organizational-

level leaders ensure company commanders meet requirements for initial and annual climate surveys (see

AR 600-20). These leaders should assess subordinate command climate results and supplemental indicators

such as instances of misconduct. With a completed assessment, the leader can provide clear guidance and

focus (purpose, direction, and motivation) to move the organization toward the desired end state.

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9-19. Characteristics of successful organizational climates include a clear, widely known purpose; well

trained, confident Soldiers and DA Civilians; disciplined, cohesive teams; and trusted, competent leaders. It

is a climate that adheres to and promotes the Army Values and fosters the Warrior Ethos, encourages learning,

promotes creativity and performance, and establishes cohesion. To create such a climate, organizational

leaders recognize mistakes as opportunities to learn, create cohesive teams, and reward leaders of character

and competence with increasing responsibilities. Organizational leaders value honest feedback and constantly

use available means to maintain a feel for the organization. Special staff members including equal opportunity

advisors, chaplains, medical officers, and legal advisors assist the organizational leader with maintaining a

positive environment.

PREPARES SELF

9-20. The demands on leaders vary at different levels. While leader competencies stay the same across levels,

moving from direct to the organizational level requires a shift in approach. What may occupy a great deal of

a leader’s time at a lower level (for example, face-to-face supervision of Soldiers) involves less time at higher

levels. Certain technical skills vital to a direct leader will be of less importance to an organizational leader

who must spend time on system-wide issues. Leaders need to accustom themselves to rely on less direct

means of direction, control, and monitoring to aid their transition in the scope and breadth of responsibilities.

9-21. Organizational leaders keep a focus on where the organization needs to go and what leaders must be

capable of accomplishing. As role models, they develop themselves and actively counsel their subordinate

leaders about their professional growth. Organizational leaders continue to seek broadening experiences to

expand their knowledge, skills, and capabilities. At the organizational level, leaders ensure that systems and

conditions are in place for objective feedback, counseling, and mentoring for all organization members,

including themselves.

9-22. Self-aware organizational leaders who know their organizations generally achieve high quality results

and do not shy away from asking close subordinates to give informal feedback as part of an open, transparent

assessment and feedback effort. When they are part of official AARs, organizational leaders should invite

subordinates to comment on how the leaders could have made things better. Subordinates easily spot errors

by organizational leaders since these errors often affect those lead. Consequently, admitting, analyzing, and

learning from these errors add value to the training. For the Army’s organizational leaders—just as leaders

at other levels—reflecting, learning, and applying corrective actions in operations is critical for effectiveness.

DEVELOPS OTHERS

9-23. Organizational-level leaders are stewards of the Army profession. They fulfill this function by placing

a high priority upon investment in future leaders at all levels. Leader development is an investment required

to maintain the Army as a profession and is a key source of combat power. Organizational leaders set

conditions for a robust leader development system and create conditions that enable organization members

to learn from their experiences and those of others. They rely on conditions that use learning as well as self-

development through various procedures such as 360 assessments. To strengthen learning, organizational

leaders can make numerous avenues available for lifelong learning: assignment-oriented training,

simulations, learning centers, and virtual training.

9-24. Organizational leaders determine the potential of others. This takes awareness of others and flexibility

to build on strengths and address weaknesses. Developing others at this level is challenging; the

organizational leader has to balance the criticality of the task and the developmental needs of all subordinates.

Another consideration for organizational leaders is how and what individuals need to learn. Learning in

challenging situations may be a good way for leaders to learn from failure, but others need to experience

more successes than failures to develop self-confidence and initiative. Organizational leaders lead, coach,

and mentor subordinate leaders.

Building Team Skills and Processes

9-25. Organizational leaders recognize that the Army is a team of teams, composed of numerous functional

organizations. These organizations perform necessary tasks and missions that coordinate the effort of all

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Army components. Strategic leaders influence organizational leaders. Organizational leaders, in turn,

influence subordinate leaders to achieve organizational goals.

9-26. Generally, organizational leaders rely on others to follow and execute their intent and guidance as well

as to communicate effectively that intent and guidance to subordinates. Turning a battlefield vision or training

goal into reality takes the combined efforts of many teams inside and outside of the organization.

Organizational leaders build solid, effective teams by developing and training them.

9-27. By circulating among subordinate units, organizational leaders can assess subordinates’ understanding

of intent, preparation, execution, and assure successful command and control. Organizational leaders learn

about units in the task organization and personally motivate Soldiers by their presence. Organizational leaders

work with subordinate units to create shared understanding. Together they identify options of greatest value

and manage high-risk actions. Organizational leaders act with other leaders across the chain of command to

create context for fostering organizational and team capabilities.

9-28. Well-trained subordinates who work hard and fight tenaciously sense they are part of a first-rate team.

Collective confidence comes from succeeding under challenging, stressful conditions. Sense of belonging

derives from experiencing technical and tactical proficiency—first as individuals and later collectively. That

proficiency expresses itself in the confidence team members have in their peers and leaders and trust shared

with each other. Ultimately, cohesive teams combine into a network—a team of teams. Cohesive

organizations work in synchronized fashion to complete tasks and missions.

Encouraging Initiative and Acceptance of Responsibility

9-29. Since missions for larger organizations are more complex and involve concurrent efforts, leaders at

higher levels must encourage subordinate initiative. Effective organizational leaders must delegate authority,

support their subordinates’ decisions, and hold them accountable for their actions.

9-30. Successful delegation of authority involves convincing subordinates that they are empowered and have

the freedom to act independently. Empowered subordinates understand that they bear more than the

responsibility to accomplish tasks. They have the authority to operate as they see fit, within the limits of the

commander’s intent and available resources. This helps them lead their people with determination.

9-31. Since delegation is a critical factor for success in organizations, leaders must know the talents of their

subordinates and prepare them to assume critical roles when necessary. To empower the diverse elements

within a larger organization, organizational leaders must exploit the value of a creative staff composed of

competent and trustworthy subordinates. Organizational leaders develop the competence and judgment of

their staffs to handle greater responsibility.

Choosing Talented Staff Leaders

9-32. Building a high-performing staff begins with putting the right people in the right positions.

Organizational leaders make time to evaluate the staff and develop them to full capability. They avoid

micromanaging the staff while trusting and empowering them to think creatively and provide truthful answers

and feasible options. For example, an important decision is getting the right chief of staff or deputy. The chief

of staff or deputy is the principal assistant for directing, coordinating, supervising, and training the staff. This

leader earns the respect of the staff, focuses them, inspires them, and moves them to achieve results. Although

staff sections work as equals, they require good leadership from their chief of staff to make them function as

a cohesive team.

9-33. Inquisitive leaders who conduct regular assessments of themselves and their organizations hold their

organizations to the highest standards. Open-minded reflection and corrective action in training is critical for

effective performance in crisis. This continuous assessment process enables organizational leaders to

translate lessons learned into usable knowledge.

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ACHIEVING

9-34. For consistent results, organizational leaders have to be competent in planning, preparing, executing,

and assessing. They must provide clear focus with their intent so subordinates accomplish the mission,

regardless of the original plan.

PROVIDING DIRECTION, GUIDANCE, AND CLEAR PRIORITIES

9-35. Organizational leaders are more likely than direct leaders to provide guidance and make decisions with

incomplete information. Part of the organizational leaders’ analysis must determine which decisions to make

themselves or push to lower levels. While determining the right course of action, they consider possible

second- and third-order effects and project into the future—months or years. Organizational leaders must

consider the timing of their decisions. In many cases, organizational leaders must exercise patience and not

make decisions before allowing subordinates time to overcome the frictions inherent to military operations.

MASTERING RESOURCES AND SYSTEMS

9-36. During operations, organizational leaders integrate and synchronize available resources. They assign

missions and empower their subordinates to execute within the given intent. Effective organizational leaders

must be resourcing experts, which requires significant education and self-study. Achieving organizational

goals requires resources—including time, equipment, facilities, budgets, and people. Organizational leaders

aggressively manage and prioritize the resources at their disposal to ensure optimal readiness of the

organization. A leader’s situation is more difficult when unanticipated events shift priorities.

9-37. Organizational leaders are stewards of their people’s time and energy, as well as their own. They do

not waste resources but skillfully evaluate objectives, anticipate resource requirements, and efficiently

allocate what is available. They balance available resources with organizational requirements and distribute

them in a way that best achieves organizational goals. Because of the more indirect nature of their influence,

organizational leaders continuously assess interrelated systems and design longer-term plans to accomplish

missions.

9-38. Leaders who reach the organizational level should have a comprehensive systems perspective, clearly

understanding how all the elements of combat power work together. These systems provide the framework

for influencing people and organizations at all levels. They are the foundation for conducting a wide variety

of operations and continually improving the organization and the force.

9-39. Organizational leaders process tremendous amounts of information. Analysis and synthesis are

essential to effective decision making and program development. Analysis breaks a problem into its

component parts. Synthesis assembles complex and disorganized data into solutions. Good information

management filters relevant information to enable organizational leaders and staffs to exercise effective

command and control. Information management uses procedures and information systems to collect, process,

store, display, and disseminate information.

9-40. While a single leader in isolation can make good decisions, the organizational leader needs a creative

staff to make quality decisions during continuous operations of long duration. In the complex operational

environments faced today, organizational leaders must be able to rely on an experienced and trustworthy staff

and other experts to acquire and filter huge amounts of information, monitor vital resources, synchronize

systems, and assess operational progress and success.

UNDERSTANDING AND SYNCHRONIZING SYSTEMS FOR COMBAT POWER

9-41. Leaders apply a systems perspective to develop and employ their organizations. The ability to

understand and effectively employ systems is critical to achieving organizational goals, objectives, and tasks.

Organizational leadership, combined with effective information and integration of the warfighting functions,

generates combat power.

9-42. Effective organizational leaders excel at tactical and operational synchronization. They must arrange

activities in time, space, and purpose to mass maximum relative combat power or organizational effort at a

decisive point. Organizational leaders further synchronize by applying the complementary and reinforcing

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effects of joint military and nonmilitary assets to overwhelm opponents. Effective synchronization and

integration requires leaders to pull together technical, interpersonal, and conceptual abilities and apply them

to warfighting goals, objectives, and tasks.

ASSESSING TO ENSURE MISSION SUCCESS AND ORGANIZATIONAL IMPROVEMENT

9-43. Assessing situations—looking at the state of the organization and its component elements—is critical

for organizational leaders to achieve consistent results and mission success. Accurate assessment requires

their instincts and intuitions based on the reliability of information and their sources. Quality organizational

assessment can determine weaknesses and force focused improvements.

9-44. Besides designing effective assessment systems, organizational leaders set achievable, measurable

assessment standards. Organizational leaders ask—

 What is the standard?

 Does the standard make sense to all concerned?

 Did we meet the standard?

 What system measures the standard?

 Who is responsible for the system?

 How do we reinforce or correct our findings?

9-45. Because their decisions can have wide-ranging effects, leaders must be sensitive to how their actions

affect the organization’s climate. The ability to discern and predict second- and third-order effects benefits

organizational leaders in assessing the health of the organizational climate and providing constructive

feedback to subordinates.

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31 July 2019 ADP 6-22 10-1

Chapter 10

Strategic Leadership

If we desire to avoid insult, we must be able to repel it; if we desire to secure peace, one of

the most powerful instruments of our rising prosperity, it must be known, that we are at all

times ready for War.

George Washington Commander, Continental Army (1775-81) and President of the United States (1789-97)

STRATEGIC LEADERS

10-1. Strategic leaders represent a finely balanced combination of high-level thinkers, accomplished

Soldiers, and military experts. Strategic leaders simultaneously sustain what is necessary within current

conditions, envision the future, and convey that vision to a wide audience. They often personally spearhead

change. Their policies guide lifecycles and talent management of all Army personnel. They guide the design

and employment of technological advances and establish programs that care for Army families. They secure

resources for facilities and infrastructure, weapons and equipment, supply and maintenance, and manpower

and force structure. America’s complex national security conditions require strategic leaders with an in-depth

knowledge of the diplomatic, informational, military, and economic instruments of national power.

10-2. Strategic leadership involves the activities to affect the achievement of a desirable and clearly

understood vision. It focuses on influencing Army culture, securing and prioritizing resources, and shaping

and supporting organizational and direct level leaders. These goals are realized through directives, policies,

programs, systems, and consensus building.

10-3. Strategic leaders serve inside or outside the Army and must thoroughly understand political-military

relationships. Army strategic leaders have responsibilities that extend beyond the Army to the national

government, its leaders, and ultimately, to the American people. Senior Army leaders are the strategic

stewards of the profession. At the strategic level, senior Army leaders address ends, ways, and means to

accomplish global missions. They maintain the trust of the American people by living and upholding the

Army Values in their decisions and actions taken in regard to policies, programs, systems and the care they

provide to Soldiers, DA Civilians, and Army Families. Those serving in strategic leadership positions may

lead complex organizations composed of members of the U.S. Army, other U.S. armed services, and those

of other nations, members of federal agencies, and non-governmental entities. Strategic leaders, regardless

of position, apply professional expertise and uphold the Army Values.

10-4. Strategic leaders have a stewardship responsibility for the relationship between the military and civilian

leaders of the Army. Leaders take an oath of office that subordinates the military leader to the laws of the

Nation and its elected and appointed leaders, creating a distinct civil-military relationship. Army

professionals understand this and appreciate the critical role this concept has played throughout America's

history. Equally important, this concept requires military professionals to understand the role of civilian

leaders and their responsibilities to the civilian leadership. A critical element of this relationship is the trust

that civilian leaders have in their military leaders to represent the military and provide professional military

advice. Military professionals have unique expertise, and their input is vital to formulating and executing

defense policy. Based on mutual trust, this relationship requires candor and authority to execute the decisions

of the civilian leaders. These decisions provide the strategic direction and framework in which strategic

military leaders operate.

10-5. To maintain focus, strategic leaders survey conditions to understand the context for their roles. Highly

developed interpersonal abilities and intergroup relations are essential to building consensus with civilian

and military policy makers on national and international levels. Strategic leaders must think in multiple

timelines to anticipate change and be agile to manage change. Strategic leaders extend influence in conditions

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10-2 ADP 6-22 31 July 2019

where they interact with other high-level leaders and influential figures over whom they have minimal formal

authority or no authority at all.

10-6. Strategic leaders are keenly aware of the complexities of national and international security conditions.

They operate in intricate networks of overlapping and sometimes competing constituencies. Strategic leaders

identify trends, opportunities, and threats that could affect the Army’s future and move vigorously to address

them. Their actions affect acquisitions, budget constraints, Total Army issues, civilian programs, research,

contracting, congressional hearings, and inter-service cooperation. Strategic leaders process information

from these areas while assessing alternatives. They formulate practical decisions and garner support.

10-7. Strategic leaders operate with the same attributes and competencies as direct and organizational

leaders. The situations and conditions create differences in how attributes and competencies apply. In general,

strategic leaders accommodate—

 Greater complexity under high uncertainty.

 Broader scope with longer time spans.

 Greater risks and stakes.

 Greater need for indirect methods of influence.

 National-level interests, goals, and priorities.

10-8. Strategic leaders understand the influence of their decisions and actions and contribute their best efforts

to accomplish the strategic mission. They set the example for the Army and inspire others to do what is

right—for its own sake—and understand that violations of the Army Values can compromise the mission

and have strategic implications contrary to national interests.

10-9. While direct and organizational leaders have a more near- and mid-term focus, strategic leaders must

concentrate on the future. They spend much of their time looking toward long-term goals and positioning for

long-term success as they contend with mid-term and immediate issues.

10-10. To create powerful organizations and institutions capable of adaptation, strategic leaders and their

staffs develop networks of knowledgeable individuals who can positively develop their own organizations.

Through continuous assessments, strategic leaders seek to understand the personal strengths and weaknesses

of the main players on a particular issue. Strategic leaders adeptly read other people while disciplining their

own actions and reactions. Strategic leaders influence external events by providing quality leadership, timely

and relevant information, and access to the right people and agencies.

LEADING

10-11. When leading at the highest levels of the Army, the DOD, and the national security establishment,

Army strategic leaders spearhead changes and, at the same time, must balance risks. They balance current

operational risks against future institutional or operational risks. To mitigate future institutional risks, these

leaders are responsible for providing leadership to the men and women who serve in their organizations and

developing their successors to meet future challenges.

LEADS OTHERS

10-12. Strategic leaders influence both the organization and external conditions. Like direct and

organizational leaders, strategic leaders lead by example and exert indirect leadership by communicating,

inspiring, and motivating. Strategic leaders make decisions balancing delegation, empowerment, and control.

A truly effective strategic leader understands the organization from multiple perspectives, transcending from

an inside perspective to understanding the views of outsiders. Strategic leaders are able to move beyond their

own experiential biases to view the environment and their mission objectively. Through formal and informal

networks, strategic leaders actively seek information relevant to their organizations as well as subject matter

experts who can help.

10-13. Strategic leaders routinely address complexity, ambiguity, rapid change, and alignment of policies.

They are responsible for developing well-reasoned positions and advise the Nation’s highest leaders.

Strategic leaders seek to determine what is important now and what will be important in the future. Their

experience, wisdom, and conceptual abilities contribute to solid insight and sound judgment across many

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31 July 2019 ADP 6-22 10-3

simultaneous challenges. Strategic leaders need an acute sense of timing—knowing when to accept risk and

proceed vigorously or when to proceed incrementally, testing the waters as they go. Their insight on issues

is strong, and they can skillfully sort relevant from irrelevant connections.

10-14. Envisioning is a key function of strategic leaders made possible by their insight and expertise.

Leaders determine a vision by applying thoughtful analysis and judgment to the current or projected situation.

Strategic leaders identify trends, opportunities, and threats that could affect the Army’s future and move

vigorously to mobilize the talent that will create strategic vision. Strategic leaders are open to ideas from

many sources, not just their own organizations.

10-15. When providing vision, direction, giving guidance, and setting priorities, strategic leaders must

judge realistically what the future may hold. Strategic leaders seek to keep their vision consistent with

external conditions, alliance goals, and national strategy. They incorporate new ideas, technologies, and

capabilities. From a mix of ideas, facts, conjecture, and personal experience, they create an image of their

organizations and the means to achieve desired results. A strategic leader’s vision may have a time horizon

of years or decades.

10-16. The ability to provide clear vision is vital to the strategic leader. The strategic leader’s vision

provides the ultimate sense of purpose, direction, and motivation. This vision is the starting point for

developing goals and plans, measuring accomplishment, and checking organizational values. For a vision to

be effective, the strategic leader must personally commit to it, gain commitment from the organization as a

whole, and persistently pursue the goals and objectives that will spread the vision throughout the

organization.

EXTENDS INFLUENCE

10-17. Strategic leaders use focused messages to extend influence and to gain support. Whether by nuance

or overt presentation, strategic leaders represent the Army and influence other organizations and agencies by

communicating what the Army does. Their audience is the Army itself, the Nation, and the rest of the world.

Strategic leaders must be proactive in creating relationships. Extending influence requires a shift from direct

influence to greater reliance on indirect methods. They focus on increasing engagement with multiple parties

or organizations and creating conditions to maximize unity of effort. Strategic leaders rely on writing and

public speaking to reinforce their central messages.

10-18. Successful negotiating requires a wide range of interpersonal skills. Strategic leaders must often rely

on negotiation skills to obtain the cooperation and support necessary to accomplish a mission. To resolve

conflicting views, strategic leaders visualize several possible end states while maintaining a clear idea of the

best end state from the national command’s perspective. Strategic leaders must use tact to justify standing

firm on nonnegotiable points while still communicating respect for other participants.

10-19. A successful negotiator must be particularly skilled in active listening. Other essential personal

characteristics include logical judgment and mental agility. Successful negotiating involves communicating

a clear position on the issues while conveying a willingness to bargain on negotiable portions. Negotiators

must be able to diagnose unspoken agendas and detach themselves from the negotiation process. This requires

recognizing what is acceptable to all concerned parties and working toward a common goal.

10-20. To reach acceptable consensus in negotiations, strategic leaders often circulate proposals early so

that further negotiations can focus on critical issues and solutions. Strategic leaders’ commitment to selfless

service enables them to subordinate the need for personal recognition for ideas to finding positive solutions

that produce the greatest good for their organization, the Army, and the Nation.

10-21. Outside Army boundaries, strategic leaders have roles as integrator, alliance builder, negotiator, and

arbitrator. Strategic leaders are skilled at reaching consensus and building coalitions. They may apply these

skills to tasks—such as designing combatant commands, joint task forces, and policy working-groups—or

determine the direction of a major command or the Army as an institution. Strategic leaders routinely bring

designated people together for missions lasting from a few months to years. Using peer leadership rather than

strict positional authority, strategic leaders carefully monitor progress toward a visualized end state. They

focus on the health of the relationships necessary to achieve the end state. Interpersonal contact sets the tone

for professional relations: strategic leaders must be tactful.

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10-4 ADP 6-22 31 July 2019

10-22. General Dwight D. Eisenhower’s creation of Supreme Headquarters Allied Expeditionary Force

during World War II is an inspiring example of coalition building and sustaining fragile relationships.

General Eisenhower exercised his authority through an integrated command and staff structure that respected

the contributions of all nations involved. To underscore the united team spirit, sections within had chiefs of

one nationality and deputies of another.

Across the Atlantic During World War II, General George C. Marshall, the Army Chief of Staff, had to seek strategic consensus with demanding peers such as Admiral Ernest J. King, Commander in Chief, U.S. Fleet, and Chief of Naval Operations. General Marshall expended great personal energy ensuring that inter-Service feuding at the top did not dilute American efforts. Admiral King, a forceful leader with strong and often differing views, responded in kind. Because of their ability to find consensus, President Franklin D. Roosevelt had few issues of major consequence to resolve once he issued a decision and guidance.

LEADS BY EXAMPLE

10-23. Strategic leaders are the ultimate representatives of the organization, its cause, and purpose. As the

top leaders for the Nation’s military, they also represent our country as diplomats and national

representatives. Due to their elevated level of responsibilities and visibility, the Army holds strategic leaders

to higher expectations and increased scrutiny. They must exude positivity and confidence. Strategic leaders

use multiple outlets to convey strategic messages and set necessary conditions to advance national security

interests. Their responsibilities involve spanning the boundaries among the Army and other Services,

militaries, coalitions, Congress, industry, and the media.

10-24. Due to increased responsibilities and longer horizons of their decision making, timing, and attention

to detail are vital. A strategic leader’s decision at a critical moment can rapidly alter the course of events or

affect the execution of budgets several years into the future. Strategic leaders have to set the example for time

management. Effective leaders at the strategic level not only make timely decisions but also sense at what

level of detail to engage and what to delegate. Strategic leaders judiciously seek counsel from established

networks and invest sufficient time to prepare for decisions. Likewise, poor focus and poor time management

can have enormous cascading effects.

10-25. Strategic leaders best address complexity by embracing it. This means they expand their frame of

reference to fit a situation rather than reducing a situation to fit their preconceptions. Because of their sense

of duty, competence, intellectual capacity, and judgment, they tolerate ambiguity, as they will never have all

the information wanted. Instead, strategic leaders carefully analyze events and confidently decide when to

make a decision, realizing that they must innovate and accept some risk.

10-26. Resilience is a means for strategic leaders to handle the stress from frequent changes, ambiguity,

and complexity—all characteristics of strategic- and enterprise-level operations. Improving self-awareness

and self-mastery helps build and sustain resiliency. Resiliency is the product of work-life balance, effective

time management, family and peer support systems, along with access to executive health programs and

education about stressors.

COMMUNICATES

10-27. Words have international consequences at the strategic level. Communication at the strategic level

encompasses a wide array of staffs and functional and operational component teams interacting with each

other as well as external agencies. In their interaction with others, strategic leaders need a sharp sense of

organizational and personal dynamics. One prominent difference between strategic leaders and leaders at

other levels is the greater emphasis on symbolic communication. Strategic leaders must carefully consider

the enduring nature of all their communications. Strategic leaders’ words, decisions, and actions often have

consequences beyond their immediate intent.

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31 July 2019 ADP 6-22 10-5

10-28. Candor and integrity must always be hallmarks of a strategic leader to earn general trust. They must

carefully use their authority to identify messages and convey them to the right target audiences. Knowing

when to speak and to whom can be just as important as what is said. To achieve desired outcomes, strategic

leaders commit to a few powerful and consistent messages that they repeat in different settings. They devise

and follow a communications plan outlining how to address each audience. When preparing to address an

audience, they determine its composition and agenda beforehand so they know how best to reach its members.

They carefully assess the message effect in the categories of medium, frequency, vocabulary, and context.

Ensuring the message goes to the right groups with the desired effect is essential.

10-29. Strategic leaders use dialogue to persuade individuals or groups. Dialogue takes the forms of

advocacy and inquiry. Advocacy seeks to advance a position while inquiry looks to find out about another’s

position or perspective. Dialogue that blends the two has value for leaders who must address issues more

complex than personal experience. To advocate a view, leaders make reasoning explicit, invite others to

consider the view, encourage others to provide different views, and explore how views differ. When inquiring

into another’s view, leaders should voice their assumptions and seek to identify what support exists for other

views. Open dialogue can overcome reluctance to consider different points of view.

DEVELOPING

10-30. Strategic leaders invest in subordinates with a long-term focus. They create the conditions for long-

term success by endorsing systems and processes that develop subordinates who can continue to improve the

institution. Developing the institution, its organizations, and people involves an ongoing balance of operating

today and building for tomorrow and, in general, being stewards of the resources the Nation entrusts to its

care.

PREPARES SELF

10-31. Strategic leaders develop throughout their career. An honest understanding of self is important to be

able to draw on strengths and compensate for weaknesses. Neither General Marshall nor General Eisenhower

had led troops in combat before assuming strategic leadership positions in World War II, but both were

instrumental in preparing and leading the United States and its allies to victory. Eisenhower especially felt

disadvantaged by his lack of experience. Both future strategic leaders compensated with professional

education between the wars, gaining a strategic appreciation of the conditions and the future that was far

better than those with extensive combat experience were.

10-32. Strategic leaders bring forward their mastery of broad leadership and technical skills. Strategic

leaders, more so than direct and organizational leaders, draw on their developed conceptual abilities to

comprehend and manage complex concerns. These challenges include national security, theater strategies,

operating in the strategic context, and evolving vast organizations. The variety and scope of strategic leaders’

concerns demand greater preparation.

10-33. Self-aware Army leaders build a personal frame of reference from schooling, experience, self-study,

and assessment while reflecting on current events, history, and geography. Strategic leaders create a

comprehensive frame of reference that encompasses their entire organization and places it within strategic

conditions. Strategic leaders are unafraid to rethink experiences to learn from them. They are comfortable

with abstractions common to operational and strategic conditions. A well-developed frame of reference gives

strategic leaders a thorough knowledge of organizational subsystems. Aware of relationships among systems,

strategic leaders foresee the possible effects of one system upon others, which allows them to anticipate and

prevent potential problems. Using their understanding of the systems within their own organizations, strategic

leaders work through the complexity and uncertainty of the operational environment and translate abstract

concepts into concrete actions.

10-34. Strategic leaders train staffs and organizational teams to package concise, unbiased information and

build networks across organizational lines. Strategic leaders make wide-ranging and interrelated decisions so

they must be able to rely on imaginative teams who comprehend the conditions, foresee outcomes of many

courses of action, and identify key information requirements.

10-35. As strategic leaders build and use effective staffs, they continually seek honest, competent people

capable of diverse thought. They cannot afford to have teams that blindly agree with everything they say.

Chapter 10

10-6 ADP 6-22 31 July 2019

Strategic leaders encourage teams to participate in open dialogue with them, discuss alternative points of

view, and explore all facts, assumptions, and implications.

CREATES A POSITIVE ENVIRONMENT

10-36. Strategic leaders influence the culture of the Army. They, like all leaders, are responsible for creating

a positive environment in which to work, where individuals can thrive and be productive. Strategic leaders,

by personal example and critical resourcing decisions, sustain the culture and policies that encourage both

the individual and the Army to learn and evolve.

10-37. Strategic leaders ensure the Army Values and the Warrior Ethos remain fundamental to the Army’s

culture. They employ culture to support vision, accomplish the mission, and improve the organization.

Organizational culture that endorses the Army Values should reinforce ethical climates. A healthy culture is

a powerful motivational tool. Strategic leaders use culture to guide and inspire large, diverse organizations.

10-38. Strategic leaders are at the forefront of supporting lifelong learning across the entire Army—Regular

Army, Reserve Components, and DA Civilians. Strategic leaders promote learning by underwriting systems

for studying the force and forecasting future conditions. They resource a structure that constantly reflects on

how the nation fights and what success requires by constantly assessing the culture and deliberately

encouraging creativity and learning. Strategic leaders work to ensure that evolving forces have optimal

capability over time. Strategic leaders commission forward-looking projects because the Army is dedicated

to learning about operations in new conditions and against evolving threats.

DEVELOPS OTHERS

10-39. Strategic leaders, as all leaders, have the responsibility to actively develop direct subordinates.

Strategic leaders are the top-level stewards of the Army, caring for and managing the people, physical, and

financial resources entrusted to them. Strategic leaders become enablers as they underwrite the learning,

efforts, projects, and ideas of rising leaders. Through developing others, strategic leaders build a team of

leaders prepared to fill critical positions in the future.

10-40. More than a matter of following formats and structured sessions, mentoring by strategic leaders

means giving the right people an intellectual boost so that they make the leap to successfully operating and

creatively thinking at the highest levels. Leaders speak to audiences at service schools about what happens

at their level and share their perspectives. Today’s subordinates will become the next generation of strategic

leaders.

10-41. Global strategic conditions in constant flux have increased the importance of building agile, honest,

and competent staffs and command teams. Strategic leaders mold staffs and organizational teams able to

integrate concise, unbiased information and build networks across organizational lines. Strategic leaders

make wide-ranging and interrelated decisions so they must be able to rely on imaginative staff and

subordinate leaders who comprehend the conditions, foresee consequences of many courses of action, and

identify key information.

10-42. Because they must be able to compensate for their own weaknesses, strategic leaders cannot afford

to have staffs that blindly agree with everything they say. Strategic leaders encourage staffs to participate in

open and candid dialogue with them, discuss alternative points of view, and explore all facts, assumptions,

and implications. Such dialogue, that includes inquiry and advocacy, enables strategic leaders to assess all

aspects of an issue and clarifies their vision, intent, and guidance.

STEWARDS THE PROFESSION

10-43. Strategic leaders, as senior stewards of the Army, are responsible for reinforcing trust and ensuring

the ethical design, generation, support, and application of landpower. Strategic leaders have the greatest

influence on Army policies, regulations, programs, and systems. They balance today’s operational

requirements against tomorrow’s force structure and leadership needs. Their goal is to steward the profession

by developing a core of Army leaders with relevant competencies.

Strategic Leadership

31 July 2019 ADP 6-22 10-7

ACHIEVING

10-44. Strategic leaders organize and integrate their efforts to prepare for and achieve the goals of the Army,

joint forces, the Nation, and organizations with which they collaborate. Their ability to get results is a function

of how well they integrate their leader competencies. The National Security Strategy, National Defense

Strategy, and National Military Strategy guide strategic leaders as they develop their visions. Strategic leaders

must define for their diverse organizations what success means. They monitor progress and results by

drawing on personal observations, organized review and analysis, strategic management plans, and informal

discussions.

STRATEGIC PLANNING AND EXECUTION

10-45. By reconciling political and economic constraints with the Army’s needs, strategic leaders navigate

to move the force forward using a combination of strategy and budget processes. They spend a great deal of

time obtaining and allocating resources and determining conceptual directions, especially those judged

critical for future strategic positioning and others necessary to prevent readiness shortfalls. They oversee the

Army’s responsibilities under Title 10 of the United States Code.

10-46. They ask broad questions, such as—

 What are the relationships among external organizations?

 What are the political and social systems in which the organization and the Army must operate?

10-47. Strategic-level plans must balance competing demands across the DOD. The fundamental

requirements for strategic-level planning are the same as planning at the direct and organizational levels. At

all levels, leaders establish realistic priorities and communicate decisions. What adds complexity at the

strategic level is the sheer number of players and resource factors that can affect the organization.

10-48. Because lives are precious and resources are limited, strategic leaders must make tough decisions

about priorities. Strategic Army priorities focus on projecting landpower. When planning for tomorrow,

strategic leaders consistently call on their understanding and knowledge of the budgetary process to

determine which technologies will provide the capability commensurate with the cost. Visionary Army

leaders of the 1970s and 1980s realized that superior night-fighting systems and greater standoff ranges would

expose fewer Soldiers to danger, yet kill more of the enemy. Those leaders committed the necessary resources

to developing and procuring these and other superior systems. The shifts from Cold War to regional conflicts

to counterinsurgencies within decades reinforces that the conduct of war continuously changes. Strategic

leaders must therefore seek current information about shifting strategic conditions to determine what force

structure to prepare. Strategic leaders must consider—

 Who, what, and where is the next threat?

 Will we have allies or contend alone?

 What are our national and military goals?

 What is the successful strategic end state?

10-49. Strategic leaders oversee the relationships between their organizations as part of the nation’s total

defense force and the national policy apparatus. Among their duties, strategic leaders—

 Provide military counsel in national policy forums.

 Interpret national policy guidelines and directions.

 Plan for and maintain military capabilities required to implement national policy.

 Present the organization’s resource requirements.

 Develop strategies to support national objectives.

 Bridge gaps between political decisions made as part of national strategy and the individuals and

organizations that must carry out those decisions.

10-50. Just as direct and organizational leaders consider sister units and support agencies, strategic leaders

consider and work with other Services and government agencies. Many of the Army’s four-star billets are

joint or multinational. Lieutenant generals hold similar positions on the Joint Staff, with the DOD, or in

combatant commands. While other strategic leaders are assigned to nominally single service organizations

Chapter 10

10-8 ADP 6-22 31 July 2019

(such as Army Materiel Command, Forces Command, Futures Command, and Training and Doctrine

Command), they frequently work outside Army channels. Many DA Civilian strategic leaders hold positions

that require a well-rounded joint perspective.

10-51. Creating a hybrid culture that bridges gaps between partners in multinational operations is often

critical for success. Strategic leaders take time to learn about their partners’ cultures including political,

social, and economic aspects. Cultural sensitivity and geopolitical awareness are critical tools for achieving

results beyond the traditional chain of command. Strategic leaders must devise Army courses of action that

reflect national policy objectives and consider the interests of other organizations and agencies.

10-52. Strategic leaders routinely address complexity, ambiguity, rapid change, and alignment of policies.

They are responsible for developing well-reasoned positions and advise the Nation’s highest leaders.

Strategic leaders seek to determine what is important now and what will be important in the future. Their

experience, wisdom, and conceptual abilities contribute to solid insight and sound judgment across many

simultaneous challenges. Strategic leaders need an acute sense of timing—knowing when to accept risk and

proceed vigorously or when to proceed incrementally, testing the waters as they go. Their insight on issues

is strong, and they can skillfully sort relevant from irrelevant connections.

10-53. The Army’s strategic leaders recognize that as an institution, the Army experiences a nearly constant

state of change: processing and integrating new people, missions, technologies, equipment, and information.

To fulfill its mission, the Army must proactively address change. Strategic leaders anticipate change while

shielding their organizations from unimportant distracters. Strategic leaders know that change generally

requires influence grounded in commitment rather than forced compliance. Many major change efforts fail

without organization-wide support, so leaders must reinforce commitment consistently throughout the

organization. While all levels of leaders lead change, strategic level leaders make the most-sweeping changes

and ones that focus on the most distant time horizon. Strategic leaders must plan for and manage change by—

 Identifying the force capabilities necessary to accomplish the National Defense Strategy.

 Assigning strategic and operational missions, including priorities for allocating resources.

 Preparing plans for using military forces.

 Creating, resourcing, and sustaining organizational systems, including requisite personnel and

equipment resources, force modernization programs, and essential command and control systems.

 Developing and improving doctrine and the training methods supporting doctrine implementation.

 Planning for the second- and third-order effects of change.

 Maintaining an effective leader development program and other human resource initiatives.

10-54. While the highly volatile nature of the strategic conditions may tempt some strategic leaders to

concentrate on the short term, they cannot allow the crisis of the moment to absorb them. They must remain

steadfast in their responsibility to shape an organization or policies that will perform over the next ten to

twenty years. Strategic leaders also understand complex cause-and-effect relationships and anticipate the

second- and third-order effects of their decisions throughout the organization. Planning and foresight cannot

predict or influence all future events; therefore, strategic leaders prepare intellectually for a range of threats

and scenarios. Strategic leaders work carefully to influence the future with the means available through the

diplomatic, informational, military, and economic instruments of national power, as well as their character,

competence, and confidence.

CONSISTENTLY ASSESSES CAPABILITIES

10-55. To put strategic vision, concepts, and plans into reality, strategic leaders must employ reliable

feedback systems to monitor capabilities and adherence to values and ethics. They must assess many

conditions to determine the success of policies, operations, and vision. Other assessment efforts involve

understanding the will and opinions of the Nation, expressed through law, policy, leaders, and the media.

10-56. Strategic leaders assess a broad range of factors to gain a complete picture of progress toward goals

and mission objectives. They rely on performance indicators to signal how well systems and processes

balance the imperatives of doctrine, organization, training, materiel, leadership and education, personnel, and

facilities. Assessments may also include monitoring such areas as resource use, development of subordinates,

efficiency, effects of stress and fatigue, morale, ethical considerations, and mission accomplishment.

25 November 2019 ADP 6-22, C1 Source Notes-1

Source Notes

Sources are listed by page number. Where material appears in a paragraph, it lists both

the page number followed by the paragraph number(s). Quotations are identified by

the first few words of the quote. Boldface indicates vignettes.

+Chapter 1: The Army Profession, Ethic, and Leaders

1-1 “…the Soldier above all…”: General Douglas MacArthur, Thayer Award acceptance speech, 1962.

https://www.dvidshub.net/audio/44472/general-douglas-macarthur-thayer-award-acceptance-address.

1-13 Army Oaths: Oath of Enlistment, DD Form 4, Enlistment/Reenlistment Document Armed Forces of the

United States, October 2007 and Oath of Office: DA Form 71, Oath of Office–Military Personnel, July

1999; 5 USC 3331. The oath administered to commissioned officers includes the words, “I [full name],

having been appointed a [rank] in the United States Army….”

1-14 Colonel Robert B. Nett: https://history.army.mil/moh/wwII-m-s.html#NETT.

1-21 First Sergeant Conrad Schmidt: https://history.army.mil/html/moh/civwarmz.html.

Chapter 2: Character

2-3 General Jonathan M. Wainwright: https://history.army.mil/html/moh/wwII-t-

z.html#WAINWRIGHT.

2-4 “The discipline which makes…”: Major General John M. Schofield, Address to the United States

Corps of Cadets, 11 August 1879 in Manual for Noncommissioned Officers and Privates of Infantry of

the Army of the United States (Washington, DC: War Department, 1917), 12.

2-5 Sergeant David B. Bleak: https://history.army.mil/html/moh/koreanwar.html.

2-5 Lieutenant Vernon Baker: https://history.army.mil/moh/wwII-a-f.html.

2-6 Warrant Officer Hugh C. Thompson, Jr.: https://www.loc.gov/rr/frd/Military_Law/pdf/RDAR-Vol-

I.pdf.

2-7 Captain Humbert R. Versace: https://history.army.mil/html/moh/vietnam-m-z.html.

2-9 The Soldier’s Creed: https://www.army.mil/values/soldiers.html.

2-9 The Army Civilian Corps Creed: https://www.army.mil/values/corps.html.

2-10 Task Force Kingston: Roy E. Appleman, South to the Naktong, North to the Yalu (CMH Pub 20-2)

(Washington, DC: Center of Military History, 1992). https://history.army.mil/html/books/020/20-

2/CMH_Pub_20-2.pdf.

2-10 “Discipline is the soul…”: George Washington, “Instructions to Company Captains, 29 July 1757,”

National Archives Founders Online. https://founders.archives.gov/documents/Washington/02-04-02-

0223.

2-11 Discipline in the Face of the Enemy: TRADOC Pam 525-100-4, Leadership and Command on the

Battlefield: Noncommissioned Officer Corps (Fort Monroe, VA: Department of the Army, 1994), 26.

https://apps.dtic.mil/dtic/tr/fulltext/u2/a283327.pdf

Chapter 4: Intellect

4-2 “Judgment comes from experience…”: Omar N. Bradley, “Leadership: An Address to the U.S. Army

War College, 07 October 1971,” Parameters 1(3) (1972): 8.

https://ssi.armywarcollege.edu/pubs/parameters/articles/1972/bradley.pdf.

4-2 Gatlings to the Assault: https://history.army.mil/catalog/pubs/21/daposters/21-46.html.

Chapter 5: Leads

5-1 “The American soldier…”: Omar N. Bradley, “American Military Leadership,” Army Information

Digest 8, no. 2 (February 1953): 5.

5-2 5-9 through 5-18. Gary Yukl, Leadership in Organizations, 8th ed. (Boston, MA: Pearson Education,

2012).

5-5 D-Day statement to soldiers, sailors, and airmen of the Allied Expeditionary Force, 6/44.

https://www.archives.gov/historical-docs/todays-doc/?dod-date=606.

5-10 Breakthrough at Chipyong-ni: https://history.army.mil/catalog/pubs/21/daposters/21-47.html.

Source Notes

Source Notes-2 ADRP 6-22, C1 25 November 2019

5-11 5-56 and 5-60. Jonathan Hughes and Jeff Weiss, Making Partnerships Work: A Relationship

Management Handbook (Boston, MA: Vantage Partners, LLC, 2001).

5-11 5-67 thru 5-69. Ha Hoang and Frank T. Rothaermel, “How to Manage Alliances Strategically,” MIT

Sloan Management Review 58 (August 23, 2016): 18.

5-12 “Example whether it be…”: George Washington, “From George Washington to Major General

Stirling, 5 March 1780”, National Archives Founders Online.

https://founders.archives.gov/documents/Washington/03-24-02-0525.

5-13 Master Sergeant Roy P. Benavidez: https://history.army.mil/html/moh/vietnam-a-

l.html#BENAVIDEZ.

Chapter 6: Develops

6-1 “The commander must assure…”: FM 100-5, Operations (Washington DC: Department of the Army,

1976).

Chapter 7: Achieves

7-1 “The truly great leader…”: George C. Marshall, “Graduation of Officer Candidates Class,” Fort

Benning, Georgia, 27 September 1941.

Chapter 8: Leadership in Practice

8-1 “But once war…”: Douglas MacArthur, “Address of General of the Army Douglas MacArthur,”

Congressional Record 97 (1951) p 4123, (Text from Congressional Record Permanent Digital

Collection). https://www.govinfo.gov/app/collection/crecb/_crecb/Volume%20097%20(1951).

8-1 Third Battalion, 358th Infantry Regiment: General Orders 25 (Washington DC: War Department,

1945).

8-2 Remagen Bridgehead: https://history.army.mil/catalog/pubs/21/daposters/21-32.html.

Chapter 9: Organizational Leadership

9-1 “You have to lead men…”: George C. Marshall, “Compulsory Military Training and Service,”

Testimony to the U.S. Senate Committee on Military Affairs, 76th Congress, 3rd session, 12 July

1940.

9-2 9-11. Jeroen Stouten, Denise M. Rousseau, and David De Cremer, “Successful Organizational Change:

Integrating the Management Practice and Scholarly Literatures,” Academy of Management Annals 12

(9 July 2018): 752788.

Chapter 10: Strategic Leadership

10-1 “If we desire…”: George Washington, “From George Washington to the United States Senate and

House of Representatives, 3 December 1793,” National Archives Founders Online.

https://founders.archives.gov/documents/Washington/05-14-02-0306.

25 November 2019 ADP 6-22, C1 Glossary-1

Glossary

The glossary lists acronyms and terms with Army or joint definitions. Terms for which

ADP 6-22 is the proponent are marked with an asterisk (*). The proponent publication

for other terms is listed in parentheses after the definition.

SECTION I – ACRONYMS AND ABBREVIATIONS

AAR

ADP

AR

DA

DOD

DODI

FM

GPS

JP

LT

NCO

SGT

SSG

U.S.

WO1

after action review

Army doctrine publication

Army regulation

Department of the Army

Department of Defense

Department of Defense instruction

field manual

Global Positioning System

joint publication

lieutenant

noncommissioned officer

sergeant

staff sergeant

United States

warrant officer 1

SECTION II – TERMS

*Army leader

Anyone who by virtue of assumed role or assigned responsibility inspires and influences people by

providing purpose, direction, and motivation to accomplish the mission and improve the organization.

+*Army ethic

The set of enduring moral principles, values, beliefs, and laws that guide the Army profession and

create the culture of trust essential to Army professionals in the conduct of missions, performance of

duty, and all aspects of life.

+*Army profession

A trusted vocation of Soldiers and Army civilians whose collective expertise is the ethical design,

generation, support, and application of landpower; serving under civilian authority; and entrusted to

defend the Constitution and the rights and interests of the American people.

command

The authority that a commander in the armed forces lawfully exercises over subordinates by virtue of

rank or assignment. (JP 1)

command and control

The exercise of authority and direction by a properly designated commander over assigned and

attached forces in the accomplishment of mission. (JP 1)

Glossary

Glossary-2 ADP 6-22, C1 25 November 2019

*counterproductive leadership

The demonstration of leader behaviors that violate one or more of the Army's core leader competencies

or Army Values, preventing a climate conducive to mission accomplishment.

*leadership

The activity of influencing people by providing purpose, direction, and motivation to accomplish the

mission and improve the organization.

mentorship

The voluntary developmental relationship that exists between a person of greater experience and a

person of lesser experience that is characterized by mutual trust and respect. (AR 600-100)

mission command

(Army) The Army's approach to command and control that empowers subordinate decision making

and decentralized execution appropriate to the situation. (ADP 6-0)

25 November 2019 ADP 6-22, C1 References-1

References

All websites were accessed on 12 August 2019.

REQUIRED PUBLICATIONS These documents must be available to the intended users of this publication.

DOD Dictionary of Military and Associated Terms. July 2019. Available at

https://www.jcs.mil/Doctrine/.

ADP 1-02. Terms and Military Symbols. 14 August 2018.

RELATED PUBLICATIONS These documents contain relevant supplemental information.

JOINT AND DEPARTMENT OF DEFENSE PUBLICATIONS

Most DOD issuances are available online: https://www.esd.whs.mil/dd/. Most joint publications are

available online: https://www.jcs.mil/Doctrine/Joint-Doctine-Pubs/.

DODI 1430.16. Growing Civilian Leaders. 19 November 2009. Available at

https://www.esd.whs.mil/Portals/54/Documents/DD/issuances/dodi/143016p.pdf.

JP 1. Doctrine for the Armed Forces of the United States. 25 March 2013.

ARMY PUBLICATIONS

Most Army doctrinal publications are available online at https://armypubs.army.mil/.

ADP 6-0. Mission Command: Command and Control of Army Forces. 31 July 2019.

AR 350-1. Army Training and Leader Development. 10 December 2017.

AR 600-20. Army Command Policy. 6 November 2014.

AR 600-100. Army Profession and Leadership Policy. 5 April 2017.

ATP 5-19. Risk Management. 14 April 2014.

ATP 6-22.1. The Counseling Process. 1 July 2014.

ATP 6-22.5. A Leader’s Guide to Soldier Health and Fitness. 10 February 2016.

ATP 6-22.6. Army Team Building. 30 October 2015.

FM 3-13. Information Operations. 6 December 2016.

FM 6-22. Leader Development. 30 June 2015.

FM 6-27. The Commander’s Handbook on the Law of Land Warfare. 7 August 2019.

FM 7-22. Army Physical Readiness Training. 26 October 2012.

GTA 22-06-001. Ethical Climate Assessment Survey. 1 October 1997.

+OTHER PUBLICATIONS

Appleman, Roy E. South to the Naktong, North to the Yalu (CMH Pub 20-2). Washington, DC: Center

of Military History, 1992.

Army Civilian Corps Creed. Available at https://www.army.mil/values/corps.html.

Army Values. Available at https://www.army.mil/values/.

Bradley, Omar N. “American Military Leadership,” Army Information Digest 8, no. 2, February 1953.

References

References-2 ADP 6-22, C1 25 November 2019

Bradley, Omar N. “Leadership: An Address to the U.S. Army War College, 07 October 1971.”

Parameters 1(3), 1972.

https://ssi.armywarcollege.edu/pubs/parameters/articles/1972/bradley.pdf.

Department of the Army. FM 100-5, Operations. Washington DC: Department of the Army, 1976.

General Orders 25. Washington DC: War Department, 1945.

Hoang, Ha and Frank T. Rothaermel. “How to Manage Alliances Strategically.” MIT Sloan

Management Review 58 (August 23, 2016): 1-8.

Hughes, Jonathan and Jeff Weiss. Making Partnerships Work: A Relationship Management Handbook.

Boston, MA: Vantage Partners, LLC, 2001.

MacArthur, Douglas. “Address of General of the Army Douglas MacArthur.” Congressional Record

97 (1951). Text from Congressional Record Permanent Digital Collection,

https://www.govinfo.gov/app/collection/crecb/_crecb/Volume%20097%20(1951).

MacArthur, Douglas. Thayer Award acceptance speech, 1962.

https://www.dvidshub.net/audio/44472/general-douglas-macarthur-thayer-award-acceptance-

address.

Manual for Noncommissioned Officers and Privates of Infantry of the Army of the United States.

Washington, DC: War Department, 1917.

Marshall, George C. “Graduation of Officer Candidates Class,” Fort Benning, Georgia, 27 September

1941.

Marshall, George C. Testimony to the U.S. Senate Committee on Military Affairs. “Compulsory

Military Training and Service.” 76th Congress, 3rd session, 12 July 1940, Hearings on S

4164, 372-385.

Stouten, Jeroen, Denise M. Rousseau, and David De Cremer. “Successful Organizational Change:

Integrating the Management Practice and Scholarly Literatures.” Academy of Management

Annals 12 (9 July 2018): 752-788.

The Constitution of the United States. Available at https://www.archives.gov/founding-

docs/constitution.

The Soldier’s Creed. Available at https://www.army.mil/values/soldiers.html.

Title 10, USC. Available at http://uscode.house.gov/browse/prelim@title10&edition=prelim.

Uniform Code of Military Justice. Available at https://jsc.defense.gov.

Washington, George. “From George Washington to Major General Stirling, 5 March 1780”, National

Archives Founders Online, https://founders.archives.gov/documents/Washington/03-24-02-

0525.

Washington, George. “From George Washington to the United States Senate and House of

Representatives, 3 December 1793,” National Archives Founders Online.

https://founders.archives.gov/documents/Washington/05-14-02-0306.

Washington, George. “Instructions to Company Captains, 29 July 1757,” National Archives Founders

Online. https://founders.archives.gov/documents/Washington/02-04-02-0223.

Yukl, Gary. Leadership in Organizations. 8th ed. Boston, MA: Pearson Education, Inc., 2012.

WEBSITES

Comprehensive Soldier and Family Fitness Program: https://armyfit.army.mil.

The National Archives. Available at https://www.archives.gov/.

United States Army Center of Military History. Available at https://history.army.mil/index.html.

PRESCRIBED FORMS This section contains no entries.

References

25 November 2019 ADP 6-22, C1 References-3

REFERENCED FORMS Unless otherwise indicated, most Department of the Army forms are available online at

https://armypubs.army.mil/ . Most Department of Defense forms are available at

https://www.esd.whs.mil/Directives/forms/.

DA Form 71. Oath of Office – Military Personnel.

DA Form 2028. Recommended Changes to Publications and Blank Forms.

DD Form 4. Enlistment/Reenlistment Document Armed Forces of the United States.

This page intentionally left blank.

25 November 2019 ADP 6-22, C1 Index-1

Index

Entries are by paragraph number unless specified.

A–B

achieving (gets results), 7-1–7-14, table 7-1

active listening, 5-69–5-70

adaptability, 6-14, 8-7, 8-8–8-12 changes, 8-37

ambiguity, 10-25–10-26

Army Civilian Corps Creed, page 2-9

Army Civilians, 1-117–1-120

Army Ethic, 1-44–1-52, figure 1-2 Army profession, 1-53–1-69 Army Values, figure 1-2 defined, 1-44 framework, 1-48, table 1-1

Army leadership requirements model, 1-82–1-88, figure 1-4

Army Profession, 1-3–1-43, figure 1-1 characteristics, 1-10–1-43 defined, 1-8

Army Values, 2-4–2-13 duty, 2-7 honor, 2-10 integrity, 2-11 loyalty, 2-6 personal courage, 2-12–2-13 respect, 2-8 selfless service, 2-9

attributes, 1-86 Army Values, 2-4–2-13 confidence, 3-10 discipline, 2-29–2-30 empathy, 2-23–2-25 expertise, 4-17 fitness, 3-4–3-9 humility, 2-31–2-33 innovation, 4-9–4-10 interpersonal tact, 4-11 mental agility, 4-4–4-6 military and professional

bearing, 3-3 resilience, 3-11 sound judgment, 4-4–4-8 Warrior Ethos/service ethos,

2-26–2-28

balancing mission and welfare, 5-37–5-42

building trust and cohesion, 6-31– 6-34

builds trust, 5-43–5-46, table 5-2 outside lines of authority,

5-51–5-53

C

character, 2-1–2-3, table 2-1 Army Values, 2-4–2-13 discipline, 2-29–2-30 empathy, 2-23–2-25 ethical orders, 2-20–2-22 ethical reasoning, 2-17–2-19 Service Ethos, 2-26 values and beliefs, 2-14–2-16 Warrior Ethos, 2-26–2-28

coaching, 6-53–6-54

commitment, 5-8

communicates, 5-68–5-78, 9-12– 9-16, 10-27–10-29, table 5-5

competencies, 1-87–1-88, figure 1-4 builds trust, 5-43–5-46, table

5-2 communicates, 5-68–5-78,

9-12–9-16, 10-27–10-29, table 5-5

creates a positive environment/fosters esprit de corps, 6-20–6-41, 9-18– 9-19, 10-36–10-38, table 6-4

develops others, 6-42–6-71, 9-23–9-33, 10-39–10-42, table 6-3

extends influence beyond the chain of command, 5-47– 5-60, 9-6–9-8, 10-17–10-22, table 5-3

gets results, 7-2–7-14, table 7-1

leads by example, 5-61–5-67, 9-9–9-11, 10-23–10-26, table 5-4

leads others, 5-2–5-42, 9-4– 9-5, 10-12–10-16, table 5-1

prepares self, 6-7–6-19, 9-20– 9-22, 10-31–10-35, table 6-1

stewards the profession, 6-72– 6-74, table 6-5

compliance, 5-7

composure, 4-13–4-16

confidence, 3-10

counseling, 6-52

counterproductive leadership. See leadership.

create shared understanding, 5-71–5-78

creates a positive environment/fosters esprit de corps, 6-20–6-41, 9-18–9-19, 10-36–10-38, table 6-4

creative thinking, 4-5, 5-9

critical thinking, 4-5–4-6

cultural and geopolitical knowledge, 4-23–4-26

D–E–F–G–H

demonstrate care for people, 6-36–6-37

demonstrate competence, 5-67

develops others, 6-42–6-71, 9-23– 9-33, 10-39–10-42, table 6-3

direct level leadership. See leadership.

discipline, 2-29–2-30

displaying character, 5-61–5-67

diversity, recognizing, 4-12

dynamics of leadership. See leadership.

duty, 2-7

empathy, 2-23–2-25

encouraging initiative, 6-35

esprit de corps, 1-38–1-43, 6-38– 6-41

expertise, 4-17

extends influence beyond the chain of command, 5-47–5-60, 9-6–9-8, 10-17–10-22, table 5-3

fitness, 3-4–3-9

formal leadership. See leadership.

gets results, 7-2–7-14, table 7-1

Index

Index-2 ADP 6-22, C1 25 November 2019

honor, 3-11–3-12

honorable serive, 1-17–1-23

humility, 2-31–2-33

I–J–K

influence, application of, 5-19– 5-21 apprising, 5-16 collaboration, 5-14 exchange, 5-12 inspirational appeals, 5-17 legitimating, 5-11 participation, 5-18 personal appeals, 5-13 pressure, 5-10 rational persuasion, 5-15 understanding sphere, means

and limits, 5-54–5-55

informal leadership. See leadership.

innovation, 4-9–4-10

integrity, 2-11

intellect, foundations, 4-1–4-3, table 4-1 expertise, 4-17 innovation, 4-9–4-10 interpersonal tact, 4-11 mental agility, 4-4–4-6 sound judgment, 4-4–4-8

interpersonal tact, 4-11

joint knowledge, 4-22

L

leader, attributes of, 1-86, table 2-1, table 3-1, table 4-1 competencies of, 1-87–1-88,

table 5-1, table 5-2, table 5-3, table 5-4, table 5-5, table 6-1, table 6-2, table 6-4, table 6-5, table 7-1

responsibilities, 2-7, 2-13– 2-14, 2-19, 5-32, 5-38, 5-42, 5-65–5-66, 6-35, 6-36, 6-45, 6-60, 6-63–6-64, 7-7, 8-3, 8-18, 8-35, 8-39, 8-49–8-50, 9-17, 9-30–9-31, 10-4, 10-39, 10-54

role models, 1-96, 1-107, 1-111, 5-1, 9-21

leadership, and command authority, 1-95–1-97 and management, 8-6

counterproductive leadership, 8-45–8-50

defined, 1-74 direct level, 1-124–1-127 dynamics of leadership, 1-89–

1-106 formal, 1-94–1-97 informal, 1-98–1-99 organizational level, 1-128–

1-129, 9-1–9-45 strategic level, 1-130–1-132,

10-1–10-56

leadership and command authority. See leadership.

leads by example, 5-61–5-67, 9-9–9-11, 10-23–10-26, table 5-4

leads others, 5-2–5-42, 9-4–9-5, 10-12–10-16, table 5-1

loyalty, 2-6

M–N–O

management, 8-6

mental agility, 4-4–4-6

mentoring, 6-55–6-57

military and professional bearing, 3-3

military expertise, 1-24–1-31

mission command, 1-78

negotiating, 5-56–5-60

noncommissioned officers, 1-113– 1-116

officers, 1-108–1-112

operational development, 6-58– 6-60

operational environment, challenges of, 8-15–8-35

organizational level leadership. See leadership.

operational stress, 8-38–8-44

P–Q–R

personal courage, 2-11–2-13

positive environment, creates, 6-20–6-28 assessing, 6-29–6-30

prepares self, 6-7–6-19, 9-20– 9-22, 10-31–10-35, table 6-1 developing self-awareness,

6-14–6-19

expanding knowledge, 6-12– 6-13

presence, foundations, 3-1–3-2, table 3-1 confidence, 3-10 fitness, 3-4–3-9 military and professional

bearing, 3-3 resilience, 3-11

providing purpose, direction, and motivation, 5-25–5-32

resilience, 3-11

resistance, 5-22–5-24

resolving conflicts, 5-56

respect, 2-8

S–T–U

self-awareness, 6-14–6-19

self-development, 1-25–1-26, 6-8– 6-10, 6-43, 6-60, 9-23

selfless service, 2-9

Service Ethos, 2-26

Soldier’s Creed, page 2-9

sound judgment, 4-7–4-8

stability, 1-117, 3-6, 4-13

standards, upholding, 5-33–5-36

stewards the profession, 6-72– 6-74, table 6-5

stewardship, 1-32–1-37

strategic leadership. See

leadership.

stress, change, 8-36–8-37 operational, 8-38–8-44

tactical knowledge, 4-18–4-19

teams, developing, 6-61–6-62 stages of, 6-63–6-71

technical knowledge, 4-20–4-21

trust, 1-11–1-16

V–W–X–Y–Z

values and beliefs, 2-14–2-16

Warrior Ethos, 2-26–2-28

ADP 6-22 31 July 2019

DISTRIBUTION: Active Army, Army National Guard, and United States Army Reserve: istributed in

110180 ADP 6-22

KATHLEEN S. MILLER Administrative Assistant

to the Secretary of the Army 1922706

PIN: 103006-000

This publication is available at the Army Publishing Directorate site (https://armypubs.army.mil/), and the Central Army Registry site

(https://atiam.train.army.mil/catalog/dashboard).

Foreword

Throughout the history of the U.S. Army, the NCO has been its backbone. Our NCO corps is admired by our contemporaries around the world, and is an integral part of what has made our Army so successful throughout our 244 years of service to the Nation. The NCO Corps has made revolutionary changes in the past decade and continues to evolve to meet the emerging threats posed by our enemies. Grounded in our Oath to the Nation, and our rich history and heritage, the NCO corps is the vanguard for leading and training Soldiers at the crew, team, squad, section, and platoon level. Focusing on the basics with tough, realistic combat training, will ensure that in the crucible of ground combat, our Soldiers will be victorious.

In an era of persistent conflict, the Army has been the dominant land force, projecting combat power worldwide and defeating our enemies wherever they are found. For over 18 years, we have met the challenges of continuous combat operations and deployments in an ever-changing and complex environment. Time after time, our reputation as the premier land force in the world has been upheld and reaffirmed through the professionalism of the Soldiers in the finest Army the world has ever known. Now is the time to refocus our efforts on what makes us successful as a force, both now, and in the future. Focusing on our people, and how we train and equip them, prepares our units for the increasing challenges of large scale, multi-domain operations. To successfully lead our people in training and on the battlefield, we must know them, invest in them and manage their talents in a way that yields the strong, cohesive teams our Army requires to win.

The contents of this guide will serve as a tool in the kit bag of every NCO, enabling them to understand the requirements, regulations, and methods required to train our Soldiers. As Noncommissioned Officers, you are charged with the care, training, education and readiness of every Soldier in the U.S. Army. Your ability to coach, train and mentor competent Soldiers of character is the key to the success of our force. The Nation, our Officers and our Soldiers have placed great trust and confidence in the NCO Corps, and deserve nothing less than competent, confident, and trusted professionals to remain the world's premier land fighting force.

This We’ll Defend! Backbone! Army Strong!

Michael A. Grinston 16th Sergeant Major of the Army

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TC 7-22.7 i

Training Circular No 7-22.7

Headquarters Department of the Army

Washington, DC, 1 January 2020

Noncommissioned Officer Guide Contents

CONTENTS …………………………………………………………………………………………………………………… i PREFACE ……………………………………………………………………………………………………………………. v INTRODUCTION ……………………………………………………………………………………………………….. vi CREED OF THE NONCOMMISSIONED OFFICER ………………………………………………………vii CHARGE OF THE NONCOMMISSIONED OFFICER ………………………………………………….viii

CHAPTER 1: HISTORY OF THE NCO 1.1. Origins of the American Noncommissioned Officer …………………………………………… 1-2 1.2. The Professional NCO Emerges – the 20th and 21st Century ……………………………….. 1-8 1.3. The NCO as an Educated Professional …………………………………………………………… 1-15

CHAPTER 2: BE, KNOW, DO 2.1. NCO Common Core Competencies (NCO C3) ………………………………………………….. 2-2 2.2. The Sergeant Major of the Army …………………………………………………………………….. 2-4 2.3. The Command Sergeant Major and Sergeant Major ………………………………………….. 2-4 2.4. The First Sergeant and Master Sergeant …………………………………………………………… 2-8 2.5. The Sergeant First Class ………………………………………………………………………………. 2-11 2.6. The Staff Sergeant ……………………………………………………………………………………….. 2-13 2.7. The Sergeant and Corporal …………………………………………………………………………… 2-16 2.8. NCO Support Channel …………………………………………………………………………………. 2-18 2.9. Command Supply Discipline Program (CSDP) ……………………………………………….. 2-18 2.10. Property Accountability ………………………………………………………………………………. 2-19 2.11. Accounting for Army Property …………………………………………………………………….. 2-19 2.12. Item Classification ……………………………………………………………………………………… 2-19 2.13. Inventories of personal property ………………………………………………………………….. 2-20 2.14. CSDP Responsibility ………………………………………………………………………………….. 2-20

CHAPTER 3: ROADMAP TO EFFECTIVE LEADERSHIP 3.0. References ……………………………………………………………………………………………………. 3-2 3.1. Introduction ………………………………………………………………………………………………….. 3-2 3.2. Army Leadership Requirements Model ……………………………………………………………. 3-2 3.3. Differences between Attributes and Competencies ……………………………………………. 3-2 3.4. Core Leader Attributes …………………………………………………………………………………… 3-3

DISTRIBUTION RESTRICTION: Approved for public release, distribution is unlimited. This publication supersedes TC 7-22.7, dated 7 April 2015.

ii TC 7-22.7 1 January 2020

3.5. Core Leader Competencies …………………………………………………………………………….. 3-3 3.6. Mission Command and Be, Know, Do …………………………………………………………….. 3-4 3.7. Compliance vs. Commitment ………………………………………………………………………….. 3-4 3.8. Power ………………………………………………………………………………………………………….. 3-5 3.9. Leadership Styles ………………………………………………………………………………………….. 3-7 3.10. Dynamics of Leadership ………………………………………………………………………………. 3-8 3.11. The Leader …………………………………………………………………………………………………. 3-9 3.12. Formal Leadership ………………………………………………………………………………………. 3-9 3.13. Command …………………………………………………………………………………………………… 3-9 3.14. Informal Leadership …………………………………………………………………………………….. 3-9 3.15. The Led …………………………………………………………………………………………………….. 3-10 3.16. Humility …………………………………………………………………………………………………… 3-10 3.17. The Situation …………………………………………………………………………………………….. 3-10 3.18. Communication …………………………………………………………………………………………. 3-10 3.19. Electronic Communication …………………………………………………………………………. 3-11 3.20. Levels of Leadership ………………………………………………………………………………….. 3-11 3.21. Introduction to the Three Levels ………………………………………………………………….. 3-11 3.22. Direct Leadership ………………………………………………………………………………………. 3-12 3.23. Organizational Leadership ………………………………………………………………………….. 3-12 3.24. Strategic Leadership …………………………………………………………………………………… 3-13 3.25. Navigation of the Continuum ………………………………………………………………………. 3-13 3.26. Counseling, Coaching, and Mentoring …………………………………………………………. 3-14

CHAPTER 4: TRAINING 4.0. References ……………………………………………………………………………………………………. 4-2 4.1. Doctrine and Battle Focused Training ……………………………………………………………… 4-2 4.2. The Army's Principles of Training …………………………………………………………………… 4-3 4.3. The Army Operations Process is the Training Process ……………………………………….. 4-3 4.4. Training Domains …………………………………………………………………………………………. 4-3 4.5. NCO Roles in Training ………………………………………………………………………………….. 4-6 4.6. Unit Training Proficiencies …………………………………………………………………………….. 4-6 4.7. NCOs Train to Standard …………………………………………………………………………………. 4-7 4.8. NCO Training Techniques ……………………………………………………………………………… 4-7 4.9. Web-Based Training Resources ………………………………………………………………………. 4-9

CHAPTER 5: MISSION COMMAND 5.0. References ……………………………………………………………………………………………………. 5-2 5.1. Mission Command Defined ……………………………………………………………………………. 5-2 5.2. Principles of Mission Command ……………………………………………………………………… 5-3 5.3. Command and Control (C2) Defined ……………………………………………………………….. 5-6 5.4. The NCO's role in Mission Command ……………………………………………………………… 5-7 5.5. The Command and Control Warfighting Function …………………………………………….. 5-7 5.6. The NCO's role in the Command and Control Warfighting Function …………………… 5-8

1 January 2020 TC 7-22.7 iii

CHAPTER 6: THE ARMY PROFESSION 6.0. References ……………………………………………………………………………………………………. 6-2 6.1. The Army Profession …………………………………………………………………………………….. 6-2 6.2. Our Ethic ……………………………………………………………………………………………………… 6-3 6.3. Army Values ………………………………………………………………………………………………… 6-4 6.4. Army Customs, Courtesies, and Traditions ………………………………………………………. 6-5 6.5. Pride and Esprit de Corps ……………………………………………………………………………….. 6-8 6.6. Drill and Ceremonies …………………………………………………………………………………… 6-10 6.7. Inspections …………………………………………………………………………………………………. 6-11 6.8. What makes you an Army Professional? ………………………………………………………… 6-12

CHAPTER 7: OFFICER AND NCO RELATIONSHIPS 7.0. References ……………………………………………………………………………………………………. 7-2 7.1. Army Officers and NCO relationships ……………………………………………………………… 7-2 7.2. Army Civilians and NCO relationships ……………………………………………………………. 7-7

CHAPTER 8: ARMY PROGRAMS 8.0. References ……………………………………………………………………………………………………. 8-2 8.1. Introduction ………………………………………………………………………………………………….. 8-3 8.2. American Red Cross ……………………………………………………………………………………… 8-3 8.3. Army Community Service ……………………………………………………………………………… 8-3 8.4. Army Continuing Education System ……………………………………………………………….. 8-3 8.5. Army Emergency Relief ………………………………………………………………………………… 8-3 8.6. Army Family Action Plan (AFAP) ………………………………………………………………….. 8-4 8.7. Army Family Advocacy Program ……………………………………………………………………. 8-4 8.8. Army Family Readiness Group (AFRG) ………………………………………………………….. 8-4 8.9. Army Family Team Building ………………………………………………………………………….. 8-4 8.10. Army Retention Program ……………………………………………………………………………… 8-4 8.11. Army Safety Program ………………………………………………………………………………….. 8-5 8.12. Army Substance Abuse Program (ASAP) / Substance Use Disorder Clinical Care (SUDCCC) …………………………………………………………………………………………………………. 8-5 8.13. Army World Class Athlete Program ………………………………………………………………. 8-5 8.14. Better Opportunities for Single Soldiers (BOSS) …………………………………………….. 8-5 8.15. Center for the Army Profession and Leadership ………………………………………………. 8-5 8.16. Child, Youth, and School Services (CYSS) …………………………………………………….. 8-5 8.17. Comprehensive Soldier and Family Fitness Program / MRT …………………………….. 8-6 8.18. Defense Enrollment Eligibility Reporting System (DEERS) …………………………….. 8-6 8.19. Equal Opportunity Program (EO) ………………………………………………………………….. 8-6 8.20. Exceptional Family Member Program (EFMP) ……………………………………………….. 8-6 8.21. Financial Readiness Program ………………………………………………………………………… 8-6 8.22. The Inspector General’s Office (IG) ………………………………………………………………. 8-7 8.23. Military & Family Life Counseling Programs …………………………………………………. 8-7 8.24. Morale, Welfare, Recreation and Family Programs …………………………………………. 8-7

iv TC 7-22.7 1 January 2020

8.25. Private Public Partnerships …………………………………………………………………………… 8-7 8.26. Sexual Harassment/Assault Response and Prevention (SHARP) / I AM STRONG and CATCH program …………………………………………………………………………………………… 8-8 8.27. Soldier For Life – Transition Assistance Program (SFL-TAP) ………………………….. 8-8 8.28. Total Army Sponsorship Program (TASP) ……………………………………………………… 8-9 8.29. Total Army Strong Program …………………………………………………………………………. 8-9 8.30. Veterans Affairs (VA) Home Loan Program …………………………………………………… 8-9

APPENDIX A. Change of Responsibility Script ……………………………………………………… A-1 APPENDIX B. NCO Induction Ceremony Script ……………………………………………………. B-1 APPENDIX C. Leader Tools ………………………………………………………………………………… C-1 APPENDIX D. Reading List ………………………………………………………………………………… D-1 GLOSSARY ……………………………………………………………………………………………. Glossary-1 REFERENCES ………………………………………………………………………………………. References-1

FIGURES

APPENDIX

FIGURE 1-1. Prussian General Friedrich von Steuben and Bluebook ………………………… 1-4 FIGURE 1-2. Union Colors Sergeant …………………………………………………………………….. 1-5 FIGURE 1-3. Seventh Army NCO Academy ………………………………………………………… 1-16 FIGURE 1-4. United States Army Sergeants Major Academy ………………………………… 1-18 FIGURE 1-5. NCO PME Learning Continuum ……………………………………………………… 1-20 FIGURE 3-1. The Army leadership requirements model ………………………………………….. 3-3 FIGURE 3-2. Sources of power …………………………………………………………………………….. 3-5 FIGURE 3-3. Leadership styles …………………………………………………………………………….. 3-8 FIGURE 3-4. Army leadership levels …………………………………………………………………… 3-11 FIGURE 3-5. Skill level progression ……………………………………………………………………. 3-13 FIGURE 4-1. The battle focused integration of individual and collective tasks …………… 4-3 FIGURE 4-2. Unit training proficiency elements …………………………………………………….. 4-6 FIGURE 5-1. Control …………………………………………………………………………………………… 5-2 FIGURE 5-2. Mission Command aligned with NCO Attributes and Competencies ……… 5-6 FIGURE 5-3. C2 …………………………………………………………………………………………………. 5-7 FIGURE 5-4. C2 warfighting functions ………………………………………………………………….. 5-8 FIGURE 6-1. Oath of Enlistment ………………………………………………………………………….. 6-3 FIGURE 6-2. The Army flag & streamers ………………………………………………………………. 6-7 FIGURE 6-3. Spirit of 76 ……………………………………………………………………………………… 6-8 FIGURE 6-4. Honor Guard-Tomb of the Unknown Soldier ……………………………………… 6-9 FIGURE 6-5. Change of Responsibility ……………………………………………………………….. 6-11

1 January 2020 v

Preface

This Department of the Army Training Circular (TC) is dedicated to the men and women of the U.S. Army NCO Corps, who have made the ultimate sacrifice and to NCOs presently serving in the Active Army, the Army National Guard, and the Army Reserve. The Soldiers will seek guidance, trust you to train them, and to develop them to win the nation’s wars. As the standard- bearer, instill pride and strive to live the Army Values. You are “The Backbone of the Army.”

Scope. The TC provides the Army's NCOs a guide for leading, supervising, and caring for Soldiers. While this guide is not all-inclusive, nor is it intended as a stand-alone document, it provides NCOs a quick and ready reference to refresh and develop leadership traits.

Interim Changes. None Purpose: To use as a guide to develop an innovative, competent professional NCO. NCOs must learn to analyze and evaluate the operational environment to create and apply an understanding of the changing world that confronts them.

Distribution. Unlimited.

Applicability. The TC provides critical information for the success of today's NCO and is intended for use by all the NCOs in the Active Army Component, the Army National Guard, and the Army Reserve Component.

Proponent and Exception Authority Statement. The proponent for the TC is the Noncommissioned Officer Leadership Center of Excellence (NCOLCoE). Send comments and recommendations on a DA Form 2028 (Recommended Changes to Publications and Blank Forms) to Director, NCOPDD, United States Army NCOLCoE and Sergeants Major Course, ATTN: ATSS-DAE, Fort Bliss, Texas 79918-8002.

TC 7-22.7

1 January 2020 vi

Introduction

NCOs conduct the daily operations of the Army. NCOs are relied on to execute complex tactical operations, make intent-driven decisions and operate in joint, interagency, and multinational environments. NCOs are responsible for maintaining and enforcing standards and a high degree of discipline. NCOs process Soldiers for enlistment, teach basic Soldier skills, are accountable for the care of Soldiers, and set the example. NCOs are trainers, mentors, advisors, and communicators.

Every Soldier has a Sergeant, and every Soldier deserves a leader who is a capable trainer, is trustworthy, is genuinely concerned for their health and welfare, and develops them to be the leaders of tomorrow. The Soldier’s Creed and Warrior Ethos are compelling obligations we expect our Soldiers to live by. Likewise, we expect our leaders to live by those obligations and those of the NCO Creed and Charge of the NCO (See Figure 1 & 2).

As the culture of the Army changes, we face tremendous challenges. How we communicate, use technology, increase resilience, sustain tactical and technical proficiency, and inculcate ourselves and our Soldiers on ethics and values are critical to maintaining an “Army Strong” force.1 Soldiering is and has always been an affair of the heart. Leading is a privilege and an honorable profession. The two major responsibilities of leadership remain the accomplishment of the mission and the welfare of Soldiers. This guide is intended to enhance your ability to lead and arm you with tools such as self-awareness, self-discovery, how you lead, and how you develop your subordinates. It also ties into how competent and confident you are in your duties, responsibilities, and roles.

1. Nickerson, Thomas COL, "The Making of Army Strong.” November 8, 2006. The United States Army Home Page.

TC 7-22.7

The Creed of the Noncommissioned Officer.

1 January 2020 vii TC 7-22.7

1 January 2020 viii

Charge of the Noncommissioned Officer.

TC 7-22.7

SGT John Hill riding on Jumping Dan Ware, the finest jumping horse in the Infantry Stables.

Ft. Benning, Georgia (July 25, 1941), Photo #161-SC-41-1323 by the 161st Signal Photography Company.

CPL John Robbins of Louisville, Nebraska, 41st Signal, 41st Inf. Div., operating his SCR 188 in a sandbagged hut at Station NYU.

Dobodura, New Guinea, (9 May 1943), Signal Corps Photo: GHQ SWPA SC 43 5901 (T/4 Harold Newman).

SSG James L. Leach (dog handler) with "bomb" dog Jupiter used as a team to check vehicles, 118th Military Police Company at entrance to XVIII Airborne Corps Main Command Post.

Rafha Airport, Northern Province, Saudi Arabia, (8 February 1991), XVIII Airborne Corps History Office photograph by SSG LaDona.

CHAPTER 1

HISTORY OF THE NCO

2. See F.W.A.H.S. von Steuben, Regulations for the Order and Discipline of the Troops of the United States, available at https://www.loc.gov/item/05030726/. 3. See Conrad E. Harvey, An Army without Doctrine: The Evolution of US Army Tactics in the Absence of Doctrine, 1779 to 1847, Fort Leavenworth, KS, 2007.

"History shows that when we moved into the 20th century, the Army decided it needed a different kind of NCO… an NCO Corps that's motivated, dedicated, and smart, and a Corps that can deal with ever-changing environments because we're going to continue to deploy, we're going to continue to be busy."

– 11th SMA Robert E. Hall

Chapter 1

History of the NCO

1.1. Origins of the American NCO.

Introduction

a. The United States Army NCO Corps has evolved greatly in the more than two centuries of its existence. It is a uniquely American institution, both a product of a European military tradition and of the American frontier. During the American Revolution, Prussian Baron Friedrich Wilhelm August Heinrich Ferdinand von Steuben (hereafter Baron von Steuben) trained selected Continental troops to drill, lead, and most importantly to teach others, thereby laying the foundation for the modern NCO Corps. Yet after the Revolution, the Continental Army was eventually reduced in size to less than 1,000 active troops. However, post-Revolution conflict with the Native Americans and British-Canadians in the Ohio valley, as well as Spanish forces in the southern regions, required a larger federal force, so the Army expanded. In 1803, with the acquisition of the Louisiana Purchase, the need for an Army to explore and safeguard the new territory became the main role of the Federal Army for much of the 19th century. The War of 1812, the Mexican-American War, the Civil War, and the Spanish-American War were fought during this century.

b. Baron von Steuben’s Blue Book was in use, at least as a standard drill manual, until 1812.2 But after von Steuben, the general formative experience of the NCO Corps lay in the lonely forts and outposts of the vast American West rather than from exposure to other military traditions.3 Once the United States began to consolidate its holdings and territories, prior to World War I, the NCO Corps slowly transformed, growing into its roles as technical experts and combat leaders. While the Revolution and the Frontier drove the evolution of the 19th century NCO, the need for professionalism and technical competency drives it in the 20th and 21st century. The 20th century saw the development and decline of Specialist and Technical ranks. In the post-Vietnam era, the maturation of the Army-wide NCO educational system (NCOES) created a pathway to an NCO Corps that combined all the expertise of the Specialist with the leadership skills of the combat NCO. Today’s Army demands more from its NCOs than ever before, thus the institutional Army provides educational and training systems to help the modern NCO meet those requirements. While today’s NCOs are better educated, trained, and equipped, the fundamental nature of the American NCO and the NCO Corps, developed throughout the experience of the United States Army, remains intact.

1 January 2020 1-2 TC 7-22.7

1 January 2020 1-3

European Origins of the NCO

c. What is a NCO? From the European tradition, an NCO was one who had some level of command authority, but did not hold an officer’s commission from a sovereign. NCOs were appointed by a commissioned officer largely to discipline and train Soldiers. A NCO dealt with men, while an officer did not. During the 17th and 18th centuries, as gunpowder tactics and volley-fire linear tactics developed, the NCO became the one responsible not simply for training troops in how to use their equipment individually, but in operating as part of a formation – that is to say, collective training. The halberd, useful both for dressing lines of the rank and file, and identifying in battle where the NCO was physically on the battlefield, became a symbol of the NCO and remains so today. During the so-called Seven Years’ War (1756-1763, the portion of which was fought in North America was known as The French and Indian Wars), the ability to rapidly bring a column of men to fire and repeat was often the deciding factor in battle. The European sergeant, therefore, was crucial to military success.

Early American Innovations

d. The U.S. concept of the NCO is unique because it originates from multiple sources. George Washington and many other colonists observed the British Sergeants in the Seven Years War, and when the Continental Army was created in 1775, Washington used the British organization as its basis. For most of the colonists, the idea of a sergeant in charge of training and maneuver was familiar. Most able-bodied male colonists had served in one of the colonial militias and, although the way Sergeants were appointed and served varied between militias, the idea of an NCO was one of the American Army’s founding concepts. In general, however, the militia systems proved too elitist to produce effective NCOs. Militia regulations and drill books emphasized the role of the professional officer, but left the specific duties and authority of NCOs undefined.4 Arriving at a consensus on the role(s) of the NCO proved difficult, especially since the Army was chronically short of supplies, experienced erratic pay, and was plagued by desertion. As with the militias, authority was centered in the officer. Discipline was harsh, and despite some small early tactical victories (and quite a few defeats) the early American Army never matched the British standard of discipline, training, organization, or effectiveness.

e. In 1778, Prussian General Baron von Steuben joined Washington’s staff. Von Steuben’s idea of the NCO was based that the officer should be the “father of the company while the Sergeants should be the mothers.”5 They should also enforce discipline and administer the troops. He believed in regulations and discipline, and his work Regulations for the Order and Discipline of the Troops of the United States (also known as the “Blue Book”) laid the foundation for the Army’s organization. Unlike the militia drill books, the Blue Book codified the duties of each rank, including instructing Sergeants the how and why of drill and administration. The Blue Book became the Army’s first standard work on doctrine, training, and organization. Von Steuben is often called the “Father of the NCO Corps” because the Blue Book described the role of the NCO as being more than an extension of the officer. Troop care, training, and drill was the particular and for the first time defined charge of the NCO.

4. See John D. Alternburg, “NCO Authority: Roles, Rules and Regulations” (MA thesis: US Army Command and General Staff College: Fort Leavenworth, 1986.) He cites in particular Humphery Bland’s 1762 A Treatise of Military Discipline and W. Windham and G. Townshend’s 1760 A Plan of Discipline, Composed For The Use of the Militia Of the County of Norfolk. 5. J.M. Palmer’s General Von Steuben (Yale UP: New Haven, 1937), although dated, provides an excellent insight into von Steuben’s military background and Revolutionary experience. See also Whitehorne, Joseph W.A. The Inspector Generals of the United States Army Vol I: 1777-1903 (Office of the Inspector General and Center for Military History: Washington D.C., 1995) for an in-depth examination of von Steuben’s activities.

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f. For von Steuben, an NCO should be able to both perform any task and teach it, be clean and sober, command respect from his men, and be able to read and write. His NCO organizational structure created a hierarchy of ranks from Corporal to Sergeant, First Sergeant (1SG), and culminated in the Regimental Sergeant Major. In addition, companies usually had a Quartermaster Sergeant and specialists such as saddlers were included in the NCO ranking system.6 Promotion to NCO ranks was at the discretion of commanding officers, a system that would continue in one fashion or another in the Army well into the 20th century. By 1779, these reforms were already having an effect and by 1781, the time of the Yorktown campaign, Washington’s Army was at least equal or superior to the British. One European tradition that Washington and von Steuben did not adopt, however, was the promotion of NCOs into commissioned ranks. In both the British and Prussian armies, a meritorious NCO could rise to an officership (See Figure 1-1).

6. von Steuben, Regulations Chapter XV. 7. Complicating this, the actual lines of responsibility laid out in the Blue Book descend from Regimental Commander to Private Soldier and do not generally specify how one attains rank or promotion. See von Steuben, Regulations, Chapter XXV, Article II: Instructions. 8. Ernest F. Fisher, Jr., Guardians of the Republic: A History of the Noncommissioned Officer Corps of the U.S. Army (Stackpole Books: Mechanicsburg, 2001), p. 42. In general numbers cited throughout will come from Department of Defense: Selected Manpower Statistics- Fiscal Year 1997. Department of Defense Directorate for information, Operations and Reports. Washington, D.C., 1997. See especially Tables 2-11 and 2-13, P. 46-53 and 63-70.

Figure 1-1. Prussian General Friedrich von Steuben and Bluebook.

During the Revolution, in the Continental army this was occasionally done, but Washington believed that officers should be drawn from the propertied, educated classes, and enlisted troops were generally unqualified to be officers. Despite this, during the Revolution NCOs provided a natural reservoir of talent to replace officers so promotion from the ranks seemed a possibility.7

Post-Revolutionary War

g. After the Revolution, however, the Continental army was reduced in size and the responsibility for local defense passed to state or local militias. In June 1784, the Army was authorized 76 troops, the rest to be made of volunteers provided and commanded by the states.8 In 1802, the U.S. Military Academy at West Point was opened, providing comprehensive officer training, and the path from NCO to commissioned officer was all but closed. At the same time, the idea that being an NCO was a profession in its own right was a concept gaining traction in Europe, where the large armies of the Revolutionary and Napoleonic wars were raging, but that concept did not emerge in the U.S.

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h. In part, the failure of the concept to thrive was directly related to the opening of West Point. A surplus of educated officers reinforced the idea of the officer as a professional Soldier within the Army. Although the Blue Book would remain the organizational handbook for the Army until 1821, Von Steuben’s concept of the NCO suffered. As systematically educated and trained officers became more common, the influence of the NCO declined. With some exceptions such as artillery (where rank came from the branch rather than the unit to which one was assigned), a unit’s NCOs were generally appointed by the unit commander. If a Soldier left the unit, he lost his rank and reverted back to Private. Before the rise of the professional enlisted Soldier, the system worked reasonably well. In the first half of the 19th century, the role of the Army mainly centered on moving westward and opening the frontier. In 1803, the Louisiana Purchase doubled the size of the United States, and between 1803 and 1859 the Continental United States assumed the shape it has today. As the United States expanded, the role of the Army and the environment in which it developed both changed. After an attempt in 1784 to replace regular troops with militia on the border failed in the face of regular British and Native Americans, the US authorized General “Mad Anthony” Wayne a force of 5,120 troops to lead a punitive expedition to Fort Jefferson, Ohio. He organized his “American Legion” with an eye to Von Steuben, affording his NCOs greater privileges and responsibilities.9 Likewise, during the war of 1812, Winfield Scott opened a “Camp of Instruction” near Buffalo, NY, and using a French regulation book, organized his troops, once again placing NCOs in training and administrative positions.10 The importance of the NCO in maneuver was increased by the development of the Color Guard, on which the unit could align in the smoke and fog of battle. Being a member of the Color Guard required courage and coolness under fire, but was an essential part of successful line maneuver (See Figure 1-2). Originally colors were held by the ensign, but by 1840 only NCOs could hold this honor. At the battles of Chippewa and Lundy’s Lane, Scott’s system proved successful. In 1815, Scott’s Infantry Drill Regulations replaced the Blue Book as the basis of Army tactics, emphasizing the unique role and importance of the NCO and defining (in a limited way) the NCO Corps as being a separate military class all its own.11

9. James Ripley Jacobs, The Beginning of the U.S.Army, 1783-1812 (Greenwood Press: Westport, 1947), p. 124-153. 10. Fisher, Guardians of the Republic, 56-58. 11. Fisher, Guardians of the Republic, 59.

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Figure 1-2. Union Colors Sergeant.

i. A period of relative peace followed the War of 1812. Between 1814 and 1914 three major trends shaped and defined the role and composition of the NCO Corps. The first was the frontier, the second were the major wars, and the third was the development of industry and technology. The most common Army experience in the 19th century was frontier duty, and the NCO experience for most of the 19th century tended more toward social and geographic isolation. Most 19th century Soldiers spent their time in remote and isolated western forts and outposts rather than in major combat operations. The NCO-officer relationship proved to be an asset in this situation and forged a sense of unity, professionalism and purpose. Serving together for long periods, the NCO was not inclined to leave the unit for fear of losing stripes. The officer, on the other hand, could hand-pick his NCOs, train them as he saw fit, and they developed a close working relationship. Frontier conflicts were often small unit engagements. Because of the shortage of officers, NCOs would often be tasked with leading tactical engagements. As the U.S. expanded into the Louisiana territory, the Army was charged with protecting settlers, showing the flag, and safeguarding American interests. Given the size of the territories involved and the small numbers of Soldiers available for such duties, such relationships were crucial. During the Indian wars of the 1840s and 50s, for example, roughly 11,000 Soldiers were spread across 130 outposts, watching three million square miles.12

j. The size of the Army reflected the peacetime social remoteness of the Army. Americans have viewed a standing army with suspicion for much of American history, regarding it as a threat to freedom, and underfunding it during periods of peace. During wartime, the ranks swelled, and once peace was established the Army was once again underfunded. For example, at the beginning of the war of 1812, the Army had 5,212 troops; during the war, roughly 450,000 militia were mobilized, and after the war the authorized number was 11,600.13 Before the Mexican-American War (1846-1848) the number of standing troops was 41,873, increased to 110,000 during the war, and dropped to an authorized force of 10,744 once peace was established. This pattern repeats itself throughout all the wars the U.S. fought up until the Cold War. In order to accommodate this increase in manpower, veteran officers and Soldiers, and especially NCOs, were frequently promoted beyond their experience and the positions they previously held were filled by new and inexperienced Soldiers. Complicating matters, since NCO rank was dependent on the unit and commanding officer, at war’s end, as the Army was downsized, NCOs would frequently find themselves reduced in rank regardless of their record.14

This caused many to leave the Army, which in turn diluted available NCO expertise and experience, which proved difficult to recover when needed and discouraged NCOs from pursuing the Army as a career.

k. Both the frontier experience and problems of the expanding Army were evident when the Army faced its greatest 19th century challenge. On the eve of the Civil War, July 1859, Congress authorized a standing Army of 18,165. In 1861, as the Confederacy broke from the Union, a third of Army officers went with it, but the NCO Corps remained generally loyal to the Union, and they generally remained in their units.

12. See Francis Paul Prucha, The Sword of the Republic: The United States Army on the Frontier, 1783-1846. Wars of the United States series (Indiana University Press: Bloomington & London, 1977.) 13. Exact troop numbers are difficult to establish. See Department of Defense: Selected Manpower Statistics – Fiscal Year 1997. Department of Defense Directorate for Information, Operations and Reports. Washington, D.C., 1997, Tables 2-11 and 2-13. 14. A classic example of this is Alexander Loungeway, who enlisted in 1908 as a Private and rose to Sergeant by 1910. During World War I, he became a 1st LT. After the war, he became a 1SG, and as the Army was reduced throughout the 1920s and 30s his rank was also reduced. He retired in 1941 as a Corporal, despite having excellent ratings and a distinguished combat record. See Longeway, A., Archival Cartons at the Office of the Historian, USASMA/NCOLCoE, Ft. Bliss, Texas, for complete record.

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l. The size of the Federal army was expanded through the addition of state and volunteer regiments, but the core units of the Army remained intact. In some cases, regular Army NCOs would assume training functions for state units, but as before the training and leadership of the unit was seen to be the responsibility of the officer. In any case there were not many Federal NCOs to go around and state volunteers would often rely on training manuals such as Scott’s Regulations, which stressed the role of the NCO as a line guide and color guard. However, as the war progressed and linear tactics proved bloody, skirmishing became the dominant tactic. As on the frontier, this meant small unit actions, speed, and mobility, and reemphasized the importance of NCOs as combat leaders.15

Between the Civil War and World War I

m. At the end of the War of the Rebellion, commonly known as the Civil War, the Army was once again drastically reduced. By 1866, more than 800,000 volunteers had been mustered out of the Army, and the same year Congress authorized an Army of only 57,072. Of those, 20,117 troops were on occupation duty in the south. At the end of Reconstruction in 1876, the Army was reduced to a force of 27,442.16 From 1865 to the beginning of the Spanish American War, the Army again found itself facing relative isolation, but the impact of the Civil War had changed the NCO Corps. The role NCOs played in the Civil War highlighted the need for competent, resourceful small unit leaders who could function as more than an extension of the commanding officer. The Indian Wars of the 1880s and tensions with Mexico underscored the need for tactical leaders of small units. Highly mobile cavalry, patrolling for weeks at a time under one or two officers, would divide, reunite, pursue and fight, generally under an NCO’s supervision. On the frontier, the primary combat unit was cavalry, not infantry. By 1885, there were 255 posts throughout the western frontier. These posts gave rise to two significant exceptions in the way NCOs were officially selected and used. Each post was allocated an Ordnance and Quartermaster Sergeant, whose attachment was to the post rather than to a specific unit. These NCOs were selected by the Adjutant General and were not dependent on local commanders for pay or promotion.17 Although small unit leaders and administrative specializations changed the NCO Corps, the perception of the NCO as a professional in their own right remained elusive even as the need for NCO education and dependence on NCO technical and administrative ability expanded.

n. The third trend in the 19th century was industrial and technological. The Civil War saw a revolution in military technology and administration that required new levels of technical proficiency. In the period between 1865 and 1898, the Army responded by developing several schools aimed at technical proficiency. Artillery, signal corps, and the medical services opened schools tying promotion and rank to education. In 1898, the Spanish-American War brought the United States onto the world stage, especially with the occupation of the Philippines. As time progress, additional ventures outside the Continental U.S. (CONUS) including Hawaii, Panama, and even China put new demands on the Army, and by extension pressure upon Army educational reform. While the idea that being an NCO was a profession by itself was never articulated, the expanding level of professional expertise required of an NCO created a crisis in the first decade of the 20th century.

15. Fisher, Guardians of the Republic, 114-120; Arnold G. Fisch and Robert K. Wright, The Story of the Noncommissioned Officer: The Backbone of the Army (Center for Military History: Washington, 1989), 8. 16. 16. Selected Manpower Statistics, Table 2-11. 17. Fisher, Guardians of the Republic, 128-133. 1 January 2020

o. At the turn of the 20th century, the US was developing rapidly industrially and technologically. The skills in mechanics, communication, medicine etc. that the Army needed were as much in demand in the private sector as in the military, but the Army paid much less and put more responsibilities on its NCOs than a factory supervisor or a private tradesmen received doing the same work. Recruitment and retention were thus a problem. At the end of their terms, skilled Soldiers and NCOs were not reenlisting, but taking their skills to the more lucrative private sectors. Socially, Americans rejected the idea that enlisted soldiering could be a profession, a perception which had a direct political impact on the corps. Army retirement policy, for example, allowed an officer to retain grade during reassignment and to retire in grade after 20 years. In order to qualify for a full pension, however, an enlisted Soldier had to serve 30 years, and there was no guarantee of retirement rank since enlisted rank was usually dependent on local commanders. There had always been some exceptions to this, and by 1900 there were some new specialties that retained rank – the Ordnance and Quartermaster Sergeants are clear examples. By 1905, Coastal Artillery, Hospital, and Signal Corps NCOs received their rank from their branches after rigorous branch schooling and exams and thus were secure in rank, but they were the exception, not the rule.

p. The Spanish-American War (1898) highlighted the issues. Senior NCOs who had entered service during the Civil War were approaching the end of their 30 year terms in the 1890s. Once again, in Cuba and the Philippines, the Army faced an opponent using non-traditional tactics for which the Army’s Indian Wars experience was well suited, but the older NCOs were past their prime and the influx of civilian volunteers (the strength of the Army was 27,865 in 1898, 209,714 in 1898, and 80,670 at the end of 1899) swamped the Army.18 Providing training, supply, and medical care for new recruits stretched the Army’s administrative capabilities. In addition to new recruits, the American occupation of the Philippines and evolving technologies such as communications, transportation, weapons, and even civil relations created a demand for NCOs in a radically different model than that of the 19th century.

1.2. The Professional NCO Emerges – the 20th and 21st Century.

a. The performance of the Army in the Spanish American War, difficulty in recruiting, and a new global presence forced the Army to reconsider its recruitment and retention practices, which included a reassessment of the nature and role of the NCO. In 1907 the War Department issued its annual report identifying pay, promotion and prestige as the main challenges to retaining NCOs. It noted:

”The noncommissioned officer are men who in civil life would be skilled workmen, foremen, chief clerks and subordinate officials. If the Army can not offer them inducements that civil institutions are glad to offer, it cannot hope to secure or retain them.”19

18. Selected Manpower Statistics, Table 2-11. 19. War Department Annual Report 1907: Vol. I (GPO: Washington, D.C., 1907), 83. The entire document addresses problems of recruitment, but pages 76-93 ("A Study of Conditions in the Ranks of the Army and of the Measures Deduced Therefrom as Essential to Make Enlisted Service Desirable as a Life Occupation") pays particular attention to Army NCOs.

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b. Making pay equivalent to what the private sector, therefore, was key. Prestige was also crucial – In Great Britain the report observed, "…(Noncommissioned ranks) form a class into which…the best Soldiers strive to enter, and having entered, remain."20 Acting on the report (and at the urging of the Army) Congress passed the Pay Bill of 1908, raising the pay for NCOs to levels comparable to private industry. The Pay Bill gave rewards for those with specialized skills and seniors NCOs, but it was still recognition that the working skills of the NCO Corps were a crucial part of the Army and worth the pay of civilian counterparts. Following that, in 1912 the Committee on Military Affairs began revisions Articles of War, which had remained essentially unchanged throughout the 19th century. Article 65 (Insubordinate Conduct Toward a Noncommissioned Officer) prescribed penalties for a Soldier who "…disobeys the lawful order of a noncommissioned officer…", giving NCOs specific legal authority for the first time.21 The 1908 Pay Bill and the revisions to the Articles of War addressed the problems of pay and prestige, it would take a world war to rediscover the need to develop the NCO as a combat leader.

c. Between 1908 and 1917, the Army was slow to change. Despite advances in pay, the Army in 1914 still retained much of its 19th century character. The largest units in the Army were regiments (not divisions or corps), and supply, training, and administrative organizations were capable of supporting relatively small unit operations, but not large scale operations.22 The United States tried to stay neutral in the conflict that began in 1914, but once the US declared war in 1917, the Army was flooded with volunteers and draftees. For the first time since the Civil War, Americans were conscripted and nearly three million reported for duty before the war was over. Once again, the influx of civilians placed enormous strains on the entire Army and on the NCO system in particular. The need for officers led to rapid senior NCO commissioning, and long-term NCOs found themselves in positions where they had little experience. To replace them, lower grade and in some cases untalented NCOs rose to fill the slots they vacated. Another way NCOs were replaced was through remobilization of retired NCOs, but the more common method was to give stripes to Officer Candidate School washouts. Neither method could create NCOs as fast as they were needed, and neither enhanced the quality, prestige or authority of the NCO within units. The Pay Bill of 1908 rewarded new recruits who had a useful skill, but the nature of modern industrialized warfare required an additional level of standardized NCO training and professionalism that was simply not present.23

d. In response, in 1917 GEN John Pershing, Commander of the American Expeditionary Force (AEF), called for division and local units to create NCO schools designed to “…make the NCO realize his position was a responsible one.”24 It was the first call for NCO education beyond technical training, but its implementation left much to be desired.25 Some units did set up schools, but most relied on the understudy system where a senior NCO would be shadowed by his replacement.

20. War Department Annual Report 1907, 84. 21. There were several meetings about the revisions, which were finalized in 1920. This reference comes from Hearing before the Committee on Military Affiars: Revision of the Articles of War. Report to accompany S.3191. 64th Congress, 1st Session, Article 65 p. 8. See also Altenburg, NCO Authority, p. 41-45. 22. Elijah Root had begun reforming the Army in 1899, but his vision had not been realized by 1914. See Hirrel, Leo P. Supporting the Doughboys: U.S. Army Logistics and Personnel During World War I (Combat Studies Institute Press: Ft Leavenworth, 2017), p. 1-7. 23. Daniel K. Elder, Educating Noncommissioned Officer: A chronological study of education programs for U.S. Army noncommissioned officer (Letterkenny Army Depot: Chambersburg, 1999), p. 6-7; Fisher, Guardians of the Republic, 184-190. 24. Fisher, Guardians of the Republic, 199; Fisch and Wright, The Story of the Noncommissioned Officer Corps, 25. 25. To be clear, others had called for NCO education before, and even the 1907 War Department report cited observed the positive effects of NCO schools in Germany and Great Britain. However, in the US Army in general proposals aimed for either preparing NCOs for commissioning or for general education.

The call for the divisional school recognized the need for professionally trained NCOs, but in the pressure of war such education and standardization did not materialize. This also pointed out two serious flaws in the NCO system.

e. First, since officers appointed NCOs within units, NCO training was localized, short, and inconsistent, if it existed at all. Training reflected local commander’s needs and did not necessarily mean promotion or rank retention. This left them unprepared to deal with conscripts who were in some cases better educated and less motivated than prewar privates. Complicating this, in most new regiments, the NCOs were selected from the draftees much as they had been in the Civil War and the NCO in many cases became little more than an enhanced private or super- Private First Class (PFC). Second, the role and ranking of NCOs was not clearly defined. According to Army regulations, virtually everything in Army life was to be done under an officer’s inspection, but time and manpower shortages made this all but impossible. According to the War Department’s 1917 Manual for Noncommissioned Officers and Privates of Infantry of the Army of the United States, the role of the NCO was primarily to support and assist the officer in instruction and care of other enlisted Soldiers. As the war progressed, however, NCOs found themselves taking over roles that had been the domain of officers, such as inspections and setting training schedules, but not officially given authority, status or recognition.

f. Taking over such roles had long been the norm in other armies. The French, British, German and Russian armies viewed the NCO as a separate class, and when officers were killed in battle, it was expected that the senior NCO would take command and be able to function in that role. In 1916, that was not the expectation of the American NCO, but as the American NCO was exposed to this idea, as officers came to depend on them, and faced with the realities of combat, expectations changed. The NCO began to see himself as more than an enlisted Soldier promoted and demoted at his officer’s pleasure, but as an essential part of the Army’s functioning. It is instructive to note that when a British commander at the time addressed his troops he began “Officers, NCOs and men,” while in the US the opening was “Officers and men.” The short- term, makeshift schools that trained the Army in 1917-18 could not meet that standard, but the view had changed. Once the American Army was sent to the front, the fragmented nature of combat created opportunities for NCOs to demonstrate their value as combat leaders. The most famous case is that of Alvin C. York. In 1918, CPL York of G Co., 2d BN, 328th Infantry, 82d

Division, four other NCOs, and thirteen privates were sent to flank a machine gun emplacement. The other NCOs were killed, but York managed to capture 129 Germans, destroy the machine gun emplacement and repel a counterattack. York’s actions are a classic example of NCO initiative under fire. Still, NCOs such as York were produced despite the NCO selection and training system, not because of it.

g. The First World War ended in November 1918. Postwar, it was clear that the system of recruiting, training, and retaining NCOs badly needed overhauling. World War I was an infantry war, but ushered in new weapons and tactics that required more technical expertise than ever before. It has been noted elsewhere that the development of the internal combustion engine and the rise of the modern NCO Corps go hand-in- hand, and at no time was the link more obvious than in the immediate postwar world.26 At the same time, the 1920s saw yearly reductions in force, reducing the Army from 2,897,000 in 1918 to 247,398 by 1923.27 Of those, roughly 150,000 were enlisted.

26. Fisher, Guardians of the Republic, 12. 27. Selected Manpower Statistics, Table 2-11.

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h. The pressure on the NCO Corps was intensified when senior NCOs who had been commissioned during wartime were returned to NCO ranks, while excess officers were given Master Sergeant rank as a way of dealing with officer overages. Multiple efforts were made to keep NCOs, especially those with technical skills, through demotion, relocating NCOs to Reserve Officer Training Corps (ROTC) units, and freezing promotions, none of which enhanced the NCO’s professional status. The greatest impact on the NCO Corps and on enlisted personnel in general, however, was the National Defense Act (NDA) of June, 1920.

i. The 1920 NDA amended the 1916 NDA, which had created the National Army and replaced it with the standing Army of the United States. It recognized new technical specialties within the Army, such as the Chemical Corps, and established a standing US Army Air Service as a permanent part of the Army.28 The 1920 NDA also created a new enlisted seven-rank system. At the top was the G (for Grade) 1 Master Sergeants.29 First Sergeants and Technical Sergeants were G2s, G3s would be Staff Sergeants, a new position between the 1SG and the platoon leaders, who were G4 line Sergeants. Corporals made up the fifth rank and PFC and Privates made up the G6 and G7 ranks. (This changed in 1948 and 1949, becoming the system we use today where Privates are E1s.) The G rank established a basic pay grade. In addition to that, however, the privates and PFCs had 12 specialist ratings which added to pay, and by 1922 the Army identified 231 vocational skills in which a Private/Specialist could qualify and receive additional pay. While on paper this system addressed the overabundance of NCOs and reduced the number by reclassifying those whose rank depended on a specific skill as Specialist rather than NCO (thereby reducing the rank without reducing pay), in practice this became an unwieldy and confusing system. Under those conditions, one could draw almost as much pay as a G7 PFC Specialist Rating 10 as a line sergeant, and one would find an easier, more stable career. Further, since promotion was still controlled by the local commander, NCOs transferring from one unit to another may or may not keep the same rank and if one lost rank there was no appeal. In addition, when an enlisted Soldier was transferred, regardless of rank, they were demoted to Private from the time of transfer, and it was up to local command and unit need to determine if rank would be restored once the Soldier arrived at the new permanent duty station. As mentioned, a G7 PFC Specialist Rating 10 drew as much pay as an NCO and had none of these issues, and his pay was steady.30

j. Despite that, the position of the NCO had changed dramatically between the end of the Spanish-American War and 1920. NCO pay was roughly the equivalent of a comparable civilian, a more attainable retirement plan was in place, and NCO authority had been enshrined in military law. Stabilizing the NCO career path was the next logical step, especially as the Army added new, technically challenging branches. Yet, reforming the local selection and promotion system proved difficult. The Chief of the Ordnance Branch, for example,

28. In 1926 the USAAS became the USA Air Corps, and in 1941 the US Army Air Force. In 1947 the USAAF became the US Air Force. The presence and expansion of the air components within the Army was a major factor in reforming permanent retention of NCO rank within the entire Army. 29.

The ranks of Regimental Sergeant Major and Sergeant Major Senior Grade were abolished.

30. Taken as a whole, the National Defense Acts sought to create a three tiered Army, with the Regular/Active duty Army, the National Guard and the Army Reserve. Although not specifically mentioned in the legislation, the general idea seems to be the Regular Army would provide the nucleus of an expanded wartime Army, especially a professional officer corps, and the National Guard would provide a reserve of experienced troops, especially NCOs.

argued that allowing enlisted transfer in grade would dilute the professional standards of the ordnance system, which required technical skill for promotion. Ironically, it was the expansion of the Army Air Corps in the 1930s that put pressure on the system, as highly technically skilled NCOs were needed in a number of new units and transferring in and out of rank was not a practical option. By 1939, the Army Air Corps, Signal Corps, Finance, Quartermaster Corps, Medical Service and Chemical Warfare Service were allowed NCO transfer in grade, but in general, up until WW2, enlisted personnel were only allowed transfers as privates. As the United States entered WW2, however, the need to build on the experiences of NCOs overrode tradition, and by 1943 enlisted transfer in grade became the norm in practice, if not in law. An NCO could be, and during combat often was, transferred without losing rank.

k. In the 1930s, the need for Soldiers who would follow that path became painfully obvious. The rise of Imperial Japan, Fascist Italy and Nazi Germany threatened world peace, and although the US was initially neutral, the Japanese attack on Pearl Harbor in 1941 brought the US into the war. As in World War I, the ranks quickly swelled. In 1938, the year Hitler annexed Austria and Czechoslovakia, the US Army had 185,488 Soldiers under arms. By 1941, that number increased to 1,462,315 and peaked at over 8 million in 1945. Mass mobilization alone could not achieve victory, because the wars raging in Europe and Asia were the not the same as World War I. Much more dependent on tanks, vehicles and aircraft, WW2 was a war of technology, industry, mobility and firepower. Not only could the US produce manpower, it also produced huge amounts of relatively high-tech, sophisticated weapons. As such, the Army counted on its specialists and technicians more than ever before, but managing the civilian-soldiers and leading them in combat required an effective NCO Corps. The Army responded by creating Technical ranks, an attempt to combine specialist ranks with NCOs while keeping them separate.31 A Technical rank would have NCO authority in between his G rank and the next lowest. For example, a T/5 would rank below a Corporal (G5) and above a PFC (G6). As with the Private/Specialist idea, this was an unwieldy and confusing system, and was replaced in 1949 in favor of the grade structure we use today.32

l. In part, this was because of the massive post-war demobilization – by 1948, the Army was only 554,030 troops. After the atomic bombing of Japan, the need for conventional nonnuclear forces was in some doubt. The technical ranks were simply not seen as needed, but the need for technically competent combat NCOs did not disappear, especially in American-occupied Cold War Europe.33 Under the point system, Soldiers who had been in-theater longest were given priority to demobilize back to the States, and the Soldiers who had been there the longest were the NCOs. Replacing them became a matter of urgency in the face of the threat the USSR posed. During the escalating tensions of the Cold War, the Army rethought how it selected and trained NCOs, and it is not a coincidence that the first postwar NCO academies were created in occupied Italy and Germany.

31. Army Circular No. 204, War Department, Washington, D.C., 24 June 1924. Found in Fisch and Wright, The Story of the Noncommissioned Officer Corps, 188-189. 32. “Career Compensation Act of 1949.” H.R.5007/Public Law 351: October 12, 1949. 33. Army Circular No. 202, Section II: Grade Structure. Found in Fisch, Arnold G. and Robert K. Wright, The Story of the Noncommissioned Officer Corps, 189-190.

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m. In November 1945, the 88th Infantry Division in Venezie Guila, Italy, created the first school devoted to educating professional NCOs, called the Lido Training Center. The course taught at Lido Training Center lasted six weeks, and prospective NCOs lived in a model battalion that was in many ways reminiscent of basic training. Corporals and Sergeants conducted instruction. At the same time, the US Army in Europe (USAREUR) organized the United States Constabulary. Training new Soldiers in occupation duty required new techniques and the Constabulary School opened its doors in February 1946. Both officers and enlisted Soldiers made up the first class, although separating the two occurred immediately afterward. Between 1946 and 1948, the Constabulary School offered several NCO courses, including a First Sergeants course. In mid-1948, the Constabulary School was closed. By that time, at the Armor School in Ft. Knox, BG Bruce C. Clarke organized a four-month long NCO Course with comprehensive classroom instruction. In mid-1949, Clarke assumed command of the 2nd

Constabulary Brigade. In September 1949, with the support of MG Isaac White, Constabulary commander, BG Clarke opened the Constabulary NCO Academy (NCOA) at Jensen Barracks, Munich, West Germany. It was the first NCOA and the first academy specifically devoted to creating a professional NCO.34

n. Throughout the 1950s, BG Clarke organized NCOAs both in the European theater and in Texas, Hawaii, and Korea. The Korean War, 1950-1953, put pressure on efforts at systematic, standardized NCO education. Once again, the rapid size increase of the Army strained the entire system and underscored the need for technical expertise. After the war, in 1954, the Army introduced the Military Occupational Specialty (MOS) system of specialized tasks and brought in the Specialist system, which was similar to the old technical rank. Demand for NCOs was great, yet attendance at NCOAs was not then mandatory for promotion.

o. The 1954 system revived to some degree the old technical rank system, but with the understanding that the Specialist was not an NCO and had no command authority.35 At E-4, a Soldier could either become a Corporal or a Specialist. Likewise, for each pay grade, an NCO rank was paired with a Specialist rank – a E5/Sergeant held the same pay grade as a Specialist Fifth Class. Like the technical system, this proved to be awkward in practice. It was unclear, for a single example, what a Specialist six should do for guard mount. Should they pull guard duty like an E3 or should they hold guard mount like an NCO?36 The Army itself wavered on the position. Upper grade Specialists saw themselves as senior enlisted troops and thus exempt from the mundane work details of the junior ranks, while NCOs saw them as drawing the same pay without the responsibilities for leadership. In practice, when NCOs were in short supply, Specialists could and did find themselves doing an NCO’s job, while an NCO was always expected to have the same pay level MOS expertise as a Specialist. Four years later, in part to ensure a career path for Specialists, a Spec eight and Spec nine rank were created. It was never clear how the qualifications for a Spec nine and a Sergeant Major differed, and in 1968 the Spec eight and nine were abolished. In 1978, the Spec seven rank was converted to SFC and the Spec five and six ranks were converted to SGT and SSG in 1985.37

34. Dan Elder, Educating Noncommissioned Officers, p. 14-16. 35. Army Regulation 615-15: Separation of Noncommissioned Officers from Specialists. HQ, Department of the Army, Washington D.C., 2

July 1954. Found in Fisch, Arnold G. and Robert K. Wright, The Story of the Noncommissioned Officer Corps, 190-192. 36. AR 615-15 (opus cited) Section VII :b states that Specialists E7 and E6 would be exempt from guard and fatigue duty …”except in unusual circumstances…” but granted those grades the same privileges as NCOs – which did not clarify the situation. 37. Message, HQ, Department of the Army, Washington, D.C., 28 May 1985: Elimination of Specialist Ranks. Found in Frisch, Arnold G. and Robert K. Wright, The Story of the Noncommissioned Officer Corps, 192.

Today the Specialist E4 is the last Specialist rank in the Army. While the Specialist system was designed to put Soldiers in pay grades commensurate with their expertise while preserving the prestige of the NCO as distinct combat leaders in those pay grades, it never quite lived up to its promise.

p. Separating NCOs from Specialists made clear what was expected of Specialists, but producing NCOs remained a challenge. Throughout the 1950s, the NCOA experiment continued, but issues emerged which affected the quality and effectiveness of the schools. NCOAs suffered from a lack of common curriculum, trained instructors, and a clear sense of purpose. On 25 June 1957, AR 350-90 attempted to standardize NCOAs, but fell woefully short. Commanders at multiple levels were authorized “but not required” to establish NCOAs; there was a minimum of four weeks of instruction; and while there was a prescribed number of class hours in various topics, there was no “standardized course of instruction” and even the number of courses offered was “determined by local requirements.” While it was suggested that junior and senior NCOs should attend separate courses, it was not required and “…the content of the two courses need not vary appreciably.”38 Critics pointed out NCOAs “did not provide an overall program of NCO development” and noted a “lack of uniformity” in their operations.39 Even as late as October 1967, GEN J. K. Woolnough wrote to GEN Ralph Haines ”…I have found no clear and universally accepted definition of the mission of our NCO Academies as I have traveled through CONARC [Continental Army Command]…I believe this has been a basic weakness in our NCO development program.”40

q. Despite this, in the 1950s new emphasis on education and development of the NCO rank structure promised change within the NCO Corps due to the new organizational structure of the Pentomic Division. But the maelstrom of Vietnam put most of that on hold. As the Army became more deeply involved in Vietnam, the structural flaws in the NCO system of recruiting, training, and adaptability became increasingly apparent. The lack of NCO-specific training and education became critical as the need for small unit combat leaders increased. The Army system of rotation in Vietnam (in particular the one year tour of duty) did not allow the NCO time to develop skills and experience to train and maintain the unit. Officers, on the other hand, went through extensive training in several venues, which placed them in a much stronger position as small unit leaders. The war in Vietnam then reversed the traditional role between the NCO and the commissioned officer. Unlike Von Steuben’s vision of the NCO being the mother and the commissioned officer the father of the unit, conditions in Vietnam enhanced the role of the better educated, better trained officer at the expense of the NCO and forced the officer to assume, at least in part, both roles.41 The role of senior NCOs such as First Sergeants became increasingly minimized in the highly fragmented battlefield environment. In addition, it was not entirely understood precisely what the role of the Sergeant Major (SGM) was to be.

38. “Extract from Army Regulation 350-90, HQ, Department of the Army, Washington, and 25 June 1957.” Found in Fisch, and Wright, The Story of the Noncommissioned Officer Corps, 180-181. 39. Darden, Fred A. (CPT.) “No Time for Sergeants.” Infantry Journal V. 51: January-February 1961, 21-23; USCONARC/USARSTRIKE Annual Historical Summary 1 July 1964-30 June 1965 (HQ, United States Continental Army Command: Ft Monroe, 1965), 241-243. 40. J.K. Woolnough, (GEN), CONARC CG to GEN Ralph Haines, Vice Chief of Staff. 25 October 1967.Washington, D.C. Found in NCOLCoE Archives, NCOES Development Files, Fort Bliss, Texas. 41. Fisch, and Wright, The Story of the Noncommissioned Officer Corps, 18-20.

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It was generally understood by the mid-1960s that the SGM’s first duty was to serve his commanding officer “well and loyally;” his second duty was to keep his staff advised of the commander’s intent; and his third duty was as the senior enlisted Soldier with responsibilities towards the troops.42 Balancing these three duties depended greatly on other’s perceptions, but specific clarity remained elusive.

r. So as to address that lack of clarity, Chief of Staff, Army (CSA) GEN Harold Johnson sought to define the role of the SGM as senior advisor at all levels and wanted to add prestige to the position of senior NCO. He did this two ways. First, in 1966, stating that "…if we are going to talk about the noncommissioned officer as being the backbone of the Army, there ought to be a position that recognizes that this is in fact the case," and thus approved the creation of and appointed to the position of Sergeant Major of the Army (SMA) William O. Wooldridge. Promoting an enlisted man, as an enlisted representative, to a key position within the CSA’s position was unprecedented. When Wooldridge became SMA in 1966, the rank of SGM itself was eight years old. The SMA was to serve as the senior advisor to the CSA regarding enlisted matters (the term Johnson used was “ombudsman”). SMA Wooldridge expanded the role by working to improve enlisted/NCO communication. He became, in a time of great trauma in the NCO Corps, a symbol of what an enlisted Soldier’s career could be. The creation of office of the SMA changed the way the Army perceived NCOs and the way enlisted/NCOs viewed themselves. SMA Wooldridge connected the enlisted ranks with the upper Army echelons. As Vietnam challenged the perception many had about the Army and pushed change the SMA worked to keep that change on a positive footing. He became not just the CSA’s eyes and ears but, in many ways, that of the enlisted ranks as well.43

s. Likewise, so as to establish clarity between those SGMs who acted as the commander’s eyes and ears and those who served as staff, in 1967 Johnson approved the creation of the Command Sergeants Major (CSM) Program.44 The program was designed to create a select group of SGMs ready for assignment to all major commands, and in 1968 192 SGMs were selected to become CSMs.45 For the first time in Army history an enlisted Soldiers were to be given responsibility at the highest Army levels. The creation of the ranks of CSM, SGM and SMA was in response to problems that had been endemic throughout the 20th century. Demobilization, career stagnation, and limited opportunity were challenges the Army had to deal with repeatedly, and a large part of that stemmed from an NCO system that was better suited for the 1880s than for the problems of the post-WW2 world. The creation of the new ranks changed the system, added to the prestige of the NCO Corps, and preserved and utilized senior NCO experience. Developing an educational system that supported these new responsibilities remained to be done.

1.3. The NCO as an Educated Professional.

a. The idea of educating NCOs was, as we have seen, not a new one. GEN Pershing had called for schools at local unit levels, and post-World War II NCO academies had been established to address the shortage of competent NCOs.

42. Fisher, Guardians of the Republic, 314. 43. Daniel K. Elder, et al., The Sergeants Major of the Army. Part II: William O. Woolridge. Center for Military History (Washington, D.C.: 2013), 57-67. 44. “Command Sergeant Major Program Chronology.” Unpublished bound volume compiled by Dr. R. Bouilly. NCOLCoE Archives, Ft. Bliss, Texas. 45. CIR 611-39: Personnel Selection and Classification Command Sergeants Major. Headquarters, Dept. of the Army. Washington, D.C.: 17 June 1968.

b. Overall, NCO academies had limited success. In 1957, Army studies began on how NCOs were selected and developing a standard NCO course or courses. One result of such studies was Secretary of the Army Stephen Ailes’s “Drill Sergeant Concept.” Ailes compared the basic training of all services and concluded the Army needed specially trained Drill Sergeants to instruct, monitor and mentor new recruits. Drill Sergeants would represent, personally and professionally, the highest standards of the Army. Thus in September 1964, the Drill Sergeant program and course was established at Fort Jackson, SC.46

c. This was the first NCO school to focus on effective NCO leadership rather than on leadership within an MOS or branch (See Figure 1-3).47 It maximized the role of the NCO, as a Drill Sergeant was expected to work with trainees throughout their entire Basic (and in most cases Advanced Individual Training) cycles. Within three months, Drill Sergeant schools had opened at Fort Dix, NJ; Fort Polk, LA; Fort Knox, KY; Fort Leonard Wood, MO, and Fort Ord, CA. By 1967, Drill Sergeants were an established part of Army life, and introduced Soldiers to NCO professionalism and authority from their first day. In the face of the situation in Vietnam, graduates of the Drill Sergeant schools became highly desired as unit NCOs.

Figure 1-3. Seventh Army NCO Academy.

d. As effective as the Drill Sergeant program was, it was specialized training and not a replacement for the NCOA system or for general NCO education. The situation in Vietnam demanded NCOs immediately, and “…the expansion of the Army was creating a youthful and inexperienced corps of noncommissioned officers.” More than half (57 percent) of NCOs assigned to CONUS had not attended either an NCOA or Drill Sergeant School.48 Partly influenced by the success of both the Drill Sergeant school and Officer candidate courses, and partly considering the time frame of a two-year enlistment, CSA Harold Johnson approved in June 1967 a Noncommissioned Officer Candidate Course (NCOCC.)49

46. The Fort Jackson NCOA was established in 1959, and the practice had been to rotate NCOs from the NCOA to the basic training units. 47. Jackie H. Tyson and Mark T. Swanson. Fort Jackson 1917-2017 (New South Associates: Columbia, 2017), 165-168. 48. AG COL S. Gritz proposed sending all NCOs to Drill Sergeant School prior to deployment to Vietnam. Memorandum, “Training of Noncommissioned Officers,” Gritz, S. COL (Adjutant General Command) to Commanding Generals, CONUSA. 8 February 1967. Found in NCOLCoE Archives, NCOES Files, Ft Bliss, Texas. 49. Dan Elder, Educating Noncommissioned Officers, 24.

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The NCOCC was based on the same principle as OCS. Over twelve weeks, Soldiers were trained in tactics, unit management, and leadership, followed by a 9 or 10 week practical application in a training center. MG Melvin Zais, one of the original designers of the program, called the course a “bold departure from previous…policies” and “revolutionary,” and its graduates were a “new kind of Soldier.”50 NCOCCs produced more than 33,000 graduates who were in high demand in combat and other units in Vietnam. At the same time, older NCOs who saw Soldiers obtaining the rank in 21 or 24 weeks that had taken them years to achieve harbored a great deal of resentment over the ‘shake and bake NCOs’. They were also concerned about how young, educated NCOs would affect their own chances for promotion. Yet the success of the NCOCCs could not be denied, producing both junior NCOs in both quality and quantity.51 MG Zais summed up the NCOCC’s legacy on future NCO education almost by accident in 1967: “What we had been doing by accident, heretofore we would do by design.”52

e. The 1960s and the war in Vietnam left the Army and the NCO Corps badly in need of reform, but between the Drill Sergeant school and the NCOCCs it was clear that the way to build an effective NCO Corps lay in education. Throughout the 1960s several studies collectively known as Project Proficiency laid the framework for NCOES, based on the principles learned at NCOCC and on a progressive model of education similar to the system used for officers.53

The objectives of NCOES were "… to increase the quality of the noncommissioned officer corps, to provide

enlisted men the opportunities for progressive and continuing development, to enhance career attractiveness by offering formal leadership and development training, and to provide the Army with highly trained and dedicated noncommissioned officers to fill positions of increasing responsibility."54

f. It is a vision that has remained consistent even as the mission of the Army and NCO education itself evolved. Ten years later, U.S. Army Training and Doctrine Command (TRADOC) stated NCOs had to be "…competent, confident, and knowledgeable, and capable of teaching, leading, and caring for Soldiers."55 In 2007, TRADOC CSM John Sparks, in a presentation titled Transforming NCOES: A NCO Life-Long Learning Strategy, stated an NCO was a professional American Soldier, technically and tactically competent, a steward of resources, a critical and creative thinker, a warrior-leader, a leader developer, and a worldwide ambassador.56 In the aftermath of Vietnam, NCOES was designed to produce a stronger, modern NCO Corps.

50. Melvin Zais (MG), “The New NCO.” Army (May 1968), 72-76. 51. Dan Elder, Educating Noncommissioned Officers, 25-26. 52. Infantry NCO Candidate Course Handbook (US Infantry School: Ft. Benning, n.d.), p. 7. 53. CONARC/ARSTRIKE Annual Historical Summary, FY 1971 (HQ, USACAC: Ft Monroe, 15 July 1972), p.241-242. 54. CONARC/ARSTRIKE Annual Historical Summary, FY 1971 (HQ, USACAC: Ft Monroe, 15 July 1972), p.241. 55. TRADOC Annual Historical Review 6 January to 31 December 1988, Henry O. Malone, ed. (Office of the Command Historian: Ft, Monroe, 1989), p. 118. 56. John Sparks, CSM. Transforming NCOES: A NCO Life-Long Learning Strategy, 29 October 2007. Slides from PPT presentation, found in NCOLCoE Archives, Slides 60-66.

g. NCOES was originally conceived as a three-tier system – Basic for E5s, Advanced for E6s and 7s, and a Sergeant Majors Course.57 The program itself was approved in 1969. The first Basic courses were taught in 1970, and the Advanced courses taught in 1972. It was a rocky implementation, but as the NCO Corps began rebuilding after Vietnam, NCOES quickly became part of the NCO experience. For the first time, NCO advancement and promotion became linked to a standardized core curriculum. The third, and most controversial, tier was added by Department of the Army General Order 98 in July 1972, which created The U.S. Army Sergeants-Major Academy (USASMA). USASMA had two functions – it was the home of the NCOES and it provided the capstone, 600-hour educational experience for senior NCOs. For the first time, NCOs had an educational structure reflecting the professional realities and capabilities of an Army NCO.

h. If the NCOES was an educational system comparable to that which produced the officer corps, in 1976 the creation of the Enlisted Personnel Management System (EPMS) provided a career management system for NCOs similar to that of the officer corps. Tying enlisted promotion to education had always been a long-range Army goal.58 The establishment of TRADOC on 1 July 1973 facilitated the standardization of curriculum throughout NCOES and provided a forum for reform of the system. For example, as EPMS was implemented concerns about lower ranking enlisted personnel not being ready for Basic course led to the development of the Primary NCO Course (PNCOC) and the redesign of the Basic course as BNCOC, while the Advanced courses became ANCOC. The development of the EPMS and the NCOES throughout the 1970s and 80s began transforming the image of the Army NCO into a highly trained, highly educated professional in their own right. One of the main engines of professionalization and education has been USASMA. In 1987, USASMA moved into a modern academic campus at Fort Bliss, TX (See Figure 1-4).

57. There was some debate over the Sergeant Majors/Senior NCO course. CSA GEN William Westmorland and CG CONARC GEN James K. Woolnough, while enthusiastic supporters of NCOCCs and NCOES, felt that E8s and E9s, like general officers, needed no further education.

NOTE: GEN Woolnough’s successor, GEN Ralph Haines (CG CONARC from 1970 to 1973) reversed that, fully supporting what would become the US Army Sergeants Major Academy. 58. TRADOC Annual Historical Review 6 January to 31 December 1988, p. 118.

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Figure 1-4. United States Army Sergeants Major Academy (USASMA).

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i. Into the 1990, and 2000s, NCOES underwent several changes. Reforms in the 1990s showed marked improvement in curriculum. The attacks of September 11, 2001, and subsequent conflicts put increased pressures on the Army and its NCOs. A major turning point came with the publication of The Army Training and Leader Development Panel Report (NCO) Final Report 2 April 2002. The report itself was the culmination of numerous studies and conferences throughout the 1990s, and the Final Report provided input from the NCO corps itself on the way it should evolve. The report clearly stated that improving NCOES was the NCO corps top concern. Such improvements included better addressing of full spectrum operations, a downward rather than lateral emphasis on skill level training, increased rigor and higher standards, more emphasis on experiential learning, and better input from the field to maintain NCOES relevancy. The wars of the 2000s shaped the way NCOES responded to this study. On one side, repeated deployments and the pressure of war made attendance and completion at NCOES schools difficult. Yet, the Gulf War had demonstrated, and Final Report emphasized, how important NCOES was in creating and maintaining an effective and professional NCO corps.

j. Responses to the report and the war included curriculum changes, such as the 2005 transition from PLDC to the Warrior Leader Course. The changes also included reconceptualizing NCO education, and in particular the SGM’s course, as a pathway to a college degree. That meant a substantial redesign of USASMA and NCOES itself, with the ultimate goal of giving USASMA 120 hour BA granting status. In 2002, invoking Title X as its authority, the number of instructors at USASMA increased and the academic requirements to be an instructor became the same as at an accredited or other Army college who were accredited through the Higher Learning Commission (HLC.) In 2005, USASMA began adopting the Command Staff General College’s (CSGC) Program of Instruction (POI) and academic structure, increased its instructors again, expanded the number of academic departments from three to five, and the lessons and lesson plans became more adaptable. The SGM Course itself went from nine to ten months to meet CSGC/HLC academic requirements. USASMA qualified for accreditation through CGSC/The Higher Learning Commission, with the first 110 Sergeants Majors of Class 69 receiving their BA in Leadership and Workforce Development in 2019.

k. The new curriculum was in place by 2009, and first class to use the new POI was Class 60. That same year, CSM Raymond Chandler became the Commandant of USASMA, the first time an NCO became commandant of a major Army school. The graduates of Class 60 also paved the way for another innovation. In 2015, Commandant Defreese oversaw the initiation of the Pennsylvania State University’s USASMA Fellowship Program. Graduates of USASMA attend classes for a master’s, and in turn they would qualify to become instructors at USASMA. This created a “feed” of instructors whose qualifications met the HLC requirements for certification.

l. Still, NCO professional development remained fragmented in many ways. In August 2009 TRADOC created the Institute for NCO Professional Development (INCOPD.) INCOPD was to coordinate and develop all aspects of NCO education and professional development. Between 2009 and 2016, it developed a comprehensive NCO educational and professional development system (NCOPDS) which replaced NCOES. NCOPDS was announced to the Army with the publication of NCO 2020 Strategy: NCOs Operating in a Complex World (Dec 2015), and continues the idea of educating NCOs, but in a more holistic way than NCOES allowed. The NCO 2020 Strategy sees “NCOES evolving into an integrated NCO Professional Development System.”

Figure 1-5. NCO PME Learning Continuum.

n. NCOPDS and the NCOLCoE are the latest step in the evolving capabilities and opportunities of the NCO corps. The modern battlefield is expected to be fluid and fast and requires maximum subordinate freedom of action within the commander’s intent. Full spectrum dominance expands that and pushes the physical battlefield into areas such as cyberspace that the combat leader cannot afford to ignore. The volunteer Soldiers of today are better educated and technologically aware than previous generations and the level of technical sophistication is much greater. Effectively leading, teaching and administering such troops has never been more challenging. The NCO educational system developed in the post-Vietnam era teaches NCOs how to function at higher levels and preserves, enhances and expands the quality, authority, and prestige of the NCO corps.

o. Post-9/11, with its subsequent invasions of Afghanistan and Iraq as part of the Global War on Terrorism (GWOT), the Army and the NCO Corps that developed throughout the post-Vietnam era faces its greatest trial to date. The Army has been at war for more than a decade and half, placing pressure on troops, material, and resources. Tactically, the NCO of today bears more responsibility for mission success than at any other time in the Army’s history. The nature of today’s conflicts places more emphasis than ever on the role of the small unit leader and decentralized operations. The equipment the modern Soldier carries is more technologically advanced and requires knowledge, care and skill to employ successfully. Today’s NCOs perform tasks in civil and military affairs that previously would have been the exclusive province of officers.

m. NCOPDS includes education, with Line of Effort (LOE) #1-Development, LOE#2-Talent Management, and LOE#3-Stewardship of the Profession. The NCOPDS consists of five schools: the Basic Leader Course, Advanced Leader Course, Senior Leader Course, Master Leaders Course, and Sergeant Majors Course. It allows for continuous education by requiring Distributed Leaders Course (DLC) in-between courses (See Figure 1-5). NCOPDS includes MOS proficiency and policy, providing NCOs with a holistic and relevant approach to education, training and professional career development. Overseeing NCOPDS and developing a common curriculum and POIs, in 2018 USASMA became the NCO Leadership Center of Excellence (NCOLCoE.) The end result is to systematically and holistically develop an NCO corps that is flexible, adaptable, credentialed, has a strong sense of its own identity and ethos and is capable of meeting warfighting challenges across a broad spectrum of situations and environments.

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p. In the era of the Internet and 24 hour news, the responsibility to act as upholders of Army values is a never-ending task and the NCO ensures these values are kept throughout the ranks. Leading today’s educated, technically savvy, highly motivated troops requires excellent leadership, critical thinking, communication and managerial skills. Being an NCO has transitioned from being a job to a professional career because today’s Army demands more from its NCOs than ever before. As always, the NCO keeps careful watch over the troop’s morale, training, well-being and readiness. The risks of war and multiple deployments add a unique stress to the NCO’s personal and family life. Yet, history, tradition and the educational, professional and organizational reforms from the 1970s to the present prepare the NCO corps for the challenge. Von Steuben might be surprised at the diversity of roles and responsibilities the NCO corps of today carries, but he would certainly recognize in it the backbone of the Army he envisioned more than two centuries ago.

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CHAPTER 2 BE, KNOW, DO

Chapter 2

Be, Know, Do

2.1. NCO Common Core Competencies (NCO C3).

NCO Common Core Competencies: Six major topic areas (Readiness, Leadership, Training Management, Communication, Operations, and Program Management) taught in NCO Professional Military Education (PME) are common to all Noncommissioned Officers regardless of Military Occupational Specialty (MOS), rank, or position. NCO common core competency topics support the four Army Learning Areas, includes subjects that are sequential and progressive, and build on skills,knowledge, and abilities of every NCO by enhancing a shared understanding required to operate effectively as a professional member of a ready and lethal force.

READINESS

NCOs are responsible for Soldier readiness and play a key role in unit readiness. This competency includes: inspections, comprehensive Soldier fitness (physical, spiritual, emotional, social, and family), equipment maintenance, Soldier for Life-Transition Assistance Program (SFL-TAP), resiliency, Medical Protection System (MEDPROS), and financial readiness.

LEADERSHIP

The Army relies on NCOs capable of conducting daily operations, executing complex tactical operations, and making intent-driven decisions. NCOs must lead by example and model characteristics of the Army Profession. This competency includes: servant leadership, counseling, coaching and mentoring, the Army ethic, Army values, and character development. It also includes a thorough understanding of the leadership requirements model (attributes and competencies), critical thinking, and problem solving.

TRAINING MANAGEMENT

NCOs are directly responsible for training individual Soldiers, crews, and small teams. The Army training principles provide a broad but essential foundation to guide NCO leaders as they plan, prepare, execute, and assess sustained and effective training. This competency includes: risk management, preparing an 8-step outline, conducting individual training, and the art and science of training from squad to brigade level.

"Sergeants must inspire Soldiers to be more than they ever thought they could be."” – CSM James A. (Art) Johnson

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COMMUNICATION

Competent leaders depend on good communication. Leaders cannot lead, supervise, counsel, coach, mentor, or build teams without the ability to communicate clearly. This competency includes: verbal (public speaking & military briefings), written (English and Grammar), active listening, facilitation, negotiations, social media, digital communications, and media engagement.

OPERATIONS

Mission command is the Army's approach to command and control that empowers subordinate decision making and decentralized execution appropriate to the situation. This competency includes: large-scale combat operations, multi-domain operations (cyber, land, sea, air, & space), Joint operations, operational & mission variables, Troop Leading Procedures (TLP), Military Decision Making Process (MDMP), warfighting functions/combat power, operational terms & symbols, operational contract support, and DoD strategies.

PROGRAM MANAGEMENT

NCOs assist their officer counterparts in managing Army programs that help Soldiers and Families. This competency includes: The Army Safety Program, Army Learning Management Systems (ALMS), Army Career Tracker (ACT), Army Training Management System (ATMS), Talent Management, Army Maintenance Program, Army Community Services (ACS), Information Management, Command Supply Discipline Program (CSDP), Integrated Personnel and Pay System-Army (IPPS-A), and the Army Force Management Model (How the Army Runs).

The Role of the Sergeant Major of the Army

"It is the Noncommissioned Officer to whom the Soldier first turns to when he/she needs information, counsel, or other help. Squad Leaders, Platoon Sergeants, and First Sergeants create the leadership environment in which today's Army concepts thrive or expire. The quality of the Noncommissioned Officer Corps determines in large measure the quality of the Army."”

– 4th SMA Leon L. Van Autreve

2.2. The Sergeant Major of the Army (SMA).

The SMA is the senior enlisted position of the Army, serving as the senior enlisted adviser and consultant to the Secretary of the Army and the Chief of Staff of the Army. The SMA is appointed to serve as the voice of the NCO corps to address the issues of enlisted Soldiers to all officers.

The Role of the Command Sergeant Major and Sergeant Major

2.3. The Command Sergeant Major (CSM).

The CSM is the senior NCO in the command at battalion and higher levels. The CSM carries out, and enforces, policies and standards on performance, training, appearance and conduct of the organization. The CSM is the principal advisor to the commander, giving advice and making recommendations to the commander and staff in matters pertaining to the organization. The CSM is responsible for enlisted talent management and ensures all aspects of the NCO C3 are present in the operational domain.

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The Sergeant Major (SGM).

The SGM is the key enlisted member of staff elements at battalion and higher levels. The SGM’s experience and abilities are often equal to that of the unit CSM, but their direct leadership influence is limited in scope to those directly in their charge. The SGM is key in the training and operations planning process, leveraging their experience and vast technical and tactical knowledge to advise the staff and the Operations Officer. The SGM is a subject matter expert in their field, primary advisor on policy development, analytical reviewer of regulatory guidance and often fulfills the duties of the CSM in the incumbent’s absence.

The Enlisted Commandant.

Department of the Army selected CSMs will serve as an enlisted Commandant at NCO Academies. These CSMs exercise command and control over all elements assigned or attached to the academy. The responsibilities of an enlisted Commandant differ from normal CSM duties and authorities in that they are solely responsible for directing the operations of their academy through mission command. Enlisted Commandants can expect to be responsible for property accountability, budget decisions, administrative actions, manning, training, mentoring, and talent management in addition to the above CSM/SGM responsibilities.

While the duties and responsibilities may vary, the core competencies required of the CSM and SGM are synonymous. Those competencies include, but are not limited to:

Readiness

1) Apply Standards for training proficiency and report training data accurately. 2) Conduct continuous performance assessments of organizations to ensure effective management of opportunities (self-development, leadership development, NCOPDS, and functional courses). 3) Focus on key training objectives. 4) Coordinate and sustain a reception and integration program. 5) Determine effectiveness of all policies and practices affecting readiness; manage the process. 6) Manage the personnel and individual training components of the Unit Status Reporting (USR). 7) Leverage current and proposed initiatives (ESB, EIB, EFMB, ACFT) to drive readiness. 8) Promote relationships with supporting organizations that support readiness. 9) Manage Human Resources in order to maintain directed levels of individual readiness.

Leadership

1) Possess the courage and moral strength to do the right thing consistent with the Army Values. 2) Execute enlisted talent management utilizing Soldier knowledge, skills, and behaviors. 3) Understand Mission Command to execute the Commander’s intent through disciplined initiative. 4) Extend influence inside and outside the organization through negotiation and utilizing social intelligence (self-awareness, self-management, social awareness, and social skills). 5) Develop agile and adaptive leaders who solve problems using critical and creative thinking to sustain an organizational culture that enables Mission Command. 6) Mentor staff NCOs and officers, continually develop their skills to build a stronger staff and planning cell. 7) Be present and engaged with the unit’s training and operations, provide clear and unbiased feedback to staff and planners. 8) Identify and provide solutions to problems or issues affecting the unit. 9) Drive the NCO development process.

Training Management

Communications

1) Ensure common operating picture thru unity of effort, greater efficiency, and increased accountability. 2) Communicate strategic and operational level policy to the tactical level. 3) Coordinate staff efforts by assessing and adjusting information sharing as needed, based off of capability gaps or weaknesses as identified. 4) Advise the commander in the development and employment of redundant communications systems (PACE plan).

1) Foster an organizational learning culture where opportunities for growth and improvement are enduring. 2) Eliminate or minimize training distractions; discipline the training management process. 3) Verify completed training is codified in the system of record. 4) Conduct After Action Reviews and capture lessons learned. 5) Collaborate efforts and resources to allow for cross-training and continuity. 6) Ensure training meets the commander’s intent, mission requirements, and Soldier’s abilities. 7) Ensure the implementation and proper conduct of key and essential training events such as the ACFT, individual and collective training. 8) Enforce the 8-Step Training Model. 9) Implement and enforce policies and standards on training. 10) Identify, plan, coordinate and protect training.

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5) Understand the target audience and effectively communicate the message to echo the commander’s intent and inspire those audiences. 6) Monitor and enforce the unit’s digital communications SOPs. Utilizes engaging communication techniques and messages to ensure open communication, solicit feedback from the staff, and remain approachable to foster a positive command environment that supports organizational growth through open and candid communication. 7) Assess and advise the impacts of policy and initiatives on the organization. 8) Engage key stakeholders and foster strong relationships with agencies within the community to build teams and expand the unit’s sphere of influence. 9) Build relationships with peer units and higher headquarters to champion the unit up and out.

Operations

Program Management

1) Shape leaders through talent management efforts that develop NCOs through educational and training opportunities. 2) Enforce effective use of available time to support unit increases in proficiency; actively champion the balance of work/life balance for Soldiers and leaders. 3) Support commander’s programs and facilitate Army programs through accountability practices (UPL, AOAP, Retention). 4) Integrate teams to optimize unit performance with programs and practices. 5) Understand the vision, objectives, and goals of higher headquarters; advise the Commander in developing supporting efforts and policy. 6) Develops, mentors, and manages talent two levels down, based on organizational requirements and assists in subordinates career progression. 7) Implement and maintain organizational Leader Professional Development programs. 8) Promote the unit’s heraldry and history.

1) Understand the operational environment. 2) Employ Mission Command principles and support the Commander’s priorities. 3) Extend the operational reach of the Commander in all aspects, from leadership, to

planning, and operations. 4) Identify gaps in both the organization and the plan, then leverage resources to overcome

them. 5) Engage throughout the planning process – Influence planning efforts to reflect reality and

true training goals. 6) Validate unit sustainment practices and participate in sustainment rehearsals. 7) Leverage time and resources to plan, prepare, execute, and assess training. 8) Enforce and the command’s SOPs. 9) Have a directed focus on the battlefield and in garrison. 10) Ensure leaders are accountable and responsible for the proficiency of their subordinates (Soldiers and Army Civilians) to prepare to conduct its wartime mission. 11) Prioritize resources and ensure subordinate unit requirements are met.

The Role of the First Sergeant and Master Sergeant

2.4. General Baron Von Steuben, a key advisor to George Washington, outlined the duties of NCOs such as the Sergeant Major, Quartermaster Sergeant, and other key NCOs, but it was the company First Sergeant to which he directed most of his attention. According to Von Steuben, First Sergeants must be "intimately acquainted with the character of every Soldier in the company and should take great pains to impress upon their minds the indispensable necessity of the strictest obedience as the foundation of order and regularity."

The First Sergeant (1SG).

The 1SG is the senior enlisted advisor to the Commander at the Company/Troop/Battery level. 1SGs are responsible for maintaining and enforcing standards, ensuring training objectives are met, developing the Soldiers in the unit, all administrative functions, and ensuring the health, welfare, and morale of the unit and their Families. The 1SG serves as a coordinator for training and resources, as well as the lead integrator with outside organizations and entities. The 1SG is the standard bearer for their organization and serves as a role model for all Soldiers, NCOs and Officers.

The Master Sergeant (MSG).

The MSG serves as a key enlisted member of staff elements at battalion or higher levels. Although not charged with leadership responsibilities equal to that of a 1SG, the MSG’s level of experience makes them an invaluable member of the staff for input on policy development, training development, and enforcing standards and discipline within the organization.

As with the SGM/CSM, the duties and responsibilities of the 1SG and MSG will vary, however, the core competencies are synonymous. Those competencies include, but are not limited to:

Readiness

1) Assist the commander in prioritizing AR 350-1 training; enforce the unit’s training program. 2) Supervise and guide the unit’s medical readiness (MEDPROS); establish positive relationships with medical providers. 3) Support and enforce the Integrated Disability System.

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4) Promote and establish relationships with supporting organizations that assist in organizational readiness. 5) Advise the commander on Uniform Code of Military Justice actions and manage the execution of the administration process. 6) Implement and manage the unit physical readiness program. 7) Enforce and support the Soldier for Life Transition Assistance Program. 8) Manage the Unit Commander’s Financial Report.

Leadership

1) Live and demonstrate the attributes and competencies of the leadership requirements model. 2) Exhibit and maintain an atmosphere of respect, adaptability, and resilience. 3) Assess, create, and foster an ethical and positive culture and climate within the organization. 4) Extend influence within and beyond the chain of command to build relationships. 5) Prioritize presence at training and determine daily the most important place to be within the organization. 6) Communicate and drive the commander’s vision and intent by serving as the conduit between the commander and Soldiers. 7) Recognize disciplined initiative within the commander’s intent through competency based talent management. 8) Strengthen the characteristics of trust, honorable service, military expertise and esprit de corps through stewardship of the Army Profession. 9) Coach and foster servant leadership through effective counseling and development.

Training Management

1) Develop an organizational learning culture where opportunities for growth and development are enduring. 2) Design, implement, and manage an NCO leader development program and coach junior officers. 3) Provide oversight to the training management process. 4) Direct the input of completed training data into the system of record DTMS. 5) Identify and communicate resource needs to allow for training and cross-training proficiency. 6) Understand and participate in the operations process. 7) Monitor and evaluate individual and collective training in accordance with the unit’s approved METL. 8) Drive the implementation of the 8-Step Training Model. 9) Recommend, implement, and enforce policies and standards in training.

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Communications

1) Utilize both oral and written products to effectively communicate ideas, viewpoints, and military correspondence. 2) Demonstrate confidence and presence when speaking publicly to present ideas logically and clearly. 3) Employ active listening and the components of communication to solve problems and achieve results. 4) Translate military briefings to the appropriate stakeholders to create shared understanding. 5) Understand organizational level policy and apply at the direct level. 6) Exercise and enforce emotional intelligence (self-awareness, self-management, social awareness, social skill).

Operations

Program Management

1) Train and educate subordinates on Army and organizational programs. 2) Assist in developing and maintaining a training calendar to create predictability for service members and enable comprehensive Soldier and Family fitness. 3) Execute talent management. 4) Lead information dissemination within the unit. 5) Oversee social media platforms and online conduct. 6) Assist and enforce the standards associated with unit maintenance programs.

1) Understand the operational environment. 2) Exercise and support the Commander’s priorities and enable mission command. 3) Extend the operational reach of the Commander in all aspects, from leadership to planning

4) Analyze operational gaps in both the organization and the plan; leverage the shortfalls by

5) Engage throughout the planning process to ensure training objectives are well defined and

6) Validate unit sustainment practices and direct sustainment rehearsals. 7) Understand Army doctrine associated with mission command and operations. 8) Endorse and enforce the command’s SOPs. 9) Advise commanders and staff; direct the NCO support channel in all operations.

10) Leaders must be accountable and responsible for their subordinates proficiency in

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and operations.

providing the appropriate resources and guidance to achieve positive results.

achieved.

conducting their wartime missions.

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The Role of the Sergeant First Class

2.5. The Sergeant First Class (SFC).

The SFC may serve in a variety of positions from Platoon Sergeant to NCOIC, or as a member of the staff at battalion or brigade levels. The Platoon Sergeant is the senior NCO at the platoon level and primary advisor to the Platoon Leader. They are responsible for the continued professional development and mentoring of the Platoon Leader. The Platoon Sergeant is primarily responsible for the health, welfare, training, and development of the Soldiers in their charge. They are the first level of NCO that has input into the unit's Mission Essential Task List and train collective tasks at the platoon level. The SFC who is an NCOIC on staff uses their extensive experience and knowledge base to provide input to their superiors for purposes of planning or executing operations. They may also be called upon to train Soldiers on both collective and individual tasks.

While the duties and responsibilities may vary based on assigned position, the core competencies required of the SFC remain constant. Those competencies include, but are not limited to:

Readiness

1) Prioritize readiness across the formation by forecasting future shortfalls and gaps created by equipment and personnel changes. 2) Pro-actively address Soldier issues that will affect unit readiness. 3) Assess and manage readiness across the platoon. 4) Understand and teach the impact of Soldier’s individual readiness on the unit. 5) Manage an effective readiness tracking system. 6) Engage with unit's medical providers and Army agencies to resolve individual Soldier’s readiness issues.

Leadership

1) Utilize Mission Command to execute the Commander’s and Platoon Leader’s intent through disciplined initiative empowering subordinate leaders. 2) Advise leaders of Soldier’s talents and capabilities. 3) Coach and counsel the NCOs in the platoon, as well as advising and mentoring the Platoon Leader. 4) Possess the courage and moral strength to do and teach the right thing within the Army Values.

5) Foster a positive and respectful culture within the platoon that supports the Chain of Command (COC). 6) Develop adaptive and agile Soldiers that learn “how to think” vs “what to think” – promote critical and creative thinking in subordinate leaders. 7) Create a climate of discipline and standards through effective training that creates mental toughness, unit cohesion, bonding, and a spirit of teamwork. 8) Create and maintain a command climate through mutual respect between senior and subordinate personnel by utilizing fairness, justice, and equality for all Soldiers, regardless of race, religion, color, gender, or national origin.

Training Management

1) Ensure training is properly planned, resourced, rehearsed, and executed. 2) Ensure subordinate leaders conduct proper physical readiness training and have a training plan for the APFT and the ACFT. 3) Ensure Soldiers know and understand Commander’s intent, mission requirements, and the reason for the training event(s). 4) Understand, teach, and implement the 8-Step Training Model. 5) Set and enforce standards during all training events. 6) Tailor training to develop subordinate leaders keeping within the scope of Mission Command philosophy. 7) Eliminate or minimize training detractors, discipline the training management process. 8) Understand how to utilize ATN, METL Crosswalk, and individual task selection to develop a training plan.

Communications

1) Provide direction, guidance, and clear priorities that support the commander’s intent. 2) Effectively communicates during planning, preparation, and execution. 3) Publicly praise good performance and privately reprimand substandard performance. 4) Leverage communication methods and technologies. 5) Understand social media communication platforms and reinforce discipline within the platoon. 6) Provide clear feedback when reviewing subordinate’s evaluations, award submissions, and training plans. 7) Continually develop and improve written communication skills.

Operations

1) Assess the operational environment, leveraging knowledge and experience to understand how it will affect accomplishment of the unit’s mission. 2) Employ the principles of Mission Command IOT support the commander’s intent. 3) Synchronize time and resources in order to plan, prepare, execute, and assess operations. 4) Possess a direct focus on successful mission accomplishment.

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5) Utilize the Military Decision Making Process (MDMP) to resolve complex problems, and present valid courses of action to the Platoon Leader and commander. 6) Advise the Platoon Leader and commander on prudent and acceptable levels of risk during training and operations. 7) Advise S3/G3 and FUOPS planners in the development of operations and training plans.

Program Management

1) Ensure platoon/section understand all requirements for qualification, certification and recertification for all required tasks. 2) Conduct continuous performance assessments to ensure the platoon meets the unit mission requirements. 3) Be personally accountable, and responsible for physical fitness readiness training programs. 4) Increase maintenance program efficiency by understanding and being actively involved in platoon level maintenance. 5) Understand DA Pam 600-25, NCO Professional Development Guide, to guide subordinates career progression within their CMF. 6) Ensure the platoon’s individual and collective training records are accurately recorded in the proper system of record DTMS.

The Role of the Staff Sergeant

2.6. The Staff Sergeant (SSG).

The SSG leads squads and sections and is a critical link in the NCO support channel. As a first line supervisor, SSGs live and work with Soldiers every day and are responsible for their health, welfare, and safety. These leaders ensure that their Soldiers meet standards in personal appearance and teach them to maintain and account for their individual and unit equipment and property. The SSG enforces standards, develops, and trains Soldiers in MOS skills and unit missions. SSGs secondary role is to support the chain of command through the NCO Support Channel.

The core competencies required of the SSG include, but are not limited to:

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Readiness

1) Understand and communicate the importance of readiness, the systems that track it, and the impacts it has on the mission. 2) Promote and support current and proposed initiatives (ESB, EIB, EFMB, ACFT) to drive readiness. 3) Understand, train, and assess individual, team, and squad tasks that fall within unit METL. 4) Develop squad training plans that support the unit METL and are nested with platoon and company training plans. 5) Understand the reception and integration process for individual Soldiers. 6) Integrate Army programs into unit readiness.

Leadership

1) Actions and conduct consistently reflect the Army Values and Army Ethics; remain a role model for Soldiers. 2) Understanding the Mission Command Philosophy enables the execution of the commander’s intent through disciplined initiative and decisive action. 3) Take opportunities to continually train Soldiers, share knowledge to develop subordinates for increased positions of responsibility. 4) Be the subject matter expert in their PMOS. 5) Know your Soldiers at a personal level to promote effective personal and professional counseling. 6) Employ adaptive thinking and problem solving skills to resolve conflicts and manage Soldier issues. 7) Understand and execute prudent risk management.

Training Management

1) Build a learning organizational culture where opportunities for growth and improvement are encouraged. 2) Verify completed training is documented in the system of record DTMS. 3) Collaborate efforts and resources to allow for cross-training and continuity. 4) Ensure training meets the commander’s intent, mission requirements, and enhances Soldier’s abilities. 5) Execute training and remain engaged throughout the planning process. 6) Implement and enforce policies and standards on training and emphasize the 8-Step Training Model. 7) Lead tough, realistic, and challenging training.

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Communications

1) Tactical Communications – ability to use critical thinking and articulate thoughts in a tactical situation. 2) Employ active listening to gain a thorough understanding of CDR’s intent, unit’s mission, and challenges presented by the operational environment. 3) Communicate CDR’s intent and operational objectives ensuring a shared understanding by subordinates. 4) Effective use of written communication when writing narratives, awards, evaluations and electronic communications. 5) Solicit feedback from subordinates or audience to ensure content is understood by all. 6) Use visual modeling to complement narratives; enhance shared understanding.

Operations

1) Understand the commander’s intent and employ principles of mission command to achieve it in the operational environment. 2) Understand unit capabilities and how to employ them. 3) Engaged throughout the planning process, assist in and be a part of the planning, preparation, execution, and assessment of training. 4) Understand and execute battle drills, command’s SOPs, and local unit policies. 5) Be a combat multiplier utilizing systems; have a directed focus on the battlefield and in garrison (ATRRS manager, Battle Staff, MFT, RFMSS, TAMIS, DTMS). 6) Be a trainer to increase proficiency of their subordinates (Soldiers and Army Civilians) to prepare to conduct its wartime mission.

Program Management

1) Conduct performance assessments to ensure the squad meets unit mission requirements leverage knowledge and experience to manage issues and solve problems at the squad level. 2) Know where and how to use support agencies to enhance or maintain Soldier readiness (ACS, AER, JAG, EO, IG). 3) Manage and enforce equipment maintenance plans within the squad. 4) Ensure individual and squad collective training is recorded in appropriate system of record DTMS. 5) Support unit’s heraldry, history, and local command’s programs (NCO induction ceremony, FRG, BOSS).

The Role of the Sergeant and the Corporal

2.7. The Sergeant (SGT).

The SGT leads teams as part of a squad, crew or section and is the first line of the NCO Support Channel. As a first line supervisor, SGTs have the most direct impact on Soldiers. SGTs live and work with Soldiers every day and are responsible for their health, welfare, and safety. The counseling, training, and care SGTs provide will determine the success of the unit’s mission and issues that develop during home station operations. These leaders ensure their Soldiers meet standards in personal appearance, teach them to maintain and account for their individual, as well as, unit equipment.

The Corporal (CPL).

The CPL was established in 1775 with the birth of the Army and the NCO corps. Along with the rank of sergeant, the corporal is the only rank that has never disappeared from the NCO corps. CPLs are the base of the NCO ranks, serving as leader of the smallest Army units, principally; teams leaders. Like sergeant, corporals are responsible for the individual training, personal appearance and cleanliness of their Soldiers. As the command sergeant major is known as the epitome of success in the NCO corps, the corporal is the beginning of the NCO corps. As the NCO corps is known as the backbone of the Army, the corporal is the backbone of the NCO corps.

The core competencies required of the SGT/CPL include, but are not limited to:

Readiness

1) Document and report individual and team training data accurately. 2) Conduct performance assessments and open and honest counseling of subordinates. 3) Focus on commander’s key training objectives and own the individual training of your Soldiers’ that supports readiness. 4) Know your Soldiers and how their individual readiness affects unit readiness.

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Leadership

1) Demonstrate the courage and moral strength to do the right thing consistent with the Army Values and the Army Ethics. 2) Develop Soldier knowledge, skills, and behaviors. 3) Understand mission command to execute the commander’s intent through disciplined initiative and decisive action. 4) Take opportunities to grow as a leader and continually seek self-improvement and knowledge for higher levels of responsibility.

Training Management

1) Follow Troop Leading Procedures and the 8-step Training Model to support the training management process. 2) Understand the commander’s intent, mission requirements, and know Soldiers’ abilities to achieve desired training outcomes. 3) Execution of key and essential training events such as the ACFT, individual, and collective training. 4) Follow and enforce policies and standards on training. 5) Lead effective, challenging, and realistic training.

Communications

1) Understand and translate the commander’s intent and ensure Soldiers understand the unit’s mission. 2) Understand and enforce appropriate digital communications practices following OPSEC and social media policies. 3) Use effective communication and messages to support a positive environment and the Army profession. 4) Collaborate with other NCOs, coordinate resources, and cross-train Soldiers.

Operations

1) Understand the operational environment and the commander’s intent. 2) Provide feedback to supervisors which will influence planning efforts for realistic and attainable training goals. 3) Time management- consider resources to plan, prepare, execute, and assess training. 4) Ensure enlisted Soldiers’ are accountable and responsible for their actions.

Program Management

1) Employ time management to encourage work/life balance for your Soldiers. 2) Seek additional duties and support unit programs. 3) Understand the commander’s vision and goals. 4) Research and use Army programs for Soldier care.

2.8. NCO Support Channel.

a. The NCO Support Channel (leadership chain) parallels and complements the chain of command. It is a channel of communications and supervision from the Command Sergeant Major (CSM), to 1SG and then to other NCOs and enlisted personnel of the unit. Commanders define responsibilities and authority of their NCOs to their staff and subordinates by:

• Transmitting, instilling, and ensuring the efficacy of the professional Army ethic.

• Planning and conducting day-to-day unit operations within prescribed policies and directives.

• Training of enlisted Soldiers in their MOS as well as in the basic skills and attributes of a Soldier.

• Supervising unit physical fitness readiness training and ensuring that unit Soldiers comply with the height/weight and appearance standards of AR 600–9, and AR 670–1.

• Teaching Soldiers the history of the Army, to include military customs, courtesies, and traditions.

• Caring for individual Soldiers and their Families, both on and off duty.

• Teaching Soldiers the mission of the unit and developing individual training programs to support the mission.

• Accounting for and maintaining individual arms and equipment of enlisted Soldiers and unit equipment under their control.

• Administering and monitoring the Noncommissioned Officer Development Program (NCOPDS) and other unit training programs.

• Achieving and maintaining courage, candor, competence, commitment, and compassion.

b. DA Pam 611–21 and AR 600-20 contain specific information concerning the responsibilities, command functions, and scope of NCO roles.

2.9. Command Supply Discipline Program (CSDP).

CSDP is a commander’s program. However, leaders must enforce and implement effective programs to ensure resources are not subject to fraud, waste, and abuse. CSDP is an individual, supervisory and managerial responsibility that standardizes supply discipline throughout the Army. An essential characteristic of our responsibility is stewardship of our profession. A key role and responsibility of a NCO is accountability and readiness of property and stewardship of Army resources. Besides the readiness of Soldiers, the single most important combat multiplier is equipment readiness and serviceability. The purpose of CSDP is:

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• Establish supply discipline as regulatory guidance.

• Standardize supply discipline requirements.

• Provide responsible personnel with a single listing of all existing supply discipline requirements.

• Make the Army more efficient regarding time spent monitoring subordinates’ actions.

2.10. Property Accountability.

a. All persons entrusted with government property are responsible for its proper care, custody, safekeeping, and disposition.

b. Army property will not be used for any private purpose except as authorized by HQDA.

c. No government property will be sold, given as a gift, loaned, exchanged or otherwise disposed of.

d. Giving or accepting an issue document, hand receipt, or other forms of receipt to cover articles that are missing or appear to be missing is prohibited.

e. Military members or Civilian employees of the Army who occupy government quarters, or issued furnishings for use in government quarters must properly care for such property.

2.11. Accounting for Army Property.

a. All property (including historical artifacts, art, flags, organizational property, and associated items) acquired by the Army from any source, whether bought, acquired, or donated must be accounted for.

b. Accounting will be continuous from the time of acquisition, until the ultimate consumption or disposal of the property occurs.

2.12. Item Classification.

a. Nonexpendable property is personal property that is not consumed in use and that retains its original identity during the period of use. Nonexpendable property requires formal property book accountability at the user level. Examples are major end items such as HMMWV, weapons, tents, tarpaulins, flags, pennants, and national flags.

b. Expendable property is property consumed in use, or loses its identity in use. It includes item's not consumed in use, with a unit cost of less than $500. Expendable items are items that require no formal accounting after issue to the user level. Example: oil, paint, fuel, or cleaning material.

c. Durable property is personal property that is not consumed in use and that does not require property book accountability, but because of its unique characteristics, requires control when issued to the user. It is property that requires control at the user level using hand- receipt procedures or managed using inventory lists. Example: computers, laptops, and software.

2.13. Inventories of Personal Property.

All on-hand property carried on property book records and/or hand receipt records at the user’s level will have a complete physical inventory upon change of the primary hand receipt holder or accomplished annually, whichever occurs first.

2.14. CSDP Responsibility.

Responsibility is the obligation of an individual to ensure government property and funds entrusted to their possession are properly used and cared for, and that proper custody, safekeeping and disposition are provided. Types of responsibility are:

a. Command responsibility. Commanders are obligated to ensure all government property is properly used, care for, safeguarded, in proper custody, and disposed of. Command responsibility is inherent in command and cannot be delegated.

b. Supervisory responsibility. Obligates supervisors to ensure all government property is properly used, cared for, safeguarded, in proper custody, and disposed of. It is inherent in all supervisory positions and is not contingent upon signed receipts or responsibility statements and cannot be delegated.

c. Direct responsibility. Obligates a person to ensure all government property is properly used, cared for, safeguarded, in proper custody, and disposed of. Direct responsibility results from assignment as an accountable officer or acceptance of the property on hand receipt from an accountable officer.

d. Custodial responsibility. Obligates an individual for property in storage, awaiting issue, or turn-in to exercise reasonable and prudent actions to property care for and ensure proper custody, safeguarding, and disposition of the property is provided.

e. Personal responsibility. Obligates a person to exercise reasonable and prudent actions to properly use, care for, safeguard, and dispose of all government property issued for, acquired for, or converted to a person’s exclusive use, with or without a receipt.

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CHAPTER 3

THE ROADMAP TO LEADERSHIP

Basic Training is just the beginning of one's Leadership development.

Ft. Leonard Wood, MO. (November 30, 2017), Photo courtesy of the Official Twitter page of the U.S. Army.

Leadership continues to grow throughout your career and improves through experience.

Chapter 3

The Roadmap to Leadership 3.0. Ref.

• ADP 1-0, The Army. • ADP 6-22, Army Leadership and the Profession. • ADP 7-0, Training. • AR 350-1, Army Training and Leader Development. • AR 600-9, The Army Body Composition Program. • AR 600-20, Army Command Policy. • AR 670-1, Wear and Appearance of Army Uniforms and Insignia. • ATP 6.22-1, The Counseling Process. • DA Pam 611-21, Military Occupational Classification and Structure. • Yukl, Gary. Leadership in Organizations, Sixth Ed. (Saddle River, NJ: Pearson-Prentice

Hall, 2006), p.147. • Yukl, G., & Falbe, C.M. (1990). Influence tactics in upward, downward, and lateral

influence attempts. Journal of Applied Psychology, #75, pp. 132-140. • French, J. R. P., Raven, B. The Bases of Social Power. In D. Cartwright and A. Zander

(Eds.), Group Dynamics. (New York: Harper & Row, 1959), pp. 150-167. • Goleman, Daniel. Leadership That Gets Results. Harvard Business Review, March-April

2000, p.78.

"Take care of each man as though he were your own brother…[because] he is." – 1st SMA William O. Wooldridge

3.1. The Army defines leadership as the activity of influencing people by providing purpose, direction, and motivation, to accomplish the mission and improve the organization. The NCOs approach to leadership is to take charge, build the team, and accomplish the mission. Leadership is developed over time, through challenging experiences, and developed through the three domains (See Chapter 4). Although doctrine is generally not specific to commissioned officers or NCOs, the responsibilities focus areas, and the approach to leadership doctrine is unique for the NCO.

3.2. Army Leadership Requirements Model.

The leadership requirement model aligns expectations with leader development activities and personnel management practices and systems. The model’s components center on what a leader is (attributes—BE and KNOW) and what a leader does (competencies—DO). A leader’s character, presence, and intellect enable them to apply the core leader competencies and enhance their proficiency. Leaders who gain expertise through operational assignments, institutional learning, and self-development will be versatile enough to adapt to most situations and grow into greater responsibilities. Figure 3-1 illustrates the framework.

3.3. A significant distinction between the attributes and competencies of the leadership requirements model is that competencies are skills that can be trained and developed while attributes encompass enduring personal characteristics, which are molded through experience over time.

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Figure 3-1. The Army leadership requirements model.

3.4. Core Leader Attributes.

Attributes are characteristics internal to a leader. These affect how an individual behaves, thinks, and learns within certain conditions. Strong character, solid presence, and keen intellect enable individuals to perform the core leader competencies with greater effect. The three categories of core attributes are—

 Character: the moral and ethical qualities of the leader.  Presence: characteristics open to display by the leader and open to viewing by others.  Intellect: the mental and social abilities the leader applies while leading.

3.5. Core Leader Competencies.

The core leader competencies are actions that the Army expects leaders to do: lead, develop, and achieve. Competencies provide an enduring, clear, and consistent way of conveying expectations for Army leaders. The core competencies are universal for all Army leaders. The core competency categories are—

• Leads: (take charge) provides purpose, direction, and motivation; builds trust; provides an example; communicates.

• Develops: (build the team) develops themselves, creates a positive climate, develops subordinates, and stewards the profession.

• Achieves: (accomplish the mission) executes, adjusts, and gets results to accomplish tasks and missions on time and to standard.

A Soldier can be trained to be a capable machine gunner, but may not necessarily be a brave machine gunner without additional experience. Every educational, operational, and self- development event is an opportunity for observation, feedback, and reflection.

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3.6. Mission Command and Be, Know, Do.

Mission command is the Army’s approach to command and control that empowers subordinate decision making and decentralized execution appropriate to the situation. The attributes and competencies that NCOs need to exercise mission command are discussed in the LRM. To put these attributes and competencies into action, we focus on what a NCO must Be, Know, Do. a. Be:

• Physically fit and mentally tough. • Role Model (words and deeds). • Candid, Competent, Courageous, and Committed. • Tactically and Technically Proficient.

b. Know: • Your Soldier. • Yourself. • Mission and unit capabilities. • Operating environment.

c. Do: • What is right morally and ethically. • Decisive. • Develop seniors, peers, and subordinates. • Lead from the front.

3.7. Compliance vs. Commitment.

Military leaders are responsible for achieving any and all assigned missions. That is the expected result or outcome of their leadership. They can do this through either commitment or compliance-focused influence. Compliance-focused is directed at a followers behavior. It is generally effective for gaining short-term and immediate results. It also works well in time- constrained environments with basic tasks that require a specific action or behavior, and there is little need for follower understanding.

Long-term and lasting change requires a different focus. Leaders must move beyond compliance-prompted behavioral changes and focus on influencing followers attitudes, beliefs, and values in order to gain commitment. Commitment-focused is directed at a follower's thinking and implies the followers want the organization to succeed and positive changes to occur. Committed followers make a decision to take personal ownership of mission tasks, have internal buy-in to the leader’s decisions and orders, and pro-actively dedicate themselves to mission accomplishment. They feel a shared responsibility for the successful completion of the task at hand. The critical point is that the commitment is self-initiated. It is a cognitive, thought- based process. The leader can create an environment that promotes and encourages follower commitment but the bottom line is that the individual must make a personal, internal, thought- out decision to fully sign on to the mission. The challenge for the organizational-level leader is gaining this commitment from subordinate leaders and followers for the health and future of the organization. How do they do it? It all begins with power.

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3.8. Power.

A core tool or means leaders can leverage to gain follower commitment is the power available to them. Power is defined as the capacity to influence others and implement change. It is not the actual influencing action. Influencing is the application of power. Without power, there is little influencing; and with no influencing, there is no opportunity to gain genuine compliance or commitment from others.

What are the sources of a leader’s power? According to Dr.’s Gary Yukl and Cecelia M. Falbe, there are two independent sources of power: position and personal. The first is the authority that comes from the position the leader is filling. This gives them position or positional power. With this form of power comes the authority of the position. Position power promotes follower compliance. The second source of power is personal power. This power comes from the leader’s followers and is based on their trust, admiration, and respect for the leader. It is tied to the leader’s expertise and personality. Personal power encourages and connects with follower commitment (See Figure 3-2).

The capacity an individual has to influence the attitude or behavior of others

Compliance

&

Commitment

Figure 3-2. Sources of power.

Personnel Power

• Expert • Referent

Position Power

• Coercive • Legitimate • Reward • Information

a. Position power is derived from a particular office or rank in a formal organization. According to taxonomy of social psychologists John R.P. French and Bertram Raven, it can be divided into further subcategories such as coercive, legitimate, reward, and Information. When this power is applied through the use of appropriate influence techniques, it can be very effective in changing the behavior of followers. In other words, it is excellent in gaining compliance.

1) Coercive power is the opposite of reward power. Whereas reward power offers something positive and desirable, coercive power presents something negative and undesirable. Coercive power is the capacity to influence others through administering negative sanctions such as punishments, removal of privileges, or being placed in a bad light among one’s peers. Coercive power is stereotypical of toxic military leaders. This form of power has serious limitations and disadvantages. It may bring temporary compliance but undermines long-term commitment. It could result in passive- aggressive behavior, retaliation, and formal complaints against the chain of command leading to disciplinary or relief actions.

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2) Legitimate power comes from the leader’s formal or official authority. Individuals with legitimate power influence others through orders and requests that are consistent and appropriate with their position. In the exercise of legitimate power, the followers respond because they believe the leader has the right to make requests or give orders, and they have an obligation to comply. Command is a form of legitimate power. According to ADP 6-22, Army Leadership, “command is the authority a commander in the military service lawfully exercises over subordinates by virtue of rank or assignment. It grants military leaders both the right and obligation to make decisions, give orders, and exercise control of resources such as budgets, equipment, vehicles and other assigned materials.”

3) Reward power involves the capacity of leaders to use highly desired resources to influence and motivate their followers. These include promotions; selection for special duties, activities, or privileges; best competitions; medals; letters of appreciation or commendation; and so on. On a lesser but still significant scale, the reward could be public or private verbal praise, a thank you note, time off, an intercession on another’s behalf, or a simple recognition by handshake or personal acknowledgment. When Soldiers realize their leaders in the chain of command know who they are, it can be highly motivational. In reality, the rewards leaders generate for followers are limited only by their creativity and originality.

4) Information power includes access to critical information, control over its dissemination, and the ability to act on that information. Based on rank and position, organizational leaders routinely have access to information that subordinates do not. Thus a leader who controls the flow of information has the opportunity to interpret events for subordinates and influence both perceptions and attitudes. Information is also vital in crisis situations because it is essential to the emotional wellbeing of those being led. b. Personal power is derived from the followers based on their trust, admiration and respect for the leader. It is the power given to the leader by the followers based on the leader’s personality or expertise. It can be subdivided into two categories: expert power and referent power. When this power is applied through the use of appropriate influencing techniques, it can be very effective in gaining commitment in others. This is because it allows the leader to influence not just the follower's behavior but their thinking as well through an appeal to personal attitudes, beliefs, and values. It is important to remember that followers can withdraw this power just as easily as they give it. Whereas position power encourages follower compliance, personal power promotes follower commitment with the use of proper influence tactics.

1) Expert power is based on the knowledge and expertise one has in relation to those being led. It is being the subject matter expert or SME. The more knowledge, skills, talents, and proficiencies leaders have, the more power they can leverage. Those selected for battalion CSM have successfully served in jobs such as a battalion CSM or operations SGM. These previous jobs should have provided the knowledge and expertise essential for their success as a battalion CSM. The challenge at the organizational level is that there may be many individuals in a battalion possessing varying levels of expert power. This could include assigned warrant officers, various noncommissioned officers, and those whose assignments have given them special knowledge or experiences. Part of leveraging expert power, is the leader’s effective utilization of all available expert resources to accomplish the mission.

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2) Leaders can offset a lack of expert power by leveraging their referent power. Referent power refers to the strength of the professional relationship and personal bond leaders develop with their followers. When followers admire leaders and view them as role models or even friends, they imbue them with referent power. People will work hard for such leaders simply because they want to look good in their eyes and not let them down. To put it another way, referent power is the power generated by relationships the brick and mortar of solid organizations. The stronger the relationship, the higher the probability things will get done and get done well. Also, referent power has the highest potential of all the forms of power to gain a strong commitment from the followers.

3.9. Leadership Styles.

The application of influence tactics is also demonstrated through one’s leadership style. While the Army doctrinally does not advocate specific leadership styles it is beneficial to be aware of the six most recognized styles discussed by Dr. Goleman, during his emotional intelligence research. The six leadership styles are:

• Authoritative. • Affiliative. • Democratic. • Coaching. • Pacesetting. • Coercive.

a. The first four leadership styles are much more effective at achieving a positive climate, high levels of performance, and deeper follower commitment (See Figure 3-3 on page 3-8). Probably the most effective of the four is the authoritative style. The Authoritative (not authoritarian) style mobilizes people toward a common vision and says, Come with me. The leader enthusiastically works to get people on board with the vision. The leader’s focus is follower ownership and buy-in of the vision. It is a style that is noted for very effective communication skills.

b. The Affiliative leader says, People come first. It is a style that creates harmony, emotional bonds, trust, honesty, and teamwork. Followers are given the freedom to do their jobs and flexibility is always enhanced by this style.

c. Then there is the Democratic style. It builds consensus through participation and asks, what do you think? The democratic style is noted for open dialogue, effective listening, and collective decision making. There are also high levels of follower frustration resulting from this style because of endless meetings and the time required to arrive at a final decision.

d. The Coaching leadership style develops people for the future and is characterized by the phrase, Try this. It focuses more on personal development than immediate work related tasks. It is the least used style because leaders indicate they do not have the time to engage in the slow process of helping followers grow. Soft influencing tactics such as participation, consultation, personal appeals, and relationship building are the hallmark of these four styles.

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e. The Coercive style demands immediate compliance and can be described by the phrase, Do what I tell you! It is a toxic, disrespectful, and bullying style that almost always results in low follower morale and productivity.

f. The Pacesetting style on the other hand sets very high standards of performance. It is the Do as I do and do it now style. It is characterized by a leader who is a workaholic, role models high standards, wants everything to be better and faster, and promptly replaces those who do not measure up. Pacesetting leaders expect followers to know what to do and, if they need to be told what to do, they are the wrong fit for the job. Pacesetters usually believe follower development is a waste of time and resources. Legitimate requests and pressure are common influencing tactics employed by these two leadership styles. The coercive and pacesetting styles are effective at gaining short-term follower compliance but generally have negative long-term consequences.

g. When comparing leadership styles, one is not better another, but that they all have a purpose and an associated methodology that can prove very effective when aligned with the leaders’ sources of power, selection of appropriate influencing techniques, and application of those techniques through the use of emotional intelligence skills. When considering your style as a leader, you must analyze it from this broader perspective to ensure you have properly aligned all the components of power and influence to support your actions and behavior. If not, the consequential misalignment will achieve results you probably never wanted or expected.

Leadership Styles*

Figure 3-3. Leadership styles.

3.10. Dynamics of Leadership.

The most effective leaders adapt their approach to the mission, the organization, and the situation. A division commander addressing brigade commanders before conducting large-scale combat operations leads and communicates differently than a drill sergeant training new recruits in basic training. The constant change affects peacetime and combat operations. Personnel change out, time-lines move, anticipated resources do not materialize, adversaries do what was least expected, and the weather keeps CAS assets grounded. Commanders, leaders, and staffs plan for possible changes and continually monitor progress to engage as needed. Leaders account for the important factors affecting the dynamics of leadership. Four consistent factors are:

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 The leader.  The led.  The situation.  The Communication.

3.11. The Leader.

NCOs motivate and influence Soldiers inside and outside of the chain of command and develop an identity through clear leadership and self-awareness. Self-awareness is fundamental to understanding one’s abilities through accurately assess their own experience and competence as well as earn the trust of those they influence.

3.12. Formal Leadership.

NCOs have different responsibilities and authorities at echelons. The Uniform Code of Military Justice supports military leaders in positions of legitimate authority. Leaders use these authorities and clear communication to ensure adherence to regulation, policies, and standards. As a NCO, you have duties and responsibilities that you must accomplish. These duties include:

Specified Duties. Those related to jobs and positions, mainly military occupational specialty (MOS) related duties. Be proficient and knowledgeable on Army directives, Army regulations, and down-trace doctrines that affect a Soldiers development.

Directed Duties. Those issued by superiors orally or in writing; these duties are not found in the unit’s organizational charts.

Implied Duties. Often support specified duties, but in some cases, they may not be related to the MOS job position. These duties may not be written, but implied in instructions. They are duties that improve the quality of the job and help keep the unit functioning at an optimum level.

3.13. Command.

NCOs that are members of a command team share the responsibility for effectively using available resources and for planning the employment of, organizing, directing, coordinating, and controlling military forces for the accomplishment of assigned missions. Command team relationships are unique. The Army expects command teams to lead beyond the mere exercise of formal authority. They lead by example and serve as role models. Their personal example and actions carry tremendous weight.

3.14. Informal Leadership.

Informal leadership exists throughout organizations and plays a critical role in mission accomplishment. Informal leadership and networks are not solely based on rank or position in the organization, and it stems from a personal relationship, specialized knowledge, unique experiences, or technical expertise specific to an individual or team. Informal networks that operate in support of organizational goals are a force multiplier.

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3.15. The Led.

Every Army leader is a subordinate to someone, so all good leaders also practice good followership. Followership is defined as, "Followers of character and commitment acting to support the needs and goals of the team." This means putting the needs of others in front of your desires and building a relationship of trust and loyalty. We are all bound by the same regulation and standards, and by acknowledging and demonstrating this, we build and establish trust with our Soldiers. The willingness of their leaders and their subordinates to serve faithfully and competently in both leadership and followership roles is the foundation of humility.

3.16. Humility.

In its simplest form, humility is the absence of arrogance. For humility to apply, a leader must first have competence and confidence. Humility is interpreted differently by different genders and cultures. Too much or too little humility can signal a lack of self-awareness that undermines followers’ trust and confidence in the leader’s ability to make the right decisions. Individuals need to guard against their biases and assess character based on the whole set of Army Values and attributes and look out for the unit’s welfare to achieve success.

3.17. The Situation.

The situation affects which actions leaders take. Leaders consider the unique characteristics of the task or mission at hand, the abilities of their subordinates, their familiarity with similar situations, and amount of time available. High-risk or urgent situations often require immediate and decisive actions, particularly in combat. Low risk or slowly developing situations allow leaders to spend more time with deliberate and collaborative approaches, coaching, and teaching subordinates as they go along. This fosters a higher level of commitment, develops subordinates, and creates the organizational cohesion essential for leading successfully in challenging situations. a. Leaders learn to adapt to the situation by disciplining themselves to practice different approaches. This prepares leaders to adapt to new, urgent, stressful, or high-risk situations. In general, leaders should strive to improve all of the leader attributes and core leadership competencies, adapt their leadership techniques to each situation, and become lifelong learners. This requires leaders to:

 Know how to assess tasks and conditions.  Know how to assess their own capabilities and those of their followers.  Know how to adjust their leadership techniques.  Know those they lead.  Understand how to employ the mission command approach to the situation.  Develop themselves and the competence of subordinates.  Establish and maintain positive leadership climates.

3.18. Communication.

Competent leadership requires excellent communication. Communication as a competency ensures more than the simple transmission of information. Communication generates a shared understanding and situational awareness. Succinctly communicating information in a transparent manner is an essential skill for both leaders and subordinates to learn.

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 Direct.  Organizational.  Strategic.

3.21. The leader attributes and competencies apply across all leadership levels. The concept of subordination helps members understand the expectations the Army has for them across a career. Foundations include understanding oaths, dignity, and respect for all people, the Army Values, leadership, command, authority, Army operations, military discipline, and similar basics (See Figure 3-4). Leaders gain a firmer understanding of the enduring requirements and add specialized knowledge as they move through the levels.

Figure 3-4. Army leadership levels.

Leaders cannot lead, supervise, counsel, coach, mentor, or build teams without communication. Communication also flows from bottom to top. Effective leaders observe their organizations by circulating among their followers to coach, listen, and clarify.

3.19. Electronic Communication.

The Army is a vast network of cohorts and components. The need for electronic communications cannot be overstated, especially in today’s operations. The existence of physical distances between units, especially in COMPOs 2 and 3, make the reliance on electronic communication a necessity and an integral part of an organizations PACE plan. The use of thorough OPORDs, VTC/SKYPE, and texting can assist in providing context and developing greater dissemination of information.

However, electronic communication cannot replace audio and visual cues, and emotions that can only occur with face-to-face interactions through shared understanding and active listening. NCOs must remember that if electronic means are part of a PACE plan, all communications must remain professional. Anything that Soldiers post, share, text, or mail is no different than saying it in front of a formation. See (AR 600-20, AR 25-13) for further guidance.

3.20. Levels of Leadership.

The Army acknowledges three levels of leadership—

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3.22. Direct Leadership.

Direct leadership is face-to-face or first-line leadership that generally occurs in organizations where subordinates see their leaders all the time, such as teams, squads, sections, platoons, departments, companies, batteries, and troops. The direct leader's span of influence may range from a few to dozens of people. The leader's day-to-day involvement is vital for successful unit performance. Direct level leadership covers the same type of functions, such as those performed by an infantry squad or a graves registration unit.

a. Direct leaders develop others through coaching, counseling, mentoring, and setting an example. For instance, company-grade officers and noncommissioned officers are close enough to Soldiers to exert direct influence when observing training or interacting with subordinates during other functions.

b. Direct leaders generally experience more certainty and less complexity than organizational and strategic leaders because of their close physical proximity to their subordinates. They direct actions, assign tasks, teach, coach, encourage, give guidance, and ensure successful completion of tasks or missions. They must be close enough to the action to determine or address problems. Examples of direct leadership tasks are vehicle maintenance, supervision of creating of fighting positions, and performance counseling.

c. Direct leaders understand the mission of their higher headquarters two levels up and when applicable, the tasks assigned one level down. This provides them with the context in which they perform their duties. 3.23. Organizational Leadership.

Organizational leaders build teams of teams with discipline, cohesion, trust, and proficiency through personal example, using a wide range of knowledge and applying leader competencies. They focus their organizations down to the lowest level on the mission by disseminating a clear intent, sound concepts, and a systematic approach to execution. a. Organizational leaders build on direct leader experiences, reflect the Army Values, and instill pride within organizations. Since they lead complex organizations throughout the Army’s operating and generating forces, organizational leaders often apply elements of direct and organizational leadership simultaneously.

b. Given the increased size of their organizations, organizational leaders influence indirectly more often than directly. Soldiers and subordinate leaders look to their organizational leaders to set achievable standards, to provide clear intent, and to provide the necessary resources. Decisions and actions by organizational leaders have more significant consequences for more people over a longer time than those of direct leaders. Since the connections between action and effect are sometimes more remote and challenging to see, organizational leaders spend more time than direct leaders coordinating, thinking, and reflecting about what they are doing and how they are doing it. Organizational leaders develop clear concepts for operations as well as policies and procedures to control and monitor execution.

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3.24. Strategic Leadership.

Strategic leaders include military and civilian leaders at the major command through DoD levels. Strategic leadership guides and integrates multiple organizational level units that perform a wide range of functions and influences several thousand to hundreds of thousands of people. These leaders allocate resources, communicate strategic vision, and prepare their commands and the Army itself for future missions. Strategic leaders shape Army culture by ensuring their directives, policies, programs, and systems are ethical, effective, and efficient. a. Strategic leaders apply all core leader competencies they acquired as direct and organizational leaders, while further adapting them to the complex realities of their strategic conditions. Strategic leader decisions must consider congressional hearings, Army budgetary constraints, new systems acquisition, Civilian programs, research, development, and inter-service cooperation. Every strategic leader decision has the potential of affecting the entire Army.

b. Strategic leaders are essential catalysts for change and transformation. Because they follow a long-term approach to planning, preparing, executing, and assessing, they often do not see their ideas come to fruition during their tenure. Army modernization is an example where long-range strategic planning is necessary. Relying on many subordinate leader teams, the Army depends on organizational leaders to endorse the long-term strategic vision and ensure it reaches all of the Army. Because they exert influence primarily through their senior staffs and subordinates, strategic leaders must have excellent judgment when selecting and developing subordinates for critical duty positions. 3.25. Navigation of the Continuum.

NCOs have to continue to progress through different levels and echelons. The developmental stages that lead to a shared understanding and growth have to be deliberate and measured through actions, thoughts, and counseling (See Figure 3-5).

Figure 3-5. Skill level progression.

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3.26. Counseling, Coaching, and Mentoring.

a. Counseling is central to leader development. Counseling is the process used by leaders to guide subordinates to improve performance and develop their potential. Subordinates are active participants in the counseling process. During counseling, leaders help subordinates to identify strengths and weaknesses and create plans of action. There are three types of developmental counseling:

1) Event counseling. This involves a specific event or situation. Event oriented counseling includes:

• Instances of superior or substandard performance.

• Reception and Integration counseling.

• Crisis counseling.

• Referral counseling.

• Promotion counseling.

• Separation counseling.

2) Performance counseling. When leaders conduct a review of a subordinate’s duty performance over a certain period. Performance Counseling includes:

• Discussion of established performance objectives and standards for the next period.

• Periodic performance counseling as part of the NCOER support form requirements.

• Beginning of and during the evaluation period and provides opportunity for leaders to establish and clarify expected values, attributes, and competencies.

3) Professional growth counseling. Professional growth counseling includes:

• Planning for the accomplishment of individual and profession goals.

• Identify and discuss subordinate’s strengths and weaknesses.

• Create an individual development plan that builds on those strengths and weaknesses.

4) Opportunities for Civilian and military schooling, future assignments special programs and reenlistment options 4. Refer to ATP 6-22.1 for more information on the counseling process.

b. Coaching relies primarily on teaching and guiding to bring out and enhance capabilities already present. Coaching is a development technique used for skill, task, or specific behaviors. The coach helps them understand their current level of performance and guides them to reach the next level of development. Coaches should possess considerable knowledge in the area in which they coach others.

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c. Mentoring. Mentorship is the voluntary developmental relationship that exists between a person of more significant experience and a person of lesser experience that is characterized by mutual trust and respect (AR 600-100). The mentoring relationships exist outside the superior −subordinate relationship. Supportive mentoring occurs when a mentor does not outrank the person they mentor but has extensive knowledge and experience they wish to share with someone over time. Mentoring relationships may occur between peers and between senior NCOs and junior officers; thus, mentoring can occur across many levels of rank.

d. Coaching, counseling and mentoring will intertwine with techniques that can lead to:

• More focused goals.

• Greater leader’s self-awareness.

• Uncover potential.

• Eliminate developmental barriers.

• Develop plans of action.

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CHAPTER 4

TRAINING

"Train as you Fight" is not just a saying, it may keep you alive.

Being an active role model and providing developmental feedback during training will help your Soldiers, organization, and you to improve.

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Chapter 4

Training

• AR 350-1, Army Training and Leader Development. • ADP 7-0, Training. • FM 7-0, Train to Win in a Complex World. • FM 7-22, Army Physical Readiness Training. • STP-21-1- SMCT, Soldier’s Manual of Common Tasks, Warrior skills level One. • Soldier Training Publications (STP) by MOS and skill level. • Army Publishing Directorate (APD). • Army Training Network (ATN). • Combined Arms Training Strategies (CATS), available at ATN. • Digital Training Management System (DTMS), available at ATN.

"If you're technically and tactically proficient, if you comply with the Army's standards and policies, and if you lead by example, you won't have any problem. If you don't, you'll have problems with your Soldiers… you can't fool them… you never could, and you never will."”

– 7th SMA Glen E. Morrell

4.1. Doctrine and Battle Focused Training. a. Training is the most important thing the Army does to prepare for operations. Training doctrine provides units and leaders the time-tested procedures to train in the most effective manner possible. There are two primary sources of training doctrine. These are:

• ADP 7-0, Training. This manual provides a basic overview of Army training concepts and procedures.

• FM 7-0, Training. This is the NCO corps ‘how-to’ training manual describing in detail the concepts and procedures of Army training described in ADP 7-0.

b. Battle-focused training is training targeted on unit mission-essential task (MET) and weapons proficiency. Battle-focused training has first priority in planning and execution as specified by the unit training plan (known as UTP) and as depicted on the unit long-range training calendar (an attachment to the UTP).

c. Battle-focused training also reflects the NCOs’ understanding of the relationship between individual and collective training (See Figure 4-1). Given training guidance, mission, and the commander’s intent for training; leaders can than determine the individual and collective tasks to train and their relationship to each other. They do this to better understand and select the right tasks to train, rather than take the approach of attempting to train on everything.

4.0. Ref.

Figure 4-1. The battle focused integration of individual and collective tasks.

4.2. The Army’s Principles of Training.

The principles of training provide a broad, foundational approach to guide how commanders and other leaders plan, prepare, execute, and assess training. See ADP 7-0 for a discussion of each of these:

• Train as you fight. • Train to standard. • Train to sustain. • Train to maintain.

4.3. The Army Operations Process is the Training Process.

a. The Army training process applies the operations process. Using the operations process framework provides leaders the same methodical, cyclical approach to plan unit training and conduct every training event. With the commander as the primary and central figure in training, the commonality between unit operations and training becomes evident. Planning, preparing, executing, and assessing unit training does not significantly differ from performing these activities for an operation. Using the Army operations process for training supports the principle of training: train as you fight.

4.4. Training Domains.

a. Training occurs in three domains, institutional, operational, and self-development (See AR 350-1 for a complete discussion of the training domains). Each training domain complements the other and has an important role in both leader development and unit preparedness. Additionally, the NCO corps has a significant role in a Soldier’s development as well as their own as they transition through each training domain, often concurrently. 1 January 2020 4-3TC 7-22.7

b. The institutional training domain includes Army centers/schools that provide initial training and subsequent functional and professional military education and training for Soldiers, military leaders, and Army Civilians. Army schools ensure Soldiers, leaders, and Army Civilians can perform critical tasks to prescribed standards throughout their careers, and support units on a continuous basis. Army schools help instill the Army Profession, the Army Ethic, and character development of Army professionals. Within the institutional training domain is the NCO Professional Development System (NCOPDS). The goal of NCO training and education is to prepare NCOs to lead and train Soldiers who work and fight under their supervision and to assist their leaders to execute unit missions.

1) NCOPDS is linked to promotion to SGT, SSG, SFC, MSG, and SGM.

2) NCOPDS provides the NCO with progressive and sequential leader, technical, and tactical training relevant to the duties, responsibilities and missions they will perform in operational units.

3) Life Long Learning. The NCOPDS is geared towards more training in the early stages of Soldier and leader development. As leaders progress, less emphasis is placed on training and more emphasis is placed on education.

4) Training is focused more on a step-by-step list of what needs to be done to accomplish the skill being learned and is accomplished when the trainee can reiterate the right answers and/or demonstrate the approved way of doing something. Training is specific, has a defined goal and a time, and requires a demonstration of proficiency.

5) Education is broader than training. It prepares learners to be critical and analytical thinkers for effective problem solving by facilitating the learning of principles, concepts, rules, facts, and associated skills and values/attitudes. Education aims to develop a NCO’s understanding, abilities to synthesize information, and enhance skills within and beyond their role.

(a) NCO Professional Development Program (NCOPDP). Unit professional development programs reinforce knowledge that is essential for the development of leaders. NCOPDP sessions are tailored to unique unit requirements and support the commander’s leader training and leader development program. NCOPDP consists of training, programs, formal and informal, one-on-one groups, involving coaching as well as instruction, and will be fully integrated into the unit's overall training program. NCO development is achieved through a progressive sequence of local and Army level education, unit and individual training, and assignments of increasing scope and responsibility. The NCO Corps has a small population of senior NCOs who serve in positions at strategic assignments. While small in number, applicable regulations address preparing and identifying the right talent to fill these high-visibility positions. These include SGM of the Army, senior NCOs in Army commands and combatant commands, Army Staff, and Congressional liaison positions. These are all referred to as nominative SGM positions (see AR 350-1 for NCOPDP goals and objectives).

(b) When considering leader development in units, assignments of increasing scope and responsibility linked to broadening assignments are key to career management and development, such as progressing from Squad Leader to Platoon Sergeant and taking assignment and serving as an instructor or recruiter.

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c. The operational training domain encompasses training activities that unit leaders schedule, and individual units and organizations undertake. NCO leaders are responsible for the proficiency of their subordinates while assigned to the unit. It is primarily in the operational training domain that NCOs and their subordinates progressively develop leader skills in support of the unit training mission. AR 350-1 states, "the operational domain is where leaders undergo the bulk of their development."

1) Experience in the operational domain is essential for leader development. Experience enables leaders to execute mission command (MC) at all levels of responsibility. It is where junior leaders achieve technical competence, mid-grade leaders further develop their ability to lead units and organizations, and senior leaders are developed to compete for higher echelon assignments and responsibilities.

2) While in the operational domain, NCOs provide subordinate leaders and Soldiers with active role modeling and provide developmental feedback during training. Leaders allow their subordinates adequate time to pursue education and self-development opportunities. Leader development makes an essential contribution to any unit’s readiness to train effectively and accomplish its mission. d. The self-development domain includes planned and goal-oriented learning that reinforces and expands the depth and breadth of an individual’s knowledge base and self-awareness. Self- development bridges learning gaps between the operational and institutional domains and sets conditions for continuous learning and growth.

1) Self-development complements what is learned in the classroom and on the job, enhances professional competence, and helps meet personal objectives. There are three types of self-development:

(a) Distributed Leaders Course (DLC). Required learning that continues throughout a career and that is closely linked to and synchronized with classroom and on-the-job learning. DLC bridges the operational and institutional domains and sets the conditions for continuous growth. DLC builds knowledge and skills through a defined sequence of learning approaches involving formal education and experiential learning.

•DLC I Required for Basic Leaders Course (BLC). •DLC II Required for Advanced Leaders Course (ALC). •DLC III Required for Senior Leaders Course (SLC). •DLC IV Required for Master Leaders Course (MLC). •DLC V Required for Sergeants Major Course (SMC). •DLC VI Required for Nominative Eligible BDE CSM and Joint Assignments.

NOTE: Consistent with recent guidance; successful completion of a prerequisite level of DLC is required prior to making a reservation in the Army Training Requirements And Resources Systems (ATRRS) for the corresponding level of NCOPDS.

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(b) Guided self-development. Recommended but optional learning that will help keep personnel prepared for changingtechnical, functional, and leadership responsibilities throughout their career.

(c) Personal self-development. Self-initiated learning where the individual defines the objective, pace, and process.

4.5. NCO Roles in Training. a. The NCO Corps has an enduring, vital, and foundational role in unit training. NCOs are responsible for the training of Soldiers, crews, and small teams. NCOs conduct standards-based, performance-oriented, battle focused training. They:

• Ensure Soldiers are proficient in individual tasks (MOS and common tasks); battle drills; assigned individual weapons, crew served, platform weapons systems; and meet physical fitness standards.

• Provide timely training feedback to the commander in order to accurately and objectively assess the unit’s training proficiency.

• Know and enforce training standards. • Crosswalk and develop platoon and lower echelon battle tasks to ensure they nest with company mission-essential tasks (METs).

• Fulfill a critical role by assisting in the professional development of the officer corps and junior NCOs.

• Maximize Soldier participation and reduce training distractors. • Protect training time.

4.6. Unit Training Proficiencies. a. There are three proficiencies units train (See Figure 4-2). These are:

• Mission-essential tasks (MET). • Weapons. • Collective live-fire.

Figure 4-2. Unit Training Proficiency Elements.

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1) Mission-essential tasks (MET). METs only go down to company level, but below that, NCOs use ‘battle tasks’. A battle task is a collective task on which a lower echelon trains that supports a company mission-essential task. Battle tasks enable lower echelons (and staffs) to achieve battle-focused training by nesting their collective tasks to the company METs. Battle tasks are reviewed, and approved by the company commander and are not reportable for unit readiness reporting. For example, at platoon level, the Platoon Leader and Platoon Sergeant analyze each company MET to determine which platoon collective tasks best supports the company MET. At squad level, the NCO Squad Leader analyzes platoon battle tasks to determine squad collective tasks that best support the platoon battle task.

This process continues down to the lowest company echelon, for example crew/team/section level where the NCO leader determines the battle tasks for their echelon. At this lowest company echelon, the NCO determines the best individual tasks that best support the battle task at that level. This ‘crosswalk’ ensures that the METs at the company level nest down to the tasks individual Soldiers train. The tasks individual Soldiers train form the proficiency foundation for the company, battalion and ultimately the brigade (see FM 7-0).

4.7. NCOs Train to Standard. a. As NCOs train Soldiers and small units, they ensure that training is task-based, meaning that tasks (individual, collective, etc.) are what individuals and units train in order to achieve training proficiency. This also includes achieving weapons proficiency standards. Standards for both tasks and weapons are developed, and published by proponents. A proponent is the command/agency responsible for the development of branch specific guidance, doctrine and other publications. An example of a proponent is the Signal Center of Excellence (CoE). For example, training standards are found in:

• Individual task training and evaluation outlines (T&EOs). Proficiency ratings are GO/ NO-GO for these tasks. Search ATN by task title/number.

• Collective task T&EOs. Proficiency ratings are T, T-, P, P-, U (see FM 7-0). Search ATN by task title/number.

• Weapon qualification standards are found in the specific weapon’s training circular (TC). Proficiency ratings are QUALIFIED/NOT QUALIFIED. Find these on the APD website.

• Collective live-fire. Proficiency ratings are T, T-, P, P-, U (see FM 7-0). Search ATN by task title/number.

b. Training events provide a structured framework for units to train tasks under realistic conditions in order to evaluate task proficiency. Training events by themselves are not a measure of training proficiency. They are categorized as crawl, walk, or run level events and progressively develop specific task and skill proficiencies. Some training events focus on the development of technical proficiencies like gunnery and weapons qualification. 4.8. NCO Training Techniques. a. NCOs employ training techniques that uniquely apply to small units (company and below and to staffs). The characteristics of these techniques is that they are generally low cost, require limited training areas or facilities, and can be conducted without extensive planning or resources (see FM 7-0). These include:

•Lane training. •Hip-pocket (opportunity) training.

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b. Lane training:

1) Lane training is a company and below training technique designed to practice and evaluate a task or series of tasks in a small, controlled training area or facility. Lanes are designed to practice, observe, and evaluate individual tasks, collective tasks, or battle drills. In lane training, a small unit operates from a stationary position or tactically moves mounted or dismounted through a prescribed land course (a lane). An evaluator observes as the unit performs selected tasks. The tasks performed are observed and evaluated based on standards outlined in the tasks’ T&EO. There are two types of lane training (see FM 7-0):

•Lane training exercise (LTX). •Situational training exercise (STX).

The advantages of lane training include:

• It requires limited space to execute tasks. •The training environment is unit controlled. •Tasks are based on unit proficiency requirements and training objectives. •Feedback of performance is immediate. • It provides the opportunity to conduct multiple task iterations, retrain tasks as

necessary, and execute tasks until performed to standard. 2) Hip-pocket (opportunity) training:

(a) Hip-pocket training (also referred to as opportunity training) consists of individual tasks on which the NCOs can train when they experience inactive periods during scheduled training. Ideally, NCOs can train these tasks in 15 to 30 minutes since more time may not be available. It is another technique for managing sustainment training. Hip-pocket training is also used to sustain proficiencies for crew based skills. For example during down-time at a weapons range, it provides an additional opportunity to train crew drills for crew served weapon systems, or other crew oriented tasks.

3) Sergeant’s time training:

(a) Sergeants Time Training (known as STT) provides scheduled training time set

4) Training models:

(a) Training models are a unit developed training management tool that provides a logical and adaptable framework of activities to plan, prepare and execute small unit (platoon and below) training. Training models help leaders plan and execute training events that are not complex and do not require extensive resourcing or planning. NCOs tailor training models in the number of steps and procedures used based on experience, effectiveness and unit preferences. Training models are not a replacement for TLP or the operations process in planning at these echelons (train as you fight). A widely used training model is the 8-step

•Sergeant's time training. •Training models.

aside by unit commanders for unit NCOs to train their Soldiers in specified tasks and skills. STT is standards-based, performance-oriented, and battle-focused training. Units conduct this beneficial and effective training every week. Many installations reserve three or four hours each week for STT. The day or time of the week is not important. Units plan for, resource, rehearse, and execute STT with no external distracters.

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a. NCOs know and enforce training doctrine as the first step to effective unit training. Second to that is an NCOs understanding of the web-based systems that support training doctrine. NCOs access web-based training support through the Army Training Management System (ATMS). It is the current Army enterprise program allowing leaders to store, display, report and share individual and unit training data. ATMS consists of web-based applications and centralized databases which include-

• Army Training Network (ATN). • Combined Arms Training Strategy (CATS). • Digital Training Management System (DTMS).

All of these systems can be accessed through ATN. b. The ATMS suite of applications automates some routine command, unit, institution, and individual training processes. These ATMS enablers directly support Army training doctrine. Secondary to a full understanding of training doctrine is a knowledge and an understanding of what these systems deliver in support of training management.

c. In addition to the resources available through ATMS, there are additional helpful resources to assist NCO trainers. These include, but are not limited to, the Center for Army Leadership (known as CAL), the Central Army Registry (CAR), and the Center for Army Lessons Learned (known as CALL).

NOTE: Additional information can be found in Appendix C: Leader Tools

training model. This model provides a simple technique for junior leaders at lower echelons in thinking through and managing simple training events at platoon and below but is not a replacement for TLP (see FM 7-0).

4.9. Web-Based Training Resources.

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CHAPTER 5

MISSION COMMAND

To be successful, NCOs must understand, apply, and explain the tenants of Mission Command.

CHAPTER 5

Mission Command; Command and Control of Army Forces. 5.0. Ref. • ADP 1-01, Doctrine Primer. • ADP 3-0, Operations. • ADP 5-0, The Operations Process. • ADP 6-0, Mission Command; Command and Control of Army Forces. • ADP 6-22, Army Leadership and the Profession. • ADP 7-0, Training. • FM 3-0 (w/ch1), Operations.

5.1. Mission Command Defined.

Mission Command is the Army’s approach to command and control that empowers subordinate decision making and decentralized execution appropriate to the situation. The mission command approach to command and control is based on the Army’s view that war is inherently chaotic and uncertain. No plan can account for every possibility, and most plans must change rapidly during execution to account for changes in the situation (ADP 6-0). Noncommissioned Officers play a critical role as leaders within an organization to enforce and enable Mission Command by their everyday actions, whether in garrison or during operations. Figure 5-1 details other factors that affect the level of control that commanders and NCOs apply to situations based on various factors, both internal and external.

Figure 5-1. Control.

"It was very obvious, very quickly that the most important thing we could do to continue the success and the momentum… was to keep people informed."”

– CSM Richard B. Cayton

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5.2. Principles of Mission Command.

Since Mission Command is concentrated on the objective, rather than every subordinate task within, the principles of Mission Command require a lot of latitude and understanding by the NCO corps. Noncommissioned officers conduct mission command every day – from physical training, to pre-combat inspections and checks, command maintenance activities, and during combat operations. Successful Mission Command is enabled by the principles of competence, mutual trust, shared understanding, commander’s intent, mission orders, disciplined initiative, and risk acceptance. NCOs must strive to improve their understanding and implementation of these principles on a daily basis. The seven principles reinforce the criticality of the NCO Corps in the day to day operations of their unit. NCOs of value are valued within their organizations.

Competence is my watch word- -NCO Creed

a. Competence is the foundation principle of Mission Command. Units with competent leaders and Soldiers are able to have an organization that exercises mission command. Competence is built through the three domains of leader development. These three domains are the institutional, operational, and self-development. NCOs are expected to be experts in their MOS and skill level, and in various Army programs (physical readiness training, administrative tasks, etc.). Competent NCOs are not just good “field Soldiers”, but rather, well-rounded and set the example in all environments.

Examples of NCO focus areas for each leader development domain to build competence:

Institutional NCOPDS (BLC, ALC, etc.) Functional Training (Battle Staff NCO, Master Gunner)

Operational Deployments Home Station Training (Gunnery, STX, Maintenance) Leader’s Time Training (Individual, crew, team training)

Self-Development

Self-study (learning down trace doctrine and regulations) Civilian Education Competitive board preparation (Audie Murphy, NCO of the Month, etc.)

b. Mutual trust is gained by competent leaders, subordinates, and peers. Leaders must be able to trust their peers and subordinates, just as peers and subordinates must trust their leaders. The NCOs role is critical in this process as they are the principle trainers of individuals, crews, and teams. NCOs also often play a crucial role in guiding Soldiers through personal issues, care, and well-thought out training plans. NCOs have to know their Soldiers capabilities and limitations and look for opportunities to close gaps within the leader development domain. NCOs who show genuine concern for their subordinates will gain their trust. Soldiers gain trust by showing motivation and a learning attitude during training. NCOs who share in hardships, lead from the front, and develop subordinates will gain trust. Taking care of Soldiers is not coddling Soldiers, but rather, is ensuring they are competent and disciplined.

Leader Development Domains Examples

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I will communicate consistently with my Soldiers, and never leave them uninformed. -NCO Creed

c. Shared understanding of the situation, along with the flow of information to the lowest possible level, forms the basis for unity of effort and subordinates’ initiative. Effective decentralized execution is not possible without shared understanding (ADP 6-0). Shared understanding relies on the ability of a leader to communicate, on a two-way basis, to subordinates, peers, and seniors. NCOs must first understand Army doctrine to ensure a common professional language is used and understood. Additionally, shared understanding is communicated to subordinates through constant discussion and collaboration. An example is when a Platoon Sergeant discusses the next 90 days of major events and works with Squad Leaders to develop training plans to support the major training events. Squad Leaders, then in turn, create shared understanding with their squads with the communication of the standards and expectations. Counseling, both formal and informal, are critical NCO responsibilities that ensure shared understanding. NCOs must always look for indicators that communication is effective, and therefore, should refrain from utilizing text messages and social media to convey instructions. While electronics assist leaders in short duration communications to convey simple instructions, they should not be the primary means of communication.

d. The commander's intent succinctly describes what constitutes success for the operation. NCOs have a duty to achieve the commander’s intent, and therefore they must understand it. The commander’s intent consists of:

• The operation's purpose. • Key tasks (may be the source of implied tasks). • Conditions that define the end state.

Note: NCOs should look at the commander’s intent for both opportunities to exercise disciplined initiative, and also understand the limitations where they can exercise initiative and make decisions. Simply put, the commander’s intent are the ‘guardrails’ of empowerment and accountability.

When describing the purpose of the operation, the commander's intent does not restate the “why” of the mission statement. Rather, it describes the broader purpose of the unit's operation in relationship to the higher commander's intent and concept of operations. Doing this allows subordinates to gain insight into what is expected of them, what constraints apply, and, most importantly, why the mission is being conducted. NCOs can use this as a primer to adjust training plans, refine focus areas of activities, and/or begin Troop Leading Procedures (TLP). The TLPs are:

1) Receive the Mission. 2) Issue a warning order. 3) Make a tentative plan. 4) Start necessary movement. 5) Conduct reconnaissance. 6) Complete the plan. 7) Issue the Operations Order. 8) Supervise and refine.

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Some phases of operations require tighter control over subordinate elements than other phases require. An air assault’s air movement and landing phases, for example, require precise synchronization. Its ground maneuver plan requires less detail. When a complex mission arises that requires tightened control, NCOs should understand and communicate that the operation is not micromanagement, but rather is a force protection measure.

I will exercise initiative by taking appropriate action in the absence of orders. -NCO Creed

f. Disciplined initiative is at the heart of how the NCO operates on a daily basis. Disciplined initiative creates opportunity, time, and space for leaders. Disciplined initiative is when subordinates have the discipline to follow their orders and adhere to the plan until they realize their orders and the plan are no longer suitable for the situation in which they find themselves (ADP 6-0). To exercise disciplined initiative, subordinates must also understand the commander’s intent (purpose, key tasks, and end state). NCOs should ask the following questions when applying disciplined initiative:

1) Will the benefits of the action outweigh the risk of desynchronizing the overall operation?

2) Will the action further the higher commander’s intent?

g. Risk acceptance is defined as the exposure of someone or something valued to danger, harm, or loss. Because risk is part of every operation, it cannot be avoided. Risk acceptance is not a bottom-up responsibility. Rather, risk acceptance is a leader’s responsibility. NCOs reinforce this principle by advising commanders, identifying emerging risk, and ensuring controls are implemented and supervised. A fundamental example is a Squad Leader ensuring their squad’s equipment is cleaned and maintained following a mission. These actions lower risk to their Soldiers and the mission by making sure that the weapons will function when needed.

h. The principles of Mission Command, as the approach to command and control that empowers subordinate decision making and decentralized execution is nothing more than good leadership. Below is an example of the correlation between the BE, KNOW, and DO contained within ADP-6 and the leadership requirements model and the principles of Mission Command (See Figure 5-2 on page 5-6).

e. Mission orders are directives that emphasize to subordinates the results to be attained, not how they are to achieve them. Mission Orders are conveyed through use of the five paragraph order. The five paragraphs used in all orders (WARNO, OPORD, FRAGO) are:

1) Situation. 2) Mission. 3) Execution. 4) Sustainment. 5) Command and Signal.

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Figure 5- . Mission Command aligned with NCO Attributes and Competencies.

5.3. Command and Control Defined.

a. Command and Control (C2) is the exercise of authority and direction by a properly designated commander over assigned and attached forces in the accomplishment of mission (JP1). While command is commander-centric, NCOs play a major role in the commander’s decision making through advising, level of training, discipline of the unit, standards of equipment maintenance, and competence of junior NCOs and Soldiers.

b. Command is the authority that a commander in the armed forces lawfully exercises over subordinates by virtue of rank or assignment (JP 1). Command is personal—an individual person commands, not an organization or a headquarters. Command is considered more art than science, because it incorporates intangible elements that require judgment in application (See Figure 5-3). The key elements of command are:

1) Authority. 2) Responsibility. 3) Decision making. 4) Leadership.

c. Control is the regulation of forces and warfighting functions to accomplish the mission in accordance with the commander’s intent. The proper application of control incorporates some level of art, since commanders must use judgment with regard to the abilities of subordinates and the likelihood that friction is part of every operation. The key elements of control are—

1) Direction. 2) Feedback. 3) Information. 4) Communication.

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5.4. NCO Role in Mission Command.

a. NCOs are key enablers of Mission Command, and they must be trained in the Mission Command principles to effectively support their commander and lead their Soldiers. The most important component to remember is people—those who assist commanders and exercise control on their behalf. An effective system accounts for the characteristics and limits of human nature. Simultaneously, it exploits and enhances uniquely human skills. Noncommissioned officers are required to exercise disciplined initiative to make decisions and take actions to further their commander’s intent. They must actively work to understand the commander’s intent two levels up and relay that intent to their Soldiers. They train to develop mutual trust and shared understanding with their commanders and their Soldiers.

b. NCOs enforce standards and discipline and develop their subordinates as they build teams. They are trained to operate under mission orders and decide for themselves how best to achieve their commander’s intent. With information available to all levels of command and increasing dispersion on the battlefield, Noncommissioned officers must be comfortable in exercising initiative to make decisions and act. Commanders expect subordinates to exercise this authority to further the commander’s intent when changes in the situation render orders irrelevant, or when communications are lost with higher echelon headquarters (ADP 6-0).

c. Commanders must know the status of their forces. CSMs, 1SGs, and Platoon Sergeants play vital roles in providing commanders real time awareness about the morale and physical condition of their Soldiers. Commanders need to know when circumstances may prevent friendly forces from performing to their full potential. Examples of this may include:

1) A subordinate unit may have recently received inexperienced replacements. 2) May have lost cohesion due to leader casualties. 3) May be extremely fatigued due to an extended period of operations.

Figure 5-3. C2.

5.5. The Command and Control Warfighting Function (See Figure 5-4 on page 5-8). a. A warfighting function is a group of tasks and systems united by a common purpose that commanders use to accomplish missions and training objectives (ADP 3-0). The Army’s six warfighting functions are:

1) Movement and Maneuver. 2) Intelligence. 3) Fires. 4) Sustainment. 5) Protection. 6) Command and Control.

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b. The Command and Control (C2) warfighting function is the related tasks and a system that enable commanders to synchronize and converge all elements of combat power (ADP 3-0). The primary purpose of the C2 warfighting function is to assist commanders in integrating the other elements of combat power (movement and maneuver, intelligence, fires, sustainment, protection, information and leadership) to achieve objectives and accomplish missions. The C2 warfighting function consists of the following tasks:

1) Command forces 2) Control operations 3) Drive the operations process 4) Establish the C2 system

C2 system – the arrangement of people, processes, networks, and command posts that enable commanders to conduct operations.

1) People – trained and effective personnel are integral to an effective C2 system. 2) Processes – used to organize activity within the headquarters that increase

organizational competence and create efficiency. 3 ) Networks –enable commanders to communicate information and control forces. 4) Command posts – a physical location for the people, processes and networks to operate.

Figure 5-4. C2 warfighting functions.

5.6. The NCO's role in the Command and Control Warfighting Function.

NCOs play an integral role in the C2 warfighting function. In operations, commanders employ their CSMs throughout the area of operations to extend command influence, assess morale of the force, and assist during critical events. Company 1SGs and Platoon Sergeants perform similar functions at company and platoon levels. NCOs who serve as Battle Staff NCOs are expected to use their operational expertise to integrate the warfighting functions, understand the tasks, and operate command posts, and C2 systems (CPCE, etc.).

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CHAPTER 6 THE ARMY PROFESSION

Be a professional at all times, regardless of the task. Our Soldiers and community are always watching.

Photo courtesy of MSG Schmidt, Nicole (1 TSC Color Guard)

Chapter 6

The Army Profession and Ethics

6.0. Ref. • ADP 1, The Army.

• ADP 6-22, Army Leadership and the Profession.

• AR 600-20, Army Command Policy.

• AR 600-25, Salutes, Honors, and Visits of Courtesy.

• FM 6-22, Leader Development.

• MIS PUB 27-7, The Manual for Courts-Martial.

"Soldiers …expect their Sergeants to be professional, set the example, and kick them in the butt when they need it."”

– 8th SMA Julius W. Gates

6.1. The Army Profession.

a. Our Nation trusts the Army to provide for the National Defense. Trust starts with the Oath of Enlistment (See Figure 6-1) demonstrating strength of character, commitment to defend the principles of freedom and to fight against tyranny. As a NCO, it is your duty to carry out the missions assigned to you in accordance with the law and intent of Congress. The foundation on which the Army is built is based on trust. As a leader, you assure your leaders and Soldiers of your competence, character, and commitment. Trust is intangible, but your ability to fulfill your roles and discharge your responsibilities depends on the trust between and among Soldiers, between Soldiers and leaders, and between Families and the Army. Article VI of the Constitution requires that every member of the Army “shall be bound by Oath or Affirmation, to support the Constitution.”

b. Taking the oath is a solemn, moral, and sacred commitment between the Nation and your Soldiers and affirms your commitment to devote yourself to selfless service, adherence to orders, and duty. It is your word and bond to comply with the obligations of each stanza. The oath is an ethos peculiar to the character, disposition, and values specific to the Army culture. In addition, the oath is legally binding. It mandates that all Soldiers are subject to the Manual for Courts- Martial (MCM) 2019, 10 United States Code (USC), and Law of Land Warfare.

c. When you took the initial oath, you became a member of the Army Profession. As Army Professionals and leaders, all NCOs must “Stand Strong” by certifying or re-certifying their competence, character, and commitment. Being a professional involves taking advantage of the opportunity, demonstrating the highest degree of honor and assuming responsibility. We are stronger when we develop and maintain professional knowledge; apply combat power according to law, and how personnel and units operate in garrison or on the battlefield.

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Figure 66-1. Oath of Enlistment.

6.2. Our Ethic. a. The our Ethic is an evolving set of laws, values, and beliefs, deeply embedded within the core of the Army culture and practiced by all members of the Army profession to motivate and guide the appropriate conduct of individual members bound together by a common moral purpose.

b. Our ethics and values are continuously challenged when engaged in warfare. The heaviest burden of ethical behavior and enforcement rests with small-unit leaders, who maintain discipline and ensure Soldier conduct remains within ethical and moral boundaries. There are five compelling reasons for this. It is important that you and your Soldiers understand and espouse these ideas, which have the most severe impact on our ability to win the hearts and minds of our enemies and to safeguard honorable service.

• Make ethical decisions in action fraught with consequences. • Leaders must not tacitly accept misconduct or encourage it. • Soldiers must live with the consequences of their conduct. • Humane treatment of detainees. • Humane treatment of noncombatants.

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c. The US Army as a Military Profession.

The Army profession is a unique vocation of experts certified in the ethical design, generation, support, and application of land power, serving under civilian authority and entrusted to defend the Constitution and the rights and interests of the American. An Army professional is a Soldier or Army Civilian who satisfies the requirements for certification in competence, character, and commitment.

d. Characteristics of the Army Profession.

Trust, honorable service, military expertise, stewardship, and esprit de corps. The members of the Army profession, Soldiers and Army civilians, create and strengthen the Army culture of Trust.

• Trust – The bedrock of the Army’s relationship with the American people. Our professional responsibility is to preserve this earned trust. Within the Army profession, mutual trust is the organizing principle necessary to build cohesive teams.

• Honorable Service – Our professional responsibility is to daily contribute honorable service, living by and upholding the Army ethic in the conduct of our mission, performance of duty, and all aspects of life.

• Military Expertise – Our professional responsibility is to continually advance our expert knowledge and skills in land power and to certify Army professionals. To sustain our expertise, the necessity of lifelong learning is accepted by all Army professionals.

• Stewardship of the Profession – All Army professionals have the duty to be faithful, responsible, and accountable stewards, advancing the Army profession, strengthening the Army culture of trust, and conveying the legacy we inherited from those who led the way.

• Esprit De Corps – The Army profession has a deep respect for its history and traditions

– 14th SMA Raymond F. Chandler, III

and strives to achieve standards of individual and collective excellence. Army professionals are a cohesive team where mutual trust is reinforced through shared professional identity—living by and upholding the Army ethic. This collective commitment fortifies esprit de corp.

"Being an [Army professional] means a total embodiment of the Warrior Ethos and the Army Ethics. Our Soldiers need uncompromising and unwavering leaders. We cannot expect our Soldiers to live by an ethic when their leaders and mentors are not upholding the standard. These values form the framework of our profession and are nonnegotiable."

6.3. Army Values.

Army Values coupled with ethics are the foundation of our profession. Critical to each Soldier’s development is learning about and living by Army values, when in or out of uniform. Self-discovery, determining the character, applying and living the Seven Core Values reinforces trust in our Soldiers.

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• Loyalty- Bear true faith and allegiance. • Duty- Fulfill your duties. • Respect- Treat people as they should be treated. • Selfless Service- Put the welfare of the Nation, the Army and your subordinates before

your own. • Honor- Live up to Army Values. • Integrity- Do what is right, legally, and morally. • Personal Courage- Face fear, danger, or adversity (physical and moral).

6.4. Army Customs, Courtesies, and Traditions. a. What often sets the Army apart as an institution steeped in history is the commitment to observing Army customs and traditions. It is customs and traditions, strange to the Civilian eye, but solemn to the Soldier, which keeps the person in uniform motivated during times of peace. In war, they keep the warrior fighting at the front. Educating Soldiers on the importance of observing customs and traditions is key to leader development.

b. Army customs have been handed down over the centuries and add to the interest, pleasure, and graciousness of Army life. Many customs compliment military courtesy. The breach of Army customs may bring disciplinary action. The customs of the Army are its common law. Examples of Army customs are:

• Always render a salute if the situation warrants. • Render proper respects to the flag, reveille, and retreat at all times. • Never criticize leaders, Soldiers, or the Army in public. • Always make proper use of your chain of command. • Make no excuses while taking responsibility for your actions. • Always speak with your own voice.

c. Courtesy among members of the Armed Forces is vital to maintaining discipline. Courteous behavior provides a basis for developing good human relations. Mutual courtesy between subordinates and superiors shows the respect to each member of our profession. Military discipline is founded upon self-discipline, respect for properly constituted authority, and embracing the Army ethic with its supporting individual values. Military discipline will be developed by individual and group training, which is enforced by NCOs to create a mental attitude resulting in proper conduct and prompt obedience to lawful military authority. Some simple examples and visible signs of respect and self-discipline are:

• When talking to an officer of superior rank, stand at attention until directed otherwise. • When you are dismissed, or when the officer departs, come to attention and salute. • When speaking to or being addressed by an NCO of superior rank, stand at parade rest

until directed otherwise. • When a NCO of superior rank enters the room, the first Soldier to recognize the NCO

calls the room to "At ease." • When an officer of superior rank enters a room, the first Soldier to recognize the officer

calls personnel in the room to attention, but does not salute. A salute indoors is rendered only when reporting.

• Walk on the left of an officer or NCO of superior rank. • When entering or exiting a vehicle, the junior ranking Soldier is the first to enter, and the

senior in rank is the first to exit.

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• When outdoors and approached by a NCO, you greet the NCO by saying, "Good morning, Sergeant," for example.

• The first person who sees an officer enter a dining facility gives the order "At ease," unless a more senior officer is already present. Many units extend this courtesy to senior NCOs, also. When you hear the command "At ease" in a dining facility, remain seated, silent and continue eating unless directed otherwise.

d. Tradition. Tradition is a customary pattern of thought, action, and behavior held by an identifiable group of people. It is information, beliefs, and customs handed down by word of mouth or by example from one generation to another without written instruction. Our military traditions are really the “Army Way” of doing and thinking.

1) Army traditions are the things that everyone in the Army does.

2) Unit traditions are the unique things that units do that other units may or may not do. Some unit traditions are:

• Ceremonial duties. Soldiers of the Old Guard, the 3d Infantry, have been Sentinels of the Tomb of the Unknown Soldier since 1948.

• The green berets of the Army's Special Forces. • Airborne units' maroon beret. • Cavalry units' spurs and Stetson hats. • Special designations (authorized unit nicknames) such as “The 7th Cavalry

Regiment’s Garry Owen.” • Distinctive items of clothing worn in your unit such as headgear, belt buckles, and

tankers' boots. • Unit mottos such as "Victory!" or "Follow me!"

e. The Army Flag and its Streamers. Until 1956, no flag represented the Army as a whole. The first official flag was unfurled on 14 June 1956 (Flag Day and the Army birthday) at Independence Hall in Philadelphia, Pennsylvania. The Army flag (See Figure 6-2) is in the national colors of red, white, and blue with a yellow fringe (Colors). It has a white field with the War Office seal in blue in its center. Beneath the seal is a scarlet scroll with the inscription “United States Army” in white letters. Below the scroll the numerals “1775” appears in blue to commemorate the year in which the Army was created with the appointment of General George Washington as Commander in Chief. The historic War Office seal, somewhat modified from its original, is the design feature that gives to the Army flag its greatest distinction. “The central element is a Roman cuirass, a symbol of strength and defense. The United States flag, of a design used in the formative years of the Nation, and the other flag emphasize the role of the Army in the establishment of and the protection of the Nation.

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The sword, esponton (a type of half-pike formerly used by subordinate officers), musket, bayonet, cannon, cannon balls, mortar, and mortar bombs are representative of traditional Army implements of battle. The drum and drumsticks are symbols of public notification of the Army's purpose and intent to serve the Nation and its people. The Phrygian cap (often called the Cap of Liberty) supported on the point of the unsheathed sword and the motto ‘This We'll Defend’ on a scroll held by the rattlesnake, a symbol depicted on some American colonial flags, signify the Army's constant readiness to defend and preserve the United States.” These Army implements are symbols of strength, defense, and notification that signify the Army’s purpose and intent to serve the nation and its people with the readiness to defend and preserve these United States of America.

Figure 6-2. The Army flag & streamers.

f. The colors used in the flag were selected for their traditional significance. Red, white, and blue are the colors, of course, of the colors. Furthermore, those colors symbolize in the language of heraldry, the virtues of hardiness, and valor (red), purity and innocence (white), and vigilance, perseverance, and justice (blue). Blue is especially significant since it has been the unofficial color of the Army for more than two hundred years. The placement of the two flags shown on the seal, the organizational and the national flags are reversed in violation of heraldic custom. The placing of the United States flag on the left (from the flag's point of view) rather than on the right reflected the tendency of the leaders of the Revolutionary War period to discard traditional European concepts. The display of both an organizational color and the national flag was a common practice of the Continental Army during the Revolutionary War.

There are 189 approved campaigns streamer affixed to the Army Flag, and two open campaigns to be closed and added to the flag when they are assigned an end date and represent on-going campaigns from Operation Enduring Freedom and Operation Iraqi Freedom.

The National Flag of the United States of America often called the American Flag, The Stars and Stripes, Old Glory, or Red, White and Blue (See Figure 6-3 on page 6-8).

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Figure 6-3. Spirit of 76.

1) On June 14, 1777, the Second Continental Congress passed the Flag Resolution, which stated: "Resolved, That the flag of the thirteen United States be thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new constellation.” Flag Day is now observed on June 14 of each year. While scholars still argue about this, tradition holds that the Continental Army at the Middlebrook encampment first hoisted the new flag in June 1777.

2) The flag is a living and breathing entity that represents the service and sacrifice of all those who have served before us, who now serve, and to those who will serve in the future. It is important to understand the rules of displaying the American flag and the customs of honoring it as the symbol of this great country. The flag is the symbol of freedom, a freedom that came at a cost. It is our duty to guard and protect it and never let it fall to the ground. It is important for leaders and Soldiers to understand its role and symbolism.

6.5. Pride and Esprit de Corps. a. As history, customs, courtesy, and traditions have a major impact on our Army culture and our nation, we must instill a sense of pride that defines our character. Pride is a state or feeling of being proud. It is something done by or belonging to oneself or something that causes a person to be proud. Pride can have a negative as well as a positive connotation. Having an inflated sense of one’s personal status or accomplishments is a negative connotation. Having a sense of attachment towards one’s own or another’s choice and action, or towards a whole group of people is having a fulfilled feeling of belonging.

b. Some senses of pride are derived from having:

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1) Self Pride – Having self-esteem, self-worth, self- respect, and personal value. It is an essential human need that is vital for survival and normal, healthy development. It arises automatically from within based on your personal beliefs and consciousness. It occurs in conjunction with your thoughts, behaviors, feelings, and actions.

2) Civic Pride – Is being proud of or relating to a city or town or the people who live therein, or being involved in community affairs. It relates to citizenship and being a citizen. Voting is an example of a civic duty that gives you a sense of civic pride. Taking pride in your unit, your organization, or installation, is demonstrating a sense of civic pride.

3) National Pride – Being proud of your country or proud of yourself as seen in Figure 6-4. It means being proud and happy to be a citizen. It can take the form of defending your country in times of need and standing by your country even in difficult times.

4) Esprit de Corps – Soldiers want to know they are part of a long-standing tradition. Customs and traditions remind them they are the latest addition to a long line of Soldiers. The sense of belonging lives in many veterans long after they have left service. Instilling a sense of esprit comes by making Soldiers realize they are part of something greater than themselves. They build deeper Army values, personal values, family bonds, stronger work ethic, and high integrity. It is, therefore, important for leaders to pass on the history that surrounds the organization’s crests, awards, decorations, and badges. Upholding traditions ensures the Army’s culture becomes indispensable to every member of the Army team.

Figure 6-4. Honor Guard-Tomb of the Unknown Soldier.

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6.6. Drill and Ceremonies. a. While we no longer use drill and formations to align the ranks as was done for the phalanxes of Rome or the squares of Waterloo, drill and ceremony is still the foundation of instilling and developing discipline in any size unit and the individual. Additionally, it is still one of the finest methods for developing confidence and troop leading abilities in our subordinate leaders.

b. Drill enables commanders to quickly move their forces from one point to another, mass their forces into a battle formation that affords maximum firepower, and maneuver those forces as the situation develops. The hallmark of the world’s best fighting organizations – the Roman legions, the Spartans, the Foreign Legion, the British Brigade of Guards, and many others – is that they are as good on parade as they are in the field or in the attack. The objectives accomplished by drill – professionalism, teamwork, confidence, pride, alertness, attention to detail, esprit de corps, and discipline – are just as important to the modern Army as they were to the militaries of the past.

1) Drill was historically used to prepare troops for battle.

2) The three methods of instruction used to teach drill to Soldiers are step-by-step, talk- through, and by the numbers.

3) A drill command is an oral order of a commander or leader. The precision with which a movement is executed is affected by the manner in which the command is given.

c. Military ceremonies serve several purposes. The following is not an exhaustive list. Military ceremonies can honor commanders, officials, or dignitaries; or permit them to observe the state of training of an organization. Military ceremonies can also be used to present decorations and awards, honor or recognize unit or individual achievements, commemorate events, mark changes of command and responsibility, and induct newly promoted NCOs into the ranks.

1) Military music was used for signaling during encampments, parades, and combat.

2) Bugle calls were adopted during the Continental Army’s contact with the Soldiers and Armies of Europe.

3) Our National Anthem officially became the “Star Spangled Banner” by law on 3 March 1931.

4) The Army Song. “The Army Goes Rolling Along” was formally dedicated by the Secretary of the Army on Veterans Day, 11 November 1956.

d. The unit guidon and organizational colors remain an integral part of ceremonies. The art of executing drill with units in unison demonstrate the level of professionalism, discipline, and sense of pride Soldiers have in their organizations. Training all Soldiers on the Manual for Guidon is an invaluable skill that instills that sense of pride and professionalism in them.

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e. Change of Responsibility. Throughout military history, unit colors have marked the location of the commander on the battlefield and have served as a rallying point. In more recent times, the colors have come to symbolize the authority of command and responsibility. The key to the ceremony is the passing of the unit's colors. The colors represents not only the lineage and honor of authority, but also the responsibilities to the organization. This ceremony as seen in Figure 6-5 marks the transfer of responsibility for the accomplishments of the unit and the welfare of its Soldiers and their Families from the outgoing to the incoming senior NCO of an organization.

Figure 6-5. Change of Responsibility.

Note: For more information on ceremonies, see TC 3-21.5 and Annex A of this TC. f. NCO Induction Ceremony.

The NCO induction ceremony is meant to celebrate the transition of a Soldier to a leader as they join the ranks of a professional NCO corps. The induction ceremony should in no way be used as an opportunity for hazing, but more as a rite of passage. It allows fellow NCOs of a unit to build and develop a cohesive bond and support team development. The importance of recognizing the transition from Soldier to NCO should be shared among superiors, peers, and Soldiers of the newly promoted. The induction ceremony should be held separately and serve as an extension of the promotion ceremony. An example of an NCO induction ceremony script can be found on the Army Career Tracker website, under the NCO Academies Community.

6.7. Inspections.

a. Military inspections were created by Peter I of Russia for checking on conditions of unit administration, services and material supply of the troops. Today, they provide the means to assess the capabilities of an organization and to identify any potential problems. NCOs are vital to the inspection program to ensure the unit is operating efficiently, effectively, and free of issues detrimental to readiness, morale, and mission accomplishment.

b. Inspections must have a specific purpose.

1) Related to mission accomplishment.

2) Tailored to meet the commander’s needs.

3) Performance oriented and start with an evaluation against recognized standards in order to identify compliance with that standard.

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4) Capable of identifying and analyzing process improvement opportunities that will increase performance support, transformation, and reduce risks. Basic elements of an inspection are:

• Measure performance against a standard.

• Determine the magnitude of the problem(s).

• Seek the root cause(s) of the problem(s).

• Determine a solution.

• Assign responsibility to the appropriate individuals or agencies. c. Organizational Inspection Program (OIP). The OIP provides the commander with an organized management tool to identify, prevent, or eliminate problem areas.

d. Command Inspections.

1) Command inspections ensures units comply with regulations and policies and allow commanders to hold leaders at all levels accountable for this compliance. It allows commanders to determine the training, discipline, readiness, and welfare of the command and help identify systemic problems within the units and assist in the recognition of emerging trends.

2) Staff Assistance Visits (SAV). SAVs provide assistance in unit functional areas such as maintenance, logistics, human resources, and training to improve and refine processes and to prepare for inspections of those functional areas. SAVs are intended to help the unit help itself.

6.8. What makes you an Army Professional?

NCOs are certified in candor, competence, character, and commitment. Consistent demonstration of these qualities develops mutual trust within cohesive teams.

• Candor – Demonstrated ability to be frank, honest, and sincere with others. • Competence – Demonstrated ability to successfully perform duty with discipline and

to standard. • Character – Dedication and adherence to the Army ethic, including Army values, as

consistently and faithfully demonstrated in decisions and actions. • Commitment – Resolve to contribute Honorable service to the Nation and accomplish

the mission despite adversity, obstacles, and challenges. • Standards – Enforce standards and discipline while conducting daily missions and

making decisions.

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CHAPTER 7 7

OFFICER AND NCO RELATIONSHIPS

Relationships are vital and take time. NCOs should never stop trying to build and improve their relationships with their Officer counterparts.

Relationship issues will not stay in garrison, they will put Soldiers lives at risk if not fixed.

Chapter 7

Officer and NCO Relationships 7.0. Ref.

• ADP 6-22, Army Leadership and the Profession.

• AR 600-20, Army Command Policy.

• FM 6-22, Leader Development.

7.1. Army Officers and NCO relationship.

Mutual trust and common goals are the two characteristics that enhance the relationship between officers and NCOs. For instance, "Leaders who commit to coaching, counseling, and mentoring subordinates build relationships that foster trust. These relationships built on trust enable leaders to empower subordinates, encourage initiative, reinforce accountability, and allow for open communication. Further, these relationships establish predictability and cohesion within the team. Doing so ensures Soldier safety while forming professional and personal bonds with the officers based on mutual trust and common goals.” NCOs are “the backbone of the Army” and are the senior enlisted advisors who assist commanders with knowledge and discipline for all enlisted matters.

a. Every Soldier has a Sergeant. Officers are no exception. Platoon Sergeants, 1SGs, Sergeant Majors, and Command Sergeant Majors at all levels serve as their respective officer’s Sergeant.

b. An important part of your role as an NCO is how you relate to commissioned officers. To develop this working relationship, NCOs, and officers must know the similarities of their respective duties and responsibilities.

c. Commissioned officers hold a commission granted by the President of the United States once approved by the United States Senate, which authorizes them to act as the President’s representative in certain military matters. Laws, regulations, policies, and customs limit the duties and responsibilities of commissioned officers, NCOs, and government officials. As the President’s representatives, commissioned officers carry out the orders of the Commander-in- Chief as handed down through the chain of command. In carrying out orders, commissioned officers get considerable help, assistance, and advice from NCOs.

"The most essential dynamic of combat power is competent and confident Officer and Noncommissioned officer leadership."”

– CSM Marcelino Malavet

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d. NCOs obtain their authorities as agents of the Secretary of the Army outlined in Army regulations. They support the command authority of commissioned officers. As the Secretary of the Army’s representatives, NCOs carry out the orders of Commander-in-Chief through the chain of command. In carrying out orders, NCOs provide support, assistance, and advice to officers.

e. A Commissioned Officer:

• Commands and establishes policy, plans, and programs the work of the Army. • Must be technically and tactically proficient in his/her MOS and that of the organization. • Concentrates on collective training to enable the unit to accomplish the mission. • Is primarily involved with unit operations, training, and related activities. • Pays particular attention to the standards of performance, training, and professional development

of Officers as well as NCOs. • Creates conditions, make time and other resources available, so the NCO can do the job. • Supports the NCO.

f. A Noncommissioned Officer:

• Conducts the daily business of the Army within established orders, directives, and policies.

• Focuses on individual training, which develops the capability to accomplish the mission. • Primarily involved with training and leading Soldiers and teams. • Ensures each subordinate team, NCO, and Soldier is prepared to function as an effective unit and each member is well trained, highly motivated, ready, and functioning.

• Concentrates on standards of performance, training, and professional development of NCOs and enlisted Soldiers.

• Follows orders of officers and NCOs in the support channel. • Maintains good order and discipline, suggests and implements solutions to unit issues, gives candid feedback to their officer counterparts, and ensures the welfare of Soldiers and their Families.

• Accomplishes the mission. • Effective trainer. • Develop foresight and keep standards high. • Possess the courage to act. • Subject matter expert in their MOS, able to provide clear and concise input relevant to MDMP.

g. The success of the U.S. Army is directly related to the quality of the professional relationships between its officers and NCOs. The officer/ NCO team forms the cornerstone of our Army, and when the bond is formed, it can have the single most important impact on unit effectiveness and efficiency. Conversely, if the bond is broken, it can have a devastating impact on morale, esprit de corps, readiness, and mission accomplishment.

h. AR 600-20 defines command authority and what is NCO support, but the officer/NCO relationship is not created by a strict set of rules, policy or procedures, it is based on mutual respect, communication, trust, commitment, and devotion. The officer/NCO relationship benefits officers at all levels, but especially junior officers. The relationship established during

junior officer development will have a lasting impact on those officer’s opinions, respect for, good will, and confidence in NCOs for the rest of their careers.

i. NCOs accept as an unwritten duty, the responsibility to instruct and develop Second Lieutenants, but it is the company commander’s responsibility to train lieutenants and the battalion commander who is the driving force behind the training of lieutenants.

j. There are several critical officer/NCO relationships that form the bond as a team: Platoon Sergeant/Platoon Leader, 1SG/company CDR, and CSM/CDR at battalion and higher. Both NCOs and officers have expectations of each other that form the foundation of a strong relationship. Two expectations that are applicable to all NCO/officer relationships are: NCOs and officers can expect mutual respect, trust, and loyalty from their counterparts; NCOs and officers should always appear unified. If there is a disagreement, it must be settled out of sight and out of sound of everyone.

k. What should the NCO expect of an Officer? The NCO can expect the officer to:

• Have personal integrity and high morals. • Maintain a high state of appearance be a standard bearer. • Be fair, be consistent, and have dignity. • Be compassionate and understanding- do not be aloof to the issues and problems of Soldiers. • Have courage in the face of danger. • Have courage of convictions and stand up for what is right, even though it might be hard. • Not expose themselves or Soldiers to unnecessary risk. • Protect family time and encourage work/life balance. • Be accountable for their own actions and the actions of their Soldiers. • Endure hardships equal to the hardships experienced by Soldiers.

l. What should the officer expect of an NCO? The officer can expect the NCO to:

• Be loyal to the officer’s position. • Be devoted to the cause of national defense. • Possess endurance and motivation that matches officers. • Possess intestinal fortitude and courage. • Possess a strong desire to achieve goals that matches officers. • Possess a strong spirituality, love of country, and a love of duty that matches officers. • Endure hardships equal to the hardships experienced by Soldiers. • Master expertise in Army programs that supports the needs of Soldiers and their Families.

m. What should a Platoon Sergeant expect of their Platoon Leader? The PSG can expect the PL to:

• Be pleasant and approachable. • Let the NCOs handle the problems of the platoon, while keeping him/her informed. • Be equally involved in physical training, to share ownership of successes and shortcomings,

• Uphold the highest standards. • Show maturity and display candor. • Recognize the imbalance of experience. • Ensure the PL and PSG begin with common goals.

communicate with the platoon when opportunities arise.

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• Communicate. Good communication does not happen all by itself. Talk, talk, talk and listen, listen, listen.

• Counsel. The PL and PSG must work together to establish realistic, recognizable standards and after counseling a Soldier, communicate the results to each other.

• Give the company CDR and the 1SG a perspective of how he/she is getting along with the PSG.

• Lead Squad Leaders and depend on NCOs to directly lead individual Soldiers. • Give the company commander and the 1SG a perspective on how the PSG is doing.

n. What should Platoon Leader expect of their Platoon Sergeant? The PL can expect the PSG to:

• Understand the inherent responsibility to coach and counsel PL’s to develop their competence, character, and commitment in the performance of their duty. Developing junior officers is a PSG’s responsibility.

• Recognize the imbalance of experience. • Demonstrate tact and diplomacy with the PL. • Offer advice, but execute orders. • Incorporate the PL into the team he/she has to lead. • Mold, guide, and educate the PL to the subtleties of Army life. • Share knowledge and experience. • Train and correct the PL when needed. • Show a genuine concern that the PL is learning the right way instead of the easy way. • Present a unified front. Do not undermine or destroy the PLs credibility (Remember that

order/counter-order creates disorder). • Set the example for the PL through military bearing and consistent demonstration of

character, competence, and commitment to the mission, Soldiers, and their Families. • When the PL makes a mistake, make sure they learn from those mistakes, if repeated;

provide firm, pointed instruction to keep it from being habitual. • Give the company commander and the 1SG a perspective on how the PL is doing. • Give the PL the PSG’s view on particular matters before the PL discusses with the

company commander. o. What should the 1SG expect of the company CDR? The 1SG can expect the company CDR to:

• Possess the same qualities expected of all officers. • Maintains a positive rapport with the battalion CSM. • Administer fair and impartial justice. • Take responsibility for their actions and those of the unit and Soldiers. • Seek the 1SG’s advice. • Never belittle or undermine the 1SG and respect the position or the 1SG's authority.

p. What should the company commander expect of the 1SG? The company CDR can expect the 1SG to:

• Possess the same qualities expected of all NCOs. • Maintain discipline.

• Train, educate, and share experiences with both the commander and Soldiers. • Loyal to the commander’s position. • Develop and agree on the goals, standards and objectives of the company. • Build training plans with platoon leadership that supports the commanders vision. • Ensure all administrative functions are executed accurately and on time. • Build mutual trust and respect for each other. • Know the commander’s strengths and weaknesses. • Know their responsibilities as defined in AR 600-20. • Possess a strong sense of duty. • Ready the company for any mission. • The standard-bearer in appearance, morals, ethics, values, competences, and commitment. • An advisor, but execute orders. • The subject matter expert in Army programs that best supports the needs of Soldiers and

their Families.

q. What should the CSM expect of the battalion/brigade CDR? The CSM can expect the BC to:

• Possess the same qualities expected of all officers. • Seek advice and share views. • Maintain open communications with the CSM. • Fair and impartial. • Inspire leaders and Soldiers. • Understand each other and how they will function together as a team. • Harness the CSM’s talents. • Do not limit the CSM’s duties or responsibilities. • Resource the CSM as an enlisted extension of the BC. • Learn to know the CSM’s feelings about any given subject. • Give the position of CSM the respect it is due. • Empower the NCO support channel to solve problems at the lowest level. • Ensure there is no one in the chain of command that comes between the BC and the CSM. • Provide manning guidance and plan for manning proportionately, and manning issues. • Provide training guidance that includes crew certification, and company METL evaluations.

r. What should the battalion/brigade CDR expect of the CSM? CDRs can expect the CSM to:

• Possess the same qualities expected of the BC. • Understand each other and how they will function together as a team. • Share views. • Visit Soldiers on the ground and get their perspective. Inspect and check where Soldiers are. • A leader of presence and character. • Inspire leaders and Soldiers. • Manage the organization’s sponsorship program. • Manage processes and procedures. • An expert in customs, courtesies, traditions and ceremonies. • Understand each other and how they will function together as a team. • A reliable, trusted confidant.

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• Have honest and candid communications and be able to disagree without being disrespectful.

• Ensure there is no one in the chain of command that comes between the team. • Direct access and accountable to the BC. • After obtaining advice and making a decision, the CSM supports those decisions. • Ensure the CSM provides advice to company CDR/1SG relationships, CSM/1SG

relationships, CSM/company CDR relationships vs. the company CDR/battalion staff relationship.

• Ensure the CSM is responsible for assigning incoming NCOs. • Be impartial and be objective. • Conduct inspections, check training, sit as president of promotion boards, and be a part of

the reenlistment program. • Work closely with the EO/EEO/Chaplain and SHARP Advocate. • The subject matter expert on all Army programs to support Soldiers and their Families. • Most experienced trainer in the organization. • Learn to know the commander’s feelings about any given subject. • Execute manning guidance and develop plans for manning proportionately, and manning

issues. • Assist unit leaders understand the commanders training guidance that includes crew

certification, and company METL evaluations.

7.2. Army Civilians and NCO Relationship.

The Army currently employs the largest civilian workforce within the DOD. Army Civilians are skilled personnel dedicated to serving the nation as an integral part of the Army team. They provide mission-essential capability, stability, and continuity during war and peace to support Soldiers. The Army instills the essential characteristics of the Army profession and prepares Soldiers and Army Civilians to operate in dynamic environments. The Army Civilian and NCO relationship enables the Army to continue to accomplished its mission through performance, while contributing to the overall organizational goals. a. With the exception of direct combat operations, Army Civilians serve alongside Soldiers in all operational environments. Taking an oath to support and defend the Constitution, Army Civilians provide mission-essential support and services. The NCO must understand the role Army Civilians play, how to utilize them in taking care of Soldier and accomplishing the mission. Whether working directly over, under or with Army Civilians, NCOs will afford the same level of respect given to fellow Soldiers. By knowing the rules and regulations by which Army Civilians adhere to, the NCO will gains an understanding on how to best build relationships and create an climate that’s beneficial to all.

b. An NCOs use of social skills (team building) and especially inter-personal tact allows them to work effectively with other Soldiers and Civilians. When civilian supervisor NCOs they understand the professional development guidance needed to assist NCOs in their career advancement.

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CHAPTER 8 ARMY PROGRAMS

We do not have to do it alone, there are people and programs established to help us.

Chapter 8

Army Programs

8.0. Ref.

• Army Directive 2011-19, Expedited Transfer or Reassignment Procedures for Victims of Sexual Assault.

• AR 215-1, Military Morale, Welfare, and Recreation Programs and Non-appropriated Fund Instrumentalities.

• AR 350-1, Army Training and Leader Development.

• AR 385-10, The Army Safety Program.

• AR 600-8-8, The Total Army Sponsorship Program.

• AR 600-20, Army Command Policy.

• AR 600-85, The Army Substance Abuse Program.

• AR 601-280, Army Retention Program.

• AR 608-1, Army Community Service.

• AR 608-18, The Army Family Advocacy Program.

• AR 608-75, Exceptional Family Member Program.

• AR 621-5, Army Continuing Education System.

• AR 930-4, Army Emergency Relief.

• AR 930-5, American National Red Cross Service Program and Army Utilization.

• DA Pam 385-10, Army Safety Program.

• Public Law.

• Total Army Strong Program.

• United States Army Combined Arms Center.

• USAR 608-1, Army Reserve Family Programs.

"The success of our nation is dependent upon the contributions of everybody doing his best to make our nation great."”

– CSM Harry Hollowell

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8.1. Introduction.

NCOs are charged with taking care of their Soldiers. The scope of this charge includes personal and professional issues. A primary way to do so is to have an in-depth knowledge of the programs the Army has available to assist with the process. These programs were developed with the needs of Soldiers and their Families in mind. The list below provides available programs and applicable references to assist leaders in advising and counseling Soldiers.

8.2. American Red Cross (ARC).

The ARC exists to provide compassionate care to those in need. Our network of generous donors, volunteers, and employees share a mission of preventing and relieving suffering, at home and around the world through five key service areas: disaster relief, supporting America’s military Families, lifesaving blood, health and safety services, and international services. The ARC directly supports Soldiers’ needs such as emergency notifications through Red Cross Messages.

8.3. Army Community Service (ACS).

ACS is to facilitate a commander's ability to provide comprehensive, coordinated, and responsive services that support readiness of Soldiers, Civilian employees, and their Families. Families can seek ACS support through Family Assistance Centers, Soldier-Family Readiness Groups (SFRG), rear detachment, and Family Readiness Support Assistants. Soldier and Family readiness is supported through the Family Advocacy Program, Victim Advocacy Program, SHARP, Sexual Assault Prevention and Response Program (SAPR), Exceptional Family Member Program (EFMP), Transitional Compensation assistance, and New Parent Support Program. In addition, ACS provides support for relocation readiness, employment readiness, financial readiness, volunteer programs, Survivor outreach Services, and the Army One Source initiative.

8.4. Army Continuing Education System (ACES).

The ACES provides programs and services to promote lifelong learning opportunities and to sharpen the competitive edge of the Army. The ACES improves combat readiness and resilience through flexible and relevant education programs, services, and systems in support of the total Army Family. All eligible active duty, Reserve, and National Guard Soldiers are entitled to: Academic and vocational counseling services, Functional academic skills training (FAST), High school completion, Postsecondary programs, Tuition assistance, Testing services, Joint services transcript, Leader skill enhancement courses, Soldier training courses, Language training, Multi-use learning facilities (MLF)/Army learning centers (ALC), and College of the American Soldiers.

8.5. Army Emergency Relief (AER).

AER is the Army's own emergency financial assistance organization and is dedicated to "Helping the Army Take Care of Its Own.” AER provides commanders a valuable asset in accomplishing their basic command responsibility for the morale and welfare of Soldiers.

a. Soldiers on extended active duty and their dependents.

b. Reserve Component Soldiers (ARNG and USAR) on continuous AD orders for more than 30 consecutive days and their dependents. (This applies to Soldiers on AD for training (ADT) and serving under various sections of title 10, United States Code (USC).

c. Soldiers retired from AD for longevity, retired by reason of physical disability, or retired at age 60 under Section 1331, Title 10, United States Code (10 USC 1331) and their dependents.

d. Surviving spouses and orphans of eligible Soldiers who died while on AD or after they were retired as identified in c above. 8.6. Army Family Action Plan (AFAP).

AFAP creates an information loop between the global Army Family and leadership. AFAP is the Army's grassroots process to identify and elevate the most significant quality of life issues affecting Soldiers of all components, retirees, Department of Army (DA) Civilians, and Families to senior leaders for action. Leaders, Soldiers, and Family members are integral to providing information to improve standards of living and institute information and support program.

8.7. Army Family Advocacy Program (FAP).

The Army FAP is dedicated to the prevention, education, prompt reporting, investigation, intervention and treatment of spouse and child abuse. The program provides a variety of services to Soldiers and Families to enhance their relationship skills and improve their quality of life.

8.8. Army Family Readiness Group (AFRG).

AFRG provides all the functionality of a traditional FRG in an ad-hoc and on-line setting to meet the needs of geographically dispersed units and Families across all components of the Army.

8.9. Army Family Team Building (AFTB).

AFTB is a Family resiliency and readiness training program that provides participants with an understanding of Army culture, and the skills and resources they need to become self-reliant, self-sufficient members of the military community. Additionally, AFTB offers company command team spouse training to prepare spouses to assume additional responsibilities as Soldiers progress through their positions.

8.10. Army Retention Program.

Personnel readiness is a responsibility of command. DA policy is that only those Soldiers who have maintained a record of acceptable performance will be offered the privilege of reenlisting within the active Army. Reenlistment is the Army’s equivalent of the quality management program, but at the organizational level. It is a leader responsibility to ensure only the best- qualified Soldiers are reenlisted. The Army’s ranks and formations are strengthened by evaluating the whole Soldier when determining their future service.

As a leader, it is important to understand the rules and resources available to you and Soldiers. Personnel eligible for AER are:

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8.11. Army Safety Program.

No other program has more impact on Soldier readiness. It is every Soldier and Army Civilian’s responsibility to stop unsafe acts by being responsible for accident prevention and applying risk management. This is also accomplished by compliance with the Army Safety Regulation, safety regulations work practices, standing operating procedures, and by using all necessary personal protective equipment (PPE). It is also required to report Army accidents and hazards in the workplace, and to employ risk management to manage risk. Safety goals will support overall command objectives by helping keep personnel safe and ready for duty. Leaders are safety officers who mitigate risk.

8.12. Army Substance Abuse Program (ASAP)/Substance Use Disorder Clinical Care (SUDCC). a. The ASAP exists to strengthen the overall fitness and effectiveness of the Army’s workforce, to conserve labor, and to enhance the combat readiness of Soldiers. ASAP is responsible for developing, establishing, administering, and evaluating non-clinical alcohol and other drug abuse prevention, education, and training programs; overseeing the military, drug free workplace.

b. SUDCC is an outpatient substance abuse treatment service available to all active duty personnel. The mission of SUDCC is to support military readiness by providing effective treatment strategies that will enable individuals to develop abstinence, enhance quality of life and promote healthy lifestyles.

8.13. Army World Class Athlete Program (WCAP).

The WCAP allows top-ranked Soldier-athletes to perform at the international level while also serving their nation in the military. Our members train and compete throughout the year and aim for the Olympic and Paralympic Games.

8.14. Better Opportunities for Single Soldiers (BOSS).

The BOSS is a quality of life program that addresses single Soldier issues and initiatives. The BOSS program enhances the morale and welfare of single Soldiers, increase retention, and sustain combat readiness. BOSS is the collective voice of single Soldiers through the chain of command, which serves as a tool for commanders to gauge the morale of single Soldiers regarding quality of life issues.

8.15. Center for the Army Profession and Leadership (CAPL).

The CAPL serves as the proponent for the Army profession, leadership, and leader development programs and assists CAC in the integration and synchronization of cross-branch/CMF/ functional areas.

8.16. Child, Youth, and School Services (CYS).

CYS Services consists of four services; Child Development Services (CDS); School Age Services (SAS), Youth Services (YS) and CYSS Liaison, Education, and Outreach Services (CLEOS). CYS recognizes the challenges of our Soldiers and their Families.

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8.17. Comprehensive Soldier and Family Fitness Program (CSF2)/Master Resiliency Training (MRT).

a. CSF2 is designed to build resilience and enhance performance of the Army Family-Soldiers, Families and Army Civilians. CSF2 provides hands-on training and self- development tools so that members of the Army Family are better able to cope with adversity, perform better in stressful situations, thrive in the military and civilian sector, and to meet a wide range of operational demands. The program emphasizes social, physical, family, spiritual, and emotional fitness.

b. MRT is part of the CSF2 program, and offers strength-based, positive psychology tools to aid Soldiers, leaders, and Families in their ability to grow and strive in the face of challenges and bounce back from adversity. Training and information is targeted to all phases of the Soldier deployment cycle, Soldier life cycle, and Soldier support system.

8.18. Defense Enrollment Eligibility Reporting System (DEERS).

DEERS is a worldwide database of uniform services members (sponsors), their Family members, and others who are eligible for military benefits. DEERS is used in the Real-Time Automated Personnel Identification System (RAPIDS). The RAPIDS is Department of Defense (DoD) system that is used to issue the definitive credential within DoD for obtaining Common Access Card tokens in the DoD PKI.

8.19. Equal Opportunity Program (EO).

The Army will provide EO and fair treatment for military personnel and Family members without regard to race, color, gender, religion, national origin, reprisal, disability, age, sexual orientation, gender identity, status as a parent, or other impermissible basis, and provide an environment free of unlawful discrimination and offensive behavior.

8.20. Exceptional Family Member Program (EFMP).

The EFMP is a mandatory enrollment program that works with other military and Civilian agencies to provide comprehensive and coordinated community support, housing, educational, medical and personnel services to Families with special needs.

8.21. Financial Readiness Program (FRP).

The Army FRP provides a variety of education and counseling services to assist Soldiers and Families by increasing personal readiness and reducing financial stressors. Services include life- cycle education, personal financial training, advanced individual training, online financial readiness training and financial literacy gaming. The program provides financial guidance and support to Soldiers and their Families in the areas of general pay and allowances, entitlements, relocation, and credit reports.

By offering quality programs for children, youth, and students. CYS supports the Army Family by reducing the conflict between mission readiness and parental responsibility.

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a. Having knowledge of what impacts your credit and the ability to obligate debt without becoming indebted will have a significant impact on maintaining individual Soldier readiness. Indebtedness has negative impacts on Soldier morale, personal and family security, and peace of mind. Personal financial management entails maintaining good credit and building financial growth.

b. Building personal financial growth. The best personal financial manager is the individual. The first and best rule to personal financial growth is to develop and adhere to a sound budget philosophy. If a Soldier does not really understand how to use a budget effectively, they will not be able to manage financial growth. Managing a budget is about assets and liabilities. A bank account is an asset; a car loan is a liability.

8.22. The Inspector General’s Office (IG).

The IG’s Office primary function is to ensure the combat readiness of subordinate units in their command. They investigate noncriminal allegations and some specific criminal investigations, but they help correct problems that affect the productivity, mission accomplishment, and morale of assigned personnel, which is vital to unit readiness. The IG provides assistance with inspections and compliance programs as well as teaching and training provided to units and their leaders. The IG Office is a great resource to seek information and assistance when handling Soldier issues.

8.23. Military & Family Life Counseling Programs (MFLC).

MFLC Program’s licensed clinical providers assist service members and their Families with issues they may face throughout the cycle of deployment – from leaving their loved ones and possibly living and working in harm's way to reintegrating with their Family and community.

8.24. Morale, Welfare, Recreation, and Family Programs (MWR).

MWR and Family Morale, Welfare, and Recreation (FMWR) provides programs and services supporting Soldiers, Families, and civilians that promote resiliency and strengthen our Army. Services include CYSS, Army Family programs, Soldier programs and community recreation, Family and MWR Business Initiatives, Armed Forces Recreation Centers, and MWR recreation delivery to theater operations.

8.25. Private Public Partnerships (P3).

The P3 program develops, integrates, and directs partner relations for the Army Reserve. P3 partners with not-for-profit (NFP), for-profit (FP), and academic organizations to support the Chief, Army Reserves top priorities and the Army Reserve mission of providing trained, equipped and ready Soldiers, leaders, and units to meet America’s requirements at home and abroad.

8.26. Sexual Harassment/Assault Response and Prevention (SHARP), I AM STRONG, and CATCH.

a. Sexual harassment and sexual assault violate everything the Army stands for including our Army values and Warrior Ethos. The Army is aggressively addressing sexual assaults by first focusing on prevention through education and training. Army leaders encourage reporting and work hard to reduce the stigma associated with sexual violence. Once reported, the Army focuses on care for victims and thorough investigations and prosecutions to hold offenders accountable. The Army continually assesses the effectiveness of its SHARP efforts to ensure the Army is meeting the needs of the Soldiers, Department of the Army Civilians, Family members and the nation. The SHARP programs mission is to reduce with an aim toward eliminating sexual offenses within the Army through cultural change, prevention, intervention, investigation, accountability, advocacy/response, assessment, and training to sustain the all-volunteer force.

b. Intervene, Act and Motivate (I.A.M.) STRONG is the Army's campaign to combat sexual harassment and sexual assault by engaging all Soldiers in preventing sexual assault before they occur. Grounded by our shared belief in the Army values, we are a band of brothers and sisters, placing mission first, never accepting defeat, never quitting, and never leaving a fallen comrade. Our interdependence and shared respect among comrades frames who we are as a team and an Army – a team who finds sexual harassment and sexual assault reprehensible and beyond toleration. Those who commit these acts hurt other team members and wound our Army. These criminal acts are cowardly and damaging to the very moral fiber that gives our Army its innermost strength. They are a betrayal of the trust inherent in serving in the Profession of Arms. As Soldiers and proud members of our team, we are duty bound to Intervene, Act and Motivate others to stop sexual harassment and sexual assault and help foster an environment free of these behaviors.

c. Catch a Serial Offender (CATCH) allows sexual assault victims (who filed a restricted report) to discover if the suspect in their report may have also assaulted another person, and having that knowledge, may help with the decision to convert their Restricted Report to Unrestricted. Participation in the CATCH program is voluntary. More information about this program can be found at Catch a Serial Offender website.

8.27. Soldier For Life – Transition Assistance Program (SFL-TAP).

SFL-TAP is a centrally funded and administered program that provides transition and job assistance services on major installations. Soldier for Life assist Soldiers in achieving the right mindset, obtain the necessary training and qualifications, and make the necessary connections through the Army, governmental and community efforts to successfully reintegrate Soldiers, veterans and their Families into Civilian life. The Soldier for Life initiative focuses on a Soldier’s life-cycle; that once a Soldier, always a Soldier. The four points highlight that a Soldier starts strong, serves strong, reintegrates strong and remains strong. When Soldiers are better reintegrated, they stay Army strong, instilled in values, ethos, and leadership within communities.

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8.28. Total Army Sponsorship Program (TASP).

The TASP assist Soldiers, Civilian employees, and Families during the reassignment process. It assists Families geographically separated from the Soldier or Civilian employee sponsor because of duty requirements. It improves unit or organizational cohesion and readiness by decreasing distractions that hamper personal performance and mission accomplishment, specifically by providing support and assistance, teaching teamwork, and encouraging development of a sense of responsibility. It supports the army’s personnel life-cycle function of sustainment.

8.29. Total Army Strong Program.

Total Army Strong reaffirms the Army's commitment to the total Army Family, builds trust and faith between the Army and its most precious resource, the people, and sets the foundation for a balanced system of programs and services. These programs and services will meet the unique demands of military life, foster life skills, strengthen and sustain physical and mental fitness and resilience, and promote a strong, ready, and resilient Army.

8.30. Veterans Affairs (VA) Home Loan Program.

The VA Home Loan Program helps Veterans finance the purchase of homes with favorable loan terms and a competitive rate of interest. For VA housing loan purposes, the term "Veteran" includes certain members of the Army National Guard, the Army Reserve, regular Army, and certain categories of Spouses. Benefits for VA Home Loans include:

• Equal opportunity for all qualified veterans to obtain a • VA loan that is reusable. • No down payment, (unless required by the lender or the purchase price is more than the

reasonable value of the property). • No mortgage insurance. • One time VA funding fee, that can be included in the loan. • Veterans receiving VA disability compensation are exempt from the VA funding fee. • VA limits certain closing costs a Veteran can pay. • Can be taken over by other qualified persons. • Minimum property requirements to ensure the property is safe, sanitary, and sound. • VA staff dedicated to assisting Veterans who become delinquent on their loan.

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APPENDIX A:

Change of Responsibility Script

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CEREMONY; ALL MILITARY PERSONNEL WILL WEAR HEADGEAR AND RENDER PROPER OUTDOOR MILITARY COURTESIES.”

NARRATOR: (At 1530 announces) “GOOD AFTERNOON, LADIES AND GENTLEMEN. ON BEHALF OF Commander’s Name, THE COMMANDER OF Unit Name, WELCOME TO THE CHANGE OF RESPONSIBILITY CEREMONY. TODAY, COMMAND SERGEANT MAJOR CSM1 Name WILL RELINQUISH RESPONSIBILITY AS THE Unit Name COMMAND SERGEANT MAJOR TO COMMAND SERGEANT MAJOR CSM2 Name. WE EXTEND A SINCERE WELCOME TO OUR DISTINGUISHED GUESTS. AMONG OUR DISTINGUISHED GUESTS FOR TODAY’S CEREMONY ARE (Names of Distinguish Guest)

*NOTE: Protocol will provide the list just prior to the ceremony*

NARRATOR: “LADIES AND GENTLEMEN, AT THIS TIME (SPOUSE’S FULL NAME) SPOUSE OF (RANK, LAST NAME OF CSM1) IS BEING PRESENTED A BOUQUET OF RED ROSES (or Gift) THANKING HIM/HER FOR ALL THEIR SUPPORT AND DEVOTION TO THE SOLDIERS AND FAMILIES OF (Unit Name). RED ROSES SIGNIFY THE BONDS OF LOYALTY AND AFFECTION BETWEEN THE SOLDIERS AND FAMILIES, AND TO SIGNIFY OUR SORROW AT THEIR DEPARTURE FROM (Unit). THEY WILL BE REMEMBERED AND MISSED.”

USHER: Presents flowers to Mrs./Mr. CSM1 Spouse’s name.

*NOTE: Flowers may be substituted with a gift for the spouse if the CSM chooses not to give flowers.

NARRATOR: “AT THIS TIME (SPOUSE’S FULL NAME) SPOUSE OF (RANK, LAST NAME OF CSM2) IS RECEIVING A BOUQUET OF YELLOW ROSES (or Gift) WELCOMING HIM/HER TO THE (UNIT). YELLOW IS THE COLOR OF NEW BEGINNINGS AND SYMBOLIZES HIS/HER ARRIVAL TO THE (UNIT). IN TIME (FIRST NAME OF INCOMING SPOUSE)’S ROSEBUDS WILL BLOSSOM, AS WILL HIS/HER RELATIONSHIP WITH THE SOLDIERS AND THEIR FAMILIES.”

MUSIC: From 1515 until 1528 plays appropriate music, and the Color guard takes its initial position.

PARTICIPATING UNITS: All MSC/battalion/company, and HHC on the final line. Each company 1SG will dress their formations at the ready line prior to the ceremony stating. All units will be at Parade Rest NLT 1515 hours.

NCOIC: (At 1525) faces about and directs BATTALION ATTENTION, PARADE REST.

NARRATOR: (At 1528 announces) “LADIES AND GENTLEMEN, THE CEREMONY WILL BEGIN IN TWO MINUTES. PLEASE MOVE TO YOUR SEATS AND SILENCE ALL CELL PHONES AND ELECTRONIC DEVICES.”

*Note: for Indoor ceremony narrator reads*

NARRATOR: “THIS CEREMONY WILL BE CONDUCTED AS AN OUTDOOR

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USHER: Presents flowers to Mrs./Mr. CSM2 Spouse’s name.

*NOTE: Flowers may be substituted with a gift for the spouse if the CSM chooses not to give flowers.

Once applause is complete:

NARRATOR: “LADIES AND GENTLEMEN, PLEASE STAND FOR THE INVOCATION GIVEN BY (CHAPLAIN NAME), AND REMAIN STANDING FOR THE ARRIVAL OF THE OFFICIAL PARTY, POSTING OF THE COLORS AND HONORS TO THE NATION.”

CHAPLAIN: Moves to the podium (Prayer should not exceed 1 minute). After completion of his/her remarks, moves to his/her seat.

NARRATOR: “THE NONCOMMISSIONED OFFICER IN CHARGE FOR TODAY’S CHANGE OF RESPONSIBILITY CEREMONY IS Rank and Name. THE CEREMONY WILL BEGIN WHEN THE NCOIC COMMANDS THE UNITS BE BROUGHT TO ATTENTION.”

NCOIC: Faces about and directs BRING YOUR UNITS TO ATTENTION.

UNITS: Each unit will execute the Position of Attention (in sequence starting with the right flank unit).

OFFICIAL PARTY: When all units are at attention, the official party marches to their post or are already in place at this time.

Once the official party has halted at their post:

NCOIC: Gives the command COLORS CENTER (pause), MARCH.

COLOR GUARD: Takes seven steps forward and halt. Then the NCOIC marches forward until he/she is three steps in front of the color detail, halts, and then faces about. The NCOIC will then command "COLORS FORWARD, MARCH." On the command of execution MARCH, the NCOIC and the Colors march forward and then halt when the NCOIC has reached his/her original post. The NCOIC then commands "MARK TIME, MARCH, COLORS HALT".

Once the Colors has halted:

NCOIC: Executes the Hand Salute and reports, “SIR/MA'AM, the Colors are PRESENT.”

COMMANDER: Returns the Salute and directs "CONDUCT THE CHANGE OF RESPONSIBILITY."

NCOIC: executes a right face and takes approximate eight (8) steps to his/ her post and executes a right face, and directs "BRING YOUR UNITS TO PRESENT ARMS."

UNITS: Each unit will command Present, Arms in sequence starting with the right flank unit).

Once the last unit has executed Present Arms: The NCOIC faces about (looking over the left shoulder) and gives the command COLORS PRESENT, ARMS. NCOIC Salutes along with detachment.

MUSIC: Plays the NATIONAL ANTHEM.

Upon completion of the National Anthem.

NARRATOR: “LADIES AND GENTLEMEN, PLEASE BE SEATED.”

NCOIC: Executes Order Arms, and faces about, then commands Order, ARMS.

NCOIC: Directs BRING YOUR UNITS TO ORDER ARMS AND PARADE REST.

UNITS: Each unit will execute order arms and parade rest in order beginning with unit on far right.

When all units are at Parade Rest, the NCOIC faces about and remains at Attention with the colors.

NCOIC & OFFICIAL PARTY: As the narrator begins reading, the NCOIC moves (cue words: “THE CHANGE”) towards the colors and centers him/herself about one step in front of the colors. The reviewing party moves forward and halts three paces in front of the NCOIC. The CSM1 and CSM2 will take one step forward and (simultaneously) the NCOIC faces about to retrieve the Colors from the Color bearer. Once the NCOIC retrieves the Colors, the command Center, FACE will be given (both CSMs face inward and the NCOIC faces about) placing all parties in position.

NARRATOR: “THE CHANGE OF RESPONSIBILITY IS A SIMPLE YET TRADITIONAL EVENT THAT IS RICH WITH SYMBOLISM AND HERITAGE. THE KEY TO THE CEREMONY IS THE PASSING OF THE COLORS. THE VERY SOUL OF A MILITARY UNIT IS SYMBOLIZED IN THE COLORS UNDER WHICH IT FIGHTS, FOR THEY REPRESENT NOT ONLY THE LINEAGE AND HONORS OF THE UNIT, BUT ALSO THE LOYALTY AND UNITY OF ITS SOLDIERS. THE CUSTODIAN OF THE COLORS IS THE COMMAND SERGEANT MAJOR, WHO IS THE SENIOR ENLISTED SOLDIER IN THE UNIT, AND PRINCIPAL ADVISOR TO THE COMMANDER.

NCOIC: Once the narrator reads (cue words: “THE NONCOMMISSIONED OFFICER IN CHARGE”), the Colors are then passed from the NCOIC (Right hand above their left hand) to the CSM1; CSM1 (Left hand above their right hand) steps forward and presents the Colors to the Commander (Right hand above their left hand), and then to the CSM2 (Left hand above their right hand).

NARRATOR: THE NONCOMMISSIONED OFFICER IN CHARGE Rank and Name WILL PASS THE COLORS TO COMMAND SERGEANT MAJOR CSM1 Name, WHO WILL IN TURN PASS THE COLORS TO THE COMMANDER. THE PASSING OF THE COLORS SYMBOLIZES THE RELINQUISHMENT OF RESPONSIBILITY AND AUTHORITY FROM COMMAND SERGEANT MAJOR CSM1 Name. THE COMMANDER WILL THEN PASS THE COLORS TO COMMAND SERGEANT MAJOR CSM2 Name, CHARGING HIM/HER WITH THE RESPONSIBILITY AND AUTHORITY THAT COMES WITH HIS/HER POSITION.

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NARRATOR: "CHARGE ORDERS FOR COMMAND SERGEANT MAJOR CSM2 Full Name. LET IT BE KNOWN FROM THIS DAY FORWARD THAT THE COMMANDER OF THE (Unit Name), HAS PLACED SPECIAL TRUST AND CONFIDENCE IN YOUR PATRIOTISM, DEDICATION, INTEGRITY, AND LEADERSHIP ABILITIES. THEREFORE, YOU ARE HEREBY APPOINTED AS THE COMMAND SERGEANT MAJOR, Unit Name.”

NARRATOR: COMMAND SERGEANT MAJOR CSM2 Name WILL NOW RETURN THE COLORS TO THE NONCOMMISSIONED OFFICER IN CHARGE.”

Once the Colors are handed to CSM2:

Upon completion of reading the Charge of Responsibility order, the colors are returned to the NCOIC:

NCOIC: Gives the command of ABOUT, FACE and all parties execute a movement to face the Color guard. The NCOIC returns the Colors to the Color bearer and then the commander gives the command ABOUT, FACE and all parties face the review stand. The commander then gives the command FORWARD, MARCH and the commander, and both CSMs step off as in marching. While moving back to the review stand, the CSMs pass behind the commander (incoming ahead of the outgoing) changing positions. Once back to the review stand, the commander commands MARK TIME, MARCH, and GROUP, HALT. Once at a halt, the commander commands ABOUT, FACE and PARADE, REST.

NCOIC: On the command Forward March, he/ she returns to initial position. Then assumes the position of Parade Rest.

NARRATOR: “LADIES AND GENTLEMEN, THE COMMANDER OF THE Unit Name, Commander’s Name.”

COMMANDER: Comes forward and gives his/her remarks. After completion of his/her remarks, moves to his/her seat.

NARRATOR: “LADIES AND GENTLEMEN, THE OUTGOING COMMAND SERGEANT MAJOR, COMMAND SERGEANT MAJOR CSM1 name.”

CSM1 NAME: Moves to the podium and gives remarks. After completion of his/her remarks, moves to his/her seat.

NARRATOR: “LADIES AND GENTLEMEN, THE COMMAND SERGEANT MAJOR OF THE Unit Name, COMMAND SERGEANT MAJOR CSM2 name.”

CSM2 NAME: Moves to the podium and gives remarks. After completion of his/her remarks, moves to his/her seat.

Once CSM2 Name moves to his/her seat:

NCOIC: Assumes the position of Attention, faces about and directs "BRING YOUR UNITS TO ATTENTION."

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UNITS: Each unit will execute the Position of Attention (in sequence starting with the right flank unit).

Once all of the units are at Attention:

NCOIC: faces about.

NARRATOR: “LADIES AND GENTLEMEN PLEASE STAND FOR THE PLAYING OF THE ARMY SONG.”

*Note Units may opt to retire the colors if the ceremony is conducted indoors.

NARRATOR: “LADIES AND GENTLEMEN PLEASE STAND FOR THE PLAYING OF THE ARMY SONG AND REMAIN STANDING FOR THE RETIRING OF THE COLORS.”

MUSIC: PLAYS THE ARMY SONG.

Upon completion of the Army Song:

NCOIC: looks over left shoulder and Gives the command "COLORS, POST."

On the command POST the Colors Reverse March and halt. NCOIC remains looking over left shoulder.

NCOIC: Gives the command MARCH.

On the command MARCH the following actions occur simultaneously: Colors step off and return to their original posts, executes reverse Colors, and halts. The NCOIC marches to his/her position, centered on the formation, and executes right Face.

CSM2: moves towards the NCOIC and takes charge of the formation, NCOIC moves towards the formation and takes his/ her place behind the color guard. CSM2 faces about.

CSM2: Salutes and announces “Sir/Ma’am, this concludes today’s ceremony.”

COMMANDER: Returns Salute and commands "TAKE CHARGE OF THE UNIT."

CSM2: Gives the command "TAKE CHARGE OF YOUR UNITS."

CSM2: after units take charge he/she will face about and moves to his/her seat:

NARRATOR: “LADIES AND GENTLEMEN, THIS CONCLUDES TODAY’S CEREMONY. PLEASE TAKE A MOMENT TO WISH COMMAND SERGEANT MAJOR CSM1 Name AND HIS/HER SPOUSE A FOND FAREWELL. THERE IS A RECEPTION FOR COMMAND SERGEANT MAJOR CSM2 Name AND HIS/HER SPOUSE AT (Location).”

————————————–below optional—————————————–

*NOTE: Units may execute the retiring of the colors following the steps below.

UNITS: Each unit will execute a Column Right (in sequence starting with the right flank unit, follow the colors out of the off parade field).

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NCOIC: commands "RIGHT WHEEL, MARCH" and once the movement has been completed "FORWARD, MARCH" is given.

COLOR GUARD: Executes Right Wheel, then marches out of the off parade field.

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APPENDIX B:

NCO Induction Ceremony

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Introduction: Below is a basic script for the execution of an NCO Induction Ceremony at the Battalion level. This can be tailored to fit any size organization. Feel free to add or subtract from this script to make it personal to your organization. Additions for specific unit history or regimental significants is highly encouraged.

1. Narrator: Ladies and gentlemen, the ceremony will begin in two minutes please take your seats and silence all electronic devices.

*Start a video of pictures of all NCOs about to get inducted*

2. Narrator: Today’s official party for the ceremony is Command Sergeant Major ????, the ???? Command Sergeant Major, and Command Sergeant Major ????, the ???? Command Sergeant Major. Ladies and gentlemen, please stand for the arrival of the official party, posting of the colors and remain standing for the singing of the National Anthem and the invocation.

*Official party music plays and ends when the official party arrives at their positions*

Color guard posts colors and marches off.

3. SPC ???? from ???? Company: sings national anthem. 4. SFC ???? from ???? Company: gives invocation. 5. Narrator: Ladies and gentlemen please be seated. Good afternoon, CSM ????, CSM ????, distinguished guests, families, friends and fellow Noncommissioned Officers. Welcome to the ???? Battalion Noncommissioned Officer Induction Ceremony, where we will recognize the passing of Soldiers into the ranks of the United States Army Noncommissioned Officer Corps.

6. Narrator: The tradition of passing a Soldier on to be a Noncommissioned Officer can be traced to the Army of Fredrick the Great. You may notice the two Noncommissioned Officers guarding the Noncommissioned Officer arch with their sharp uniform, clean boots, and NCO- issued halberds/swords. While in battledress, the NCO wears boots. They always have. Well, almost. Many Soldiers at Valley Forge did not have shoes, much less boots. They marched and fought with no more than rags that were wrapped around bleeding, frostbitten feet. Those volunteers literally knew the meaning of a “come as you are” war.

From the crude, rough and soiled moccasins worn by Soldiers more than 225 years ago, to the smooth and polished boots of today, boots have been basic to Soldiering. Whether strapped, laced, buttoned, buckled or wrapped by leggings, boots have marched, paced, sloshed, trampled, jumped and charged over or through dirt, mud, snow, brush, rock, sand and water.

In peace and war, the boots of the American Soldier have left their prints in many places … (add places from unit history), to name a few.

With boots on, U.S. Soldiers have fought wars, policed cities, stood between hostile forces, provided humanitarian relief, rescued civilians … And died. Boots have been buried with Soldiers, removed from bodies, amputated along with legs and shattered by mines. No matter where, or when, or what the mission, an Army NCO was there … Wearing boots.

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Their issued weapon, enables them to cut to the heart of the matter and ensure only those that are qualified and are a demonstrated true leader of Soldiers may pass under this sacred archway.

In the beginning, before one could be fully recognized as an NCO, he was required to stand four watches; one every four days. At the first watch a Soldier appeared and claimed a gift of bread and brandy. (Pause)

(SPC ???? from ???? Company, moves from their seat to take the bread and brandy then returns to their seat).

The sergeant of the guard came to the second watch for beer and tobacco. (Pause)

(SSG ???? from ???? Company, takes beer and tobacco and returns to his seat).

The First Sergeant reserved his visit for the third watch, when he was presented with a glass of wine and a piece of tobacco on a tin plate. (Pause)

(1SG ???? from ???? Company, takes a glass of wine and tobacco on a plate, then returns to his seat).

On the morning after the fourth watch, the sun would rise on a new NCO.

Today, we commemorate this rite of passage as a celebration of the newly promoted sergeants joining the ranks of the Noncommissioned Officer Corps, to emphasize and build on the pride we all share as members of such an elite corps.

7. Ladies and gentlemen, please listen to the voices of the NCOs from the past, present, and future as they light the candles:

8. Narrator: SSG ???? from the ???? Company, will light the red candle with the letter “N” which represents THE PAST, AND THE BLOOD WHICH WAS SHED.

*As the NCO begins speaking to light the candle, the table for the watch is removed*

9. SSG ????: “I am that Sergeant, a Noncommissioned Officer in the Army of the United States of America. For over two hundred and forty-three years I have trained and led our Nation’s Soldiers; and with them have purchased freedom with our blood. To the tyrant we are the day of reckoning, to the oppressed we represent a hope for the future. I was there at the beginning.

*After saying their part, returns to their seat*

10. Narrator: SFC ???? from ???? Company, will now light the white candle with the letter “C” which represents THE PRESENT AND PURITY.

11. SFC ????: “I led my Soldiers across that line of death drawn in the sand by a tyrant and in 100 hours crushed his Army. Against an enemy that knew they had no hope of surviving a head-to-head battle and resorted to guerrilla warfare, I stood firm at my outpost and showed that the American Army is the Supreme Fighting Force for freedom in the world.”

*After saying their part, returns to their seat*

12. Narrator: SSG ???? from the ???? Company will now light the blue candle with the letter “O” that represents THE FUTURE AND LOYALTY TO OUR COUNTRY.

13. SSG ????: “I am the Sergeant leading my Soldiers on patrol, manning check points, executing logistics, and securing sites across all domains of battle. I am a warrior and I train my Soldiers to live the Warrior Ethos. I am prepared to go anywhere on this earth to project the power of our country to implement peace and guarantee democracy.”

*After saying their part, returns to their seat*

14. Narrator: Ladies and gentlemen, the Command Sergeant Major for the ???? (hosting) battalion, Command Sergeant Major ????.

15. CSM ????: (introduces the guest speaker).

16. CSM ????: Ladies and gentlemen: Command Sergeant Major ????.

*applause*

17. CSM ????: (speech).

*applause after speech*

*Arch guards move into place beside the arch, facing out*

18. Narrator: Ladies and gentlemen, now you will witness the signing and issuing of the NCO Charge by the inductees and Command Sergeant Major ???? (Host CSM). This document denotes acceptance of the duties and responsibilities of the Noncommissioned Officer.

*Host CSM moves from his seat to center stage. CSM ???? turns to narrator and asks:*

19. CSM ????: “How many candidates do we have to induct?”

20. Narrator: Sergeant Major, there are ?? candidates.

*On “Candidates” all the Soldiers will stand in unison*

Narrator: As leaders, NCO’s must be proven worthy of the rank of Sergeant. Keep an attentive ear as you listen to your First Sergeants while they give you words of wisdom and experience.

*On “First Sergeants”, 1SG #1 stands and faces the inductees*

21. 1SG #1: (commands, “Stand at ease”) “inductees, the place you will leave is a place to be respected and remembered, for there remain your subordinates. However, you are never to stand there again, unless you are no longer eligible to continue as a Noncommissioned Officer.”

22. 1SG #2: “The place that you are going is sacred, for it symbolizes the past, present, and future of the Noncommissioned Officer.”

1 January 2020 B-4 TC 7-22.7

23. 1SG #3: “From this place, you will carry out the responsibilities of your position. Never forget where you came from or that you must lead by example and always take care of your Soldiers.”

24. 1SG #4: “The NCO’s within your unit also stand behind you as you learn and grow. Stay within the circle of Noncommissioned Officers, solicit their help and knowledge; accept their guidance, because they have been where you are about to go.” (Calls; “GROUP ATTENTION”).

*Host CSM ???? moves to center stage after 1SG #4 stops speaking*

*1SG #4 executes an about face and turns the formation over to CSM ????*

25. Host CSM ????: "Inductees, raise your right hand and repeat after me."

26. Host CSM ????: "I (state your full name) will discharge carefully and diligently the duties of the grade to which I have been promoted, and uphold the traditions and standards of the Army.

I understand that Soldiers of lesser rank are required to obey my lawful orders. Accordingly, I accept responsibility for their actions as a Noncommissioned Officer. I accept the charge to observe and follow the orders and directions given by supervisors, acting according to the laws, articles, and rules governing the discipline of the Army.

I will correct conditions detrimental to the readiness thereof. In so doing, I will fulfill my greatest obligation as a leader, and thereby confirm my status as a Noncommissioned Officer."

1 January 2020 TC 7-22.7 B-5

27. Host CSM ????: “Inductees, do you swear or affirm to uphold and secure the value and the responsibilities of the Noncommissioned Officer Corps?”

28. Inductees: “Yes, Command Sergeant Major!” (drop right hand).

*CSM ???? looks at the candidates

29. Host CSM ????: “Candidates are you ready to pass through the lines of authority and accept the responsibility of a Noncommissioned Officer?”

30. Inductees: “Yes, Command Sergeant Major!”

31. Narrator: Please take your seats.

*All companies except HHC take their seats*

32. Company 1SG’s gives command “Right Face” and “Forward March” candidates move to table and signs the charge of responsibility; inductee then moves onto the stage as their name is called*

*As soon as 1SG’s call right face the Arch Guards center face*

*Host CSM ???? walks across the stage and has the Guest speaker join them next to the arch*

33. Host CSM ????: “Who will vouch for these NCOs to be inducted?”

*Host CSM ???? will ask each respective 1SG as he takes his position beside the arch ahead of his Soldiers*

34. 1SG from Unit: “I do, Command Sergeant Major!”

*Arch guards raise their halberds/swords with the tips crossed after the 1SG’s pass under, then they will raise and cross their sword while the entire company passes under*

*NOTE: For smaller ceremonies, each NCO inducted can have a sponsor that is asked the same question before being allowed to cross under the archways.

CSM- Are there any Soldiers present that deserve to be members of our time honored corps? Inductee: I (Rank/Name). Sponsor: I (Rank/Name) recommend SGT ???? to be inducted into the Noncommissioned Officer corps.

*Once all have been introduced and recommended, all move on stage to cross under the archway*

1 January 2020 B-6 TC 7-22.7

35. Narrator: Now that you have been officially charged, step forward to receive your charge. Take them with you and display them proudly. As you leave here today, never forget your role as a Noncommissioned officer.

*Unit may determine what each inductee will receive. Recommendedthey receive their Signed NCO Charge, a framed copy of the NCO Creed signed by the BN Command Team, a copy of the Battalion History and a copy of the description and symbolism of their patch and the Battalion Crest, as well as TC 7-22.7, Noncommissioned Officer Guide.*

*As the second-to-last NCO’s name is called from the preceding company, the following company will move to the position of attention, execute a right face and march to the stage.*

36. Narrator: Recites NCO inductee List

HEADQUARTERS AND HEADQUARTERS COMPANY SGT SGT SGT SGT

COMPANY 2 SGT SGT SGT SGT

COMPANY 3 SGT SGT SGT SGT

COMPANY 4

TC 7-22.7 B-7

SGT SGT SGT SGT

*Each new NCO will move through the arch, receive charge, and shake hands, pose for a photo, and return to their seat. Once the last NCO and official party is seated, narrator continues.*

37. Narrator: Ladies and gentlemen, “A Soldier’s Request”.

*Soldiers/NCOs will stand from their seats in the audience and recite their lines*

1 January 2020

38. Soldier 1 SPC ????, Company : Treat me with respect, Sergeant. For no heart in the entire world is more loyal than the heart of an American Soldier. Do not break my spirit with your words, Sergeant. Know I will do what you demand, your guidance, patience, and understanding will more quickly teach me to “Be, Know, and Do”.

39. NCO Response SGT ????, Company: TRUST ME, SOLDIER. YOU HAVE A MIND AND THE WILL TO BE TRAINED. I WILL TELL YOU MY HIGHEST TRUTH IF I KNOW YOU ARE LISTENING. YOUR TRUST IS ONE OF YOUR MOST PRIZED POSSESSIONS; WORKING TO EARN IT MAKES ME A BETTER LEADER.

40. Soldier 2 SPC ????, Company: Speak with me often. For the praise and counseling you give is expected. I am an American Soldier, expecting to be trained. Discipline must be a part of my life. Train me for the elements, Sergeant. For I must learn to fight and win in the cold, the wet, and the desert. Those who would be my enemies will use these elements. I must be prepared.

41. NCO Response SSG ????, Company: FOLLOW ME, SOLDIER, FOR THE STEPS I TAKE ARE TAKEN MORE CAREFULLY IF I KNOW YOURS WILL FOLLOW. PERSONAL SACRIFICES ARE EASY BUT YOUR SAFETY I HOLD DEAR. MAKE THEM ONE AND I WILL LEAD YOU AS BEST AS I CAN. 42. Soldier 3 SPC ????, Company: I ask no greater glory, Sergeant, than to defend our country and our way of life, against all enemies, both foreign and domestic. Allow me that privilege, Sergeant…..train me. Provide me the necessities of food and drink, Sergeant. Train me to be self-sufficient, that I may lead the way, and stand ready, willing and able to protect you; with my life if necessary, should your life be in danger.

43. NCO Response SGT ????, Company: OBEY ME, SOLDIER, NOT BECAUSE YOU HAVE TO BUT BECAUSE YOU WANT TO. YOUR ACTIONS GIVE MY WORDS POWER. A LEADER’S INFLUENCE IS LIMITED BY THE ACTIVITY THAT LEADER CAN INFLUENCE. EMPOWER ME SO THAT I MAY USE THAT POWER TO YOUR BENEFIT.

44. Soldier 4 Pv2 ????, Company: Train me, Sergeant, that one day I too can be called Sergeant, trainer of Soldiers, backbone of the Army. Train me to accept those responsibilities that are yours. Train me to train my Soldiers to be the greatest defenders of freedom in the world. Sergeant, train me to be a Sergeant. I shall leave this Army knowing, with my last step and my last breath, that my fate was always safest in your hands.

45. All four Soldiers: Sergeant, train me, that I too can earn the title “Sergeant”.

46. NCO Response SSG ???? Company: RESPECT ME, SOLDIER, BECAUSE RESPECT IS A TWO-WAY STREET. IT IS GIVEN MORE EASILY TO THOSE FROM WHOM IT IS READILY RECEIVED. WHEN YOU REMIND ME WHAT RESPECT LOOKS LIKE, I CAN KEEP MYSELF IN LINE AS WELL. SOLDIER, I AM A LEADER. GIVE ME A SOLDIER TO LEAD. I AM AT MY BEST WHEN YOU ARE AT YOURS. PUSH YOURSELF AND THEREBY PUSH ME TO BE A BETTER LEADER FOR YOU EVERY DAY. I PROMISE I WILL RISE TO THE CHALLENGE.

1 January 2020 B-8 TC 7-22.7

47. All newly inducted NCO’s standing say in unison “WE WILL LEAD YOU!”

48. Narrator: SGT ????, will now present our guest speaker CSM ???? with a small token of appreciation for her kind words of wisdom. (Moves to the podium and gives the guest speaker the gift) Asks if he/she would join the newly inducted NCO’s to recite the NCO Creed.

1 January 2020 TC 7-22.7 B-9

49. Narrator: Every Soldier has a Sergeant… Every Soldier deserves a leader who is a capable trainer, is trustworthy, is genuinely concerned for their health and welfare, and develops them to be the leaders of tomorrow. The Soldier’s Creed and the Warrior Ethos are compelling obligations we expect our Soldiers to live by. Likewise, we expect our leaders to live by those obligations and the Creed of the Noncommissioned Officer. The Creed of the Noncommissioned Officer has served as a guiding document for Noncommissioned Officers since its inception in 1973, though its concepts have always been a part of our Corps. Each major paragraph begins with three letters: N, C, O. These words have inspired Noncommissioned Officers, and have served as a compass to guide us through the difficult paths that we travel. Today, our newest Noncommissioned Officers will affirm their commitment to the professionalism of our Corps, and become a part of the “Backbone” of the Army.

50. Narrator: Ladies and Gentlemen please stand and join our inductees and all NCOs past and present as they recite the Creed of the Noncommissioned Officer, emphasizing their duties and responsibilities of the grade to which they have been promoted and remain standing for the benediction, singing of the Division Song, the Army Song and the departure of the Official Party.

*On “Please Stand” all Official Party and Inductee’s stand at attention.*

51. Chosen Inductee: The Creed of the Noncommissioned Officer

52. NCOs: Recite the NCO Creed.

*Once the NCO Creed is complete, chosen NCO walks back to their seat.*

53. NCO: Give Benediction (SFC ????).

*Plays the Division/Army song. Then departure music*

*CSM ???? commands, “Right Face, forward march.” Official Party exits ceremony area*

54. Narrator: Ladies and gentlemen this concludes our ceremony. Please take a moment to join us in congratulating our newly inducted NCOs. Thank You for attending! “Battalion Motto!!”

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1 January 2020 TC 7-22.7 C-1

Appendix C:

Leader Tools

Leadership Philosophy.

Military organizations have mission statements that assist in making operational what is in the organization’s vision statement. A philosophy is intended to articulate an individual’s priorities within the context of the vision and mission statements. A Leadership philosophy lets people know what you expect, what you value, and how you will act. Leadership philosophies help:

• Keep the leader on course. • Let Soldiers know what the leader wants. • Provide clear leader intent. • Establish clear priorities. • Provide consistency that enhances trust and confidence. • Staff and Soldiers understand the leader’s inner thoughts, beliefs, and expectations. • Communicate a vision and purpose to an organization.

Army Training Network (ATN).

The ATN provides users at every level the most up-to-date doctrine, requirements, tasks, and tools to ensure Soldiers are trained and ready. The ATN provides self-help services for Unit Training Management, Home Station Training Enablers, Leader Development, Specific Training Resources, Training Doctrine & Publications, Centers of Excellence and Proponents, HQDA Commands Training Guidance and other training related resources. Training is the NCOs primary role and ATN provides substantial support. Support services include:

• Unit Training Management: Standards for Training Proficiency, Digital Training Management System (DTMS) Knowledge Base, training management briefings, and combined arms training strategies (CATS).

• Home Station Training Enablers: Operational environment/OPFOR publications, Army Learning Management System (ALMS), Integrated Training Environment (ITE) portal, MILGAMING portal, Network Engagement, Training Aids Devices, Simulators and Simulations (TADDS) at your local TSC, Total Ammunition Management Information System (TAMIS), and Mission Command Training Program.

• Leader Development: Army leader exchange (ALX), leader improvement center, Multi-source Assessment and Feedback (MSAF), Center for Army Lessons Learned (call), MYTRAINING (includes digital job book and leader readiness tool gadgets), Army leader exchange training support package, and institutional & operational UTM products.

• Specific Training Resources: Combat Training Centers (CTCs), Pre-Deployment, TRADOC Culture Center, and Traumatic Brain Injury (TBI).

• Training Doctrine and Publications: Central Army Registry (CAR), Army Publishing Directorate (APD), doctrine update publications, and joint doctrine education and training electronic information system (JEL+) JDEIS. NOTE: More information about ATN can be found at: https://atn.army.mil/

Army Career Tracker (ACT).

The ACT is an individual career management system aimed at supporting the lifecycle of the Soldier. The ACT encourages Soldier and their leaders to define career goals, create and ensure time-lines are met for those goals and help fulfill objectives both inside and outside the Army. The ACT continues to improve on its capabilities to resource and inform Soldiers and leaders of initiatives and career development programs. The ACT provides the following features to assist both the Soldier and leader: a. Encourages Soldiers to develop an individual development plan that tracks training, military education, civilian education, and a host of other development paths.

b. Access to DLC enrollment.

c. Automated sponsorship, which standardizes procedures for requesting for a sponsor; management of the linkage between Soldier and Sponsor by the losing and gaining commands.

d. Provides links to other support sites such as MyPay.

e. Consolidates information from several systems and presents it at one central site.

f. It integrates Total Army Database, GoArmy Education, the Army Learning Management System, and the Army Training Requirements and Resources System (ATRRS).

NOTE: The ACT website is available at CAC login: https://actnow.army.mil/

Center for Army Leadership (CAL) conducts leadership and leader development research, studies, analyses, assessments, and evaluations. It provides the Army leadership and leader development doctrine, products, and services. The CAL develops and maintains the Army Leader Development Strategy and its annexes. It also manages the Army Leader Development Program. Users access CAL at https://usacac.army.mil/organizations/mccoe/cal.

Central Army Registry (CAR) is a web-based digital catalog and repository that serves as the warfighters’ one-stop source for training-related products. These products include doctrine, published tasks, training circulars, training support packages, and graphic training aids. Users can search for training products in the CAR by using the search function (product identification number, title, or keywords) or browsing capability (product type, proponent, etc.). The CAR is available on ATN and is accessed at https://atiam.train.army.mil/catalog/dashboard.

Center for Army Lessons Learned (CALL) is the Army’s source for adaptive learning based on lessons and best practices from the Army. It publishes handbooks, newsletters, News From the Front, and other products. It provides timely and relevant knowledge by using integrated systems and interactive technology. Users access the CALL at http://usacac.army.mil/ organizations/mccoe/call.

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D-1

APPENDIX D:

PROFESSIONAL READING LIST

Self-Development and personal growth are essential to developing leaders. Reading is an essential element of professional development. The scope and breadth of leader relevant issues in professional readings will serve to broaden and to deepen our understanding of our roles in leadership. The recommend list is not all-inclusive and will evolve as relevant leadership issues emerge. As a professional, it is important to create a personal course to read, study, reflect and apply in order to improve your understanding of our profession.

Constitution of the United States. Available online at http://www.archives.gov/nationalarchives- experience/ chartersconstitution.html

Band of Brothers: E Company, 506th Regiment, 101st Airborne from Normandy to Hitler’s Eagle’s Nest. Stephen E. Ambrose // New York: Simon & Schuster, 2001.

Gettysburg Address. Available online at http://www.archives.gov/nationalarchives- experience/charters/ constitution.html

The Profession of Arms. John Winthrop Hackett // New York: Macmillan, 1983.

We Were Soldiers Once … and Young: Ia Drang—the Battle That Changed the War in Vietnam. Harold G. Moore and Joseph L. Galloway // New York: Harper Torch, 2002.

The Starfish and the Spider: The Unstoppable Power of Leaderless Organizations. Ori Brafman and Rod Beckstrom // New York: Penguin Group, 2006.

Surviving the Shadows: A Journey of Hope into Post- Traumatic Stress. Bob Delaney with Dave Scheiber, Amazon/Barnes and Noble.

The Servant; A Simple Story About The True Essence of Leadership. Jim Hunter, Amazon/Kindle.

The Richest Man in Babylon. George S. Clason, Penguin books, 1926.

Up Front. Bill Mauldin, WW. Norton & Company, 2000.

The 16 Sixteen-Personality Types, Descriptions for Self- Discovery . Linda V. Berens and Dario Nardi, Radiance House, 1998.

George C. Marshall, Soldier-Statesman of the American Century. Mark A. Stoler, Twayne Publishers, Simon and Schuster MacMillian, New York 1989.

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GLOSSARY

Glossary-1

The glossary lists acronyms and terms.

SECTION I – ACRONYMS AND ABBREVIATIONS

AAR: After Action Review ACS: Army Community Service ACFT: Army Combat Fitness Test ACT: Army Career Tracker ADP: Army Doctrine Publication AEF: American Expeditionary Force ALMS: Army Learning Management System AOAP: Army Oil Analysis Program AR: Army Regulation ATMS: Army Training Management System ATN: Army Training Network BOSS: Better Opportunities for Single Soldiers CAL: Center for Army Leadership CALL: Center for Army Lessons Learned CAR: Central Army Registry CATS: Combined Arms Training Strategy CMF: Career Management Field COC: Chain of Command CoE: Center of Excellence COMPO 2/3: Component 2=National Guard; 3=Reserves CPCE: Command Post Computing Environment CSA: Chief of Staff Army CSDP: Command Supply Discipline Program CSGC: Command Staff General College C2: Command and Control C3: Common Core Competencies DLC: Distributed Leader Course DOD: Department of Defense DTMS: Digital Training Management System EFMB: Expert Field Medical Badge EIB: Expert Infantryman Badge EO: Equal Opportunity EPMS: Enlisted Personnel Management System ESB: Expert Soldier Badge FM: Field Manual FRAGO: Fragmentary Order 1 January 2020 TC 7-22.7

FRG: Family Readiness Group FUOPS: Future Operations GWOT: Global War on Terrorism HLS: Higher Learning Commission HQDA: Headquarters Department of the Army IG: Inspector General INCOPD: Institute for Noncommissioned Officer Professional Development IPPS-A: Integrated Personnel and Pay System-Army JAG: Judge Advocate General JP: Joint Publication LOE: Line of Effort LTX: Lane Training Exercise MC: Mission Command MCM: Manuel for Court Martial MDMP: Military Decision Making Process MEDPROS: Medical Protection System MET: Mission Essential Task METL: Mission Essential Task List MFT: Master Fitness Trainer MOS: Military Occupational Specialty NATO: North Atlantic Treaty Organization NCOA: Noncommissioned Officer Academy NCOCC: Noncommissioned Officer Candidate Course NCOER: Noncommissioned Officer Evaluation Report NCOES: Noncommissioned Officer Education System NCOLCoE: Noncommissioned Officer Leadership Center of Excellence NCOPDP: Noncommissioned Officer Professional Development Program NCOPDS: Noncommissioned Officer Professional Development System NDA: National Defense Act OIP: Organizational Inspection Program OPORD: Operations Order PACE: Primary/Alternate/Contingency/Emergency (Communications plan) PME: Professional Military Education RFMSS: Range Facility Management Support System ROTC: Reserve Officer Training Corps SAV: Staff Assistance Visits SFL-TAP: Soldier for Life-Transition Assistance Program SHAEF: Supreme Headquarters Allied Expeditionary Force SMA: Sergeant Major of the Army

1 January 2020 Glossary-2 TC 7-22.7

Glossary-31 January 2020 TC 7-22.7

SME: Subject Matter Expert SOP: Standard Operating Procedure STT: Sergeants Time Training STX: Situational Training Exercise TAMIS: Total Ammunition Management Information System TC: Training Circular TLP: Troop Leading Procedures TRADOC: U.S. Army Training and Doctrine Command TTP: Tactics, Techniques, and Procedures T&EO: Training and Evaluations Outline UPL: Unit Prevention Leader UTP: Unit Training Plan USASMA: U.S. Army Sergeants Major Academy USC: U.S. Code VTC: Video Teleconferencing WARNO: Warning Order

SECTION II – TERMS

Army Profession: A vocation of Soldiers and Department of the Army Civilians whose collective expertise is the ethical design of, support to, and application of land-power; serving under civilian authority; and entrusted to defend the Constitution and the rights and interests of the American people.

Candor: Being frank, honest, and sincere with others. Carefully considered professional judgment offered to subordinates, peers, and superiors in an expression of personal courage. (ADP 6-22)

Certification: Verification and validation of an Army Professional’s character, competence, and commitment to fulfill responsibilities and successfully perform assigned duty with discipline and to standard.

Character: Consists of their true nature guided by their conscience, which affects their moral attitudes and actions. (ADP 6-22)

Command: The authority that a commander in the armed forces lawfully exercises over subordinates by virtue of rank or assignment. Command includes the authority and responsibility for effectively using available resources and for planning the employment of, organizing, directing, coordinating, and controlling military forces for the accomplishment of assigned missions. It also includes responsibility for health, welfare, morale, and discipline of assigned personnel. (JP 1-02)

Command and Control: The exercise of authority and direction by a properly designated commander over assigned and attached forces in the accomplishment of the mission. (JP 1)

Commitment: Resolve to contribute honorable service to the Nation and accomplish the mission despite adversity, obstacles, and challenge.

Competence: Demonstrated ability to successfully perform duties with discipline and to standard. Leader development: Leader development is a deliberate, continuous, sequential, and progressive process grounded in the Army values. It grows Soldiers and Army Civilians into competent, confident leaders capable of directing teams and organizations. (AR 350-1)

Leadership: The activity of influencing people by providing purpose, direction, and motivation to accomplish the mission and improve the organization. (ADP 6-22)

Mentorship: The voluntary developmental relationship that exists between a person of greater experience and a person of lesser experience that is characterized by mutual trust and respect. (AR 600-100)

Mission Command: The Army's approach to command and control that empowers subordinate decision making and decentralized execution appropriate to the situation. (ADP 6-0)

Servant leadership: Serving others by working toward their development and well-being in order to meet goals for the common good. “Servant leaders seek to nurture their abilities to dream great dreams” (Spears, 2010, p. 28).

1 January 2020 Glossary-4 TC 7-22.7

REFERENCES

All Websites accessed on 1 August 2019.

REQUIRED PUBLICATIONS These documents must be available to intended users of this publication. DOD Dictionary of Military and Associated Terms. November 2019.

ADP 1-02. Terms and Military Symbols. 14 August 2018.

RELATED PUBLICATIONS These documents contain relevant supplemental information. Most Army doctrinal

Army Directive 2011-19, Expedited Transfer or Reassignment Procedures for

ADP 1, The Army. 31 July 2019. ADP 1-01, Doctrine Primer. 31 July 2019. ADP 3-0, Operations. 31 July 2019. ADP 5-0, The Operations Process. 31 July 2019. ADP 6-0, Mission Command: Command and Control of Army Forces. 31 July 2019. ADP 6-22, Army Leadership and the Profession. 31 July 2019. ADP 7-0, Training. 31 July 2019. AR 27-10, Military Justice. 11 May 2016 AR 215-1, Military Morale, Welfare, and Recreation Programs and Non-appropriated Fund Instrumentalities. 24 September 2010.

AR 350-1, Army Training and Leader Development. 10 December 2017. AR 385-10, The Army Safety Program. 24 February 2017. AR 600-8-8, The Total Army Sponsorship Program. 28 June 2019. AR 600-9, The Army Body Composition Program. 16 July 2019. AR 600-20, Army Command Policy. 6 November 2014. AR 600-25, Salutes, Honors, and Courtesy. 10 September 2019. AR 600-85, The Army Substance Abuse Program. 28 November 2016. AR 601-280, Army Retention Program. 16 October 2019. AR 608-1, Army Community Service. 19 October 2017. AR 608-18, The Army Family Advocacy Program. 30 October 2007. AR 608-75, Exceptional Family Member Program. 27 January 2017. AR 621-5, Army Continuing Education System. 11 July 2006 AR 623-3, Evaluation Reporting System. 14 June 2019. AR 670-1, Wear and Appearance of Army Uniforms and Insignia. 25 May 2017. AR 735-5, Property Accountability Policies. 9 November 2016. AR 930-4, Army Emergency Relief. 5 May 2019. AR 930-5, American National Red Cross Service Program and Army Utilization. 1 February 2005.

DA Pam 385-10, Army Safety Program. 23 May 2008. DA Pam 611-21, Military Occupational Classification and Structure. 19 July 2018. DA Pam 670-1, Guide to the Wear and Appearance of Army Uniforms and Insignia. 25 May 2017.

victims of Sexual Assault. 3 October 2011.

1 January 2020 TC 7-22.7 References-1

publications are available online: https://armypubs.army.mil/.

FM 3-0, Operations. 6 October 2017. FM 6-22, Leader Development. 30 June 2015. FM 7-0, Train to Win in a Complex World. 5 October 2016. FM 7-22, Army Physical Readiness Training. 26 October 2012. MIS PUB 27-7, The Manual for Courts-Martial United States. 15 February 2019. STP 21-1-SMCT, Soldier's Manual of Common Tasks, Warrior Skills, Level 1. 07 November 2019. USAR 608-1, Army Reserve Family Programs. 1 August 2000.

1 January 2020 References-2 TC 7-22.7

WEBSITES American Red Cross at www.redcross.org.

Army Community Service (ACS) at https://myarmybenefits.us.army.mil/Benefit-Library/ Federal-Benefits/Army-Community-Service-(ACS)?serv=120.

Army Continuing Education System (ACES) at https://myarmybenefits.us.army.mil/Benefit- Library/Federal-Benefits/Army-Continuing-Education-System?serv=125.

Army Emergency Relief (AER) at www.aerhq.org. Army Family Action Plan (AFAP) at http://www.myarmyonesource.com/familyprograms andservices/familyprograms/armyfamilyactionplan/default.aspx.

Army Family Advocacy Program / New Parent Support Program at https:// myarmybenefits.us.army.mil/Benefit-Library/Federal-Benefits/Family-Advocacy-Programs- (FAP). Army Family Team Building (AFTB) at https://www.myarmyonesource.com/ familyprogramsandservices/familyprograms/armyfamilyteambuilding/default.aspx

Army Safety Program at https://safety.army.mil/. Army Substance Abuse Program (ASAP) / Substance Use Disorder Clinical Care (SUDCC) at https://home.army.mil/imcom/index.php/search?search_paths%5B5D=&query= sudcc&submit=%3E%3E.

Army World Class Athlete Program (WCAP) at https://www.armywcap.com/. Better Opportunities for Single Soldiers (BOSS) at https://www.armymwr.com/programs-

and-services/boss/about-boss. Child, Youth and School Services (CYSS) at http://www.myarmyonesource.com/ ChildYouthandSchoolServices/Default.aspx. Comprehensive Soldier and Family Fitness (CSF2) and Master Resilience Trainer (MRT) at https://readyandresilient.army.mil/CSF2/index.html. Defense Enrollment Eligibility Reporting System (DEERS) at https://milconnect.dmdc.osd. mil/milconnect/public/faq/DEERS-About_DEERS.

Equal Opportunity Program (EO) at https://www.armyg1.army.mil/eo/. Exceptional Family Member Program (EFMP) at https://www.myarmyonesource.com/ familyprogramsandservices/familyprograms/exceptionalfamilymemberprogram/default.aspx.

Financial Readiness Program (FRP) at https://www.armymwr.com/programs-and-services/ personal-assistance/financial-readiness.

Inspector General (IG) at https://www.daig.pentagon.mil/. Military Family Life Consultant (MFLC) at https://www.militaryonesource.mil/confidential- help/non-medical-counseling/military-and-family-life-counseling/the-military-and-family-life- counseling-program.

Army Morale, Welfare, and Recreation (MWR) at www.armymwr.com. Private Public Partnerships (P3) at www.usar.army.mil/P3. Sexual Harassment/Assault Response and Prevention (SHARP) / I AM STRONG /CATCH

1 January 2020 TC 7-22.7 References-3

at www.sexualassault.army.mil and https://cms1.sapr.mil/catch. Soldier for Life – Transition Assistance Program (SFL-TAP) at www.sfl-tap.army.mil. Total Army Sponsorship Program (TASP) at https://home.army.mil/benelux/index.php/ about/Garrison/directorate-human-resources/military-personnel-division/total-army- sponsorship-program-tasp. Veterans Affairs (VA) Home Loan Program at www.benefits.va.gov/homeloans/.

PRESCRIBED PUBLICATIONS This section contains no entries.

REFERENCED FORMS Unless otherwise indicated, DA forms are available on the Army Publishing Directorate website (https://armypubs.army.mil/). DA Form 2028, Recommended Changes to Publications and Blank Forms.

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TC 7-22.7 1 January 2020

DISTRIBUTION: Active Army, Army National Guard, and United States Army Reserve: istributed in

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THE NCO LEADERSHIP CENTER OF EXCELLENCE

PIN:105083-000

NOVEMBER DISTRIBUTION RESTRICTION: Approved for public release; distribution is unlimited.

HEADQUARTERS, DEPARTMENT OF THE ARMY

Foreword Developing leaders is an important part of stewarding our profession, the profession of arms. The U.S. Army’s asymmetric advantage in this volatile and complex world is our leadership at echelon. No other Army in the world can match us; frankly speaking, we have the best people.

I firmly believe that leaders are made and not born, and thus require a significant investment of time and energy to develop. FM 6-22 assists in this quest and applies to all leaders at echelon, from fire team to division. It provides specifics and examples of how to develop leaders, including oneself. This doctrine walks through a range of developmental activities that focus on feedback, practice, and study.

This manual tells the reader how an Army leader looks and acts. Mastery of this doctrine is a wise investment of a professional Soldier’s time.

THEODORE D. MARTIN LIEUTENANT GENERAL, UNITED STATES ARMY COMMANDING

This publication is available at the Army Publishing Directorate (APD) site (https://armypubs.army.mil), and the Central Army Registry site (https://atiam.train.army.mil/catalog/dashboard).

To receive APD’s weekly publishing update, subscribe at https://armypubs.army.mil/News/RssInstructions.aspx)

*FM 6-22

DISTRIBUTION RESTRICTION: Approved for public release; distribution is unlimited.

*This publication supersedes FM 6-22, dated 30 June 2015.

FM 6-22 i

Field Manual No. 6-22

Headquarters Department of the Army

Washington, D C ,

D Contents

Page

PREFACE……………………………………………………………………………………………………. vii INTRODUCTION …………………………………………………………………………………………… ix

Chapter 1 DEVELOPING LEADERS …………………………………………………………………………….. 1-1 Tenets of Developing Leaders ……………………………………………………………………….1-2 Leadership Requirements ……………………………………………………………………………..1-3 Developing Cohesive and Effective Teams………………………………………………………1-4 Growth Across Leadership Levels and by Cohorts ……………………………………………1-5 Transitions Across Organizational Levels ………………………………………………………..1-6

Chapter 2 FUNDAMENTALS OF DEVELOPMENT ………………………………………………………… 2-1 Section I–Setting Conditions………………………………………………………………………. 2-1 Establishing A Learning Environment ……………………………………………………………..2-2 Gaining Knowledge Of Subordinates ………………………………………………………………2-4 Section II–Providing Feedback …………………………………………………………………… 2-6 Observation Planning ……………………………………………………………………………………2-6 Accurate and Descriptive Observations …………………………………………………………..2-7 Observation Execution ………………………………………………………………………………..2-13 Feedback Delivery………………………………………………………………………………………2-15 Section III–Enhancing Learning ………………………………………………………………… 2-19 Guided Discovery Learning Techniques ………………………………………………………..2-19 Coaching……………………………………………………………………………………………………2-21 Counseling…………………………………………………………………………………………………2-22 Mentoring…………………………………………………………………………………………………..2-23 Study…………………………………………………………………………………………………………2-26 Section IV–Creating Opportunities ……………………………………………………………. 2-28 Challenging Experiences……………………………………………………………………………..2-28 Leader Selection…………………………………………………………………………………………2-29 Leader Succession ……………………………………………………………………………………..2-30 Career Development And Management…………………………………………………………2-31

Chapter 3 SELF-DEVELOPMENT ………………………………………………………………………………… 3-1 Strengths and Developmental Needs Determination …………………………………………3-2 Goal Setting…………………………………………………………………………………………………3-6 Self-Enhanced Learning ………………………………………………………………………………3-12 Learning In Action……………………………………………………………………………………….3-21

Chapter 4 LEARNING AND DEVELOPMENTAL ACTIVITIES …………………………………………. 4-1

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ii FM 6-22

Army Values……………………………………………………………………………………………….. 4-6 Empathy …………………………………………………………………………………………………….. 4-8 Warrior Ethos/Service Ethos…………………………………………………………………………. 4-9 Discipline………………………………………………………………………………………………….. 4-10 Humility ……………………………………………………………………………………………………. 4-11 Military and Professional Bearing ………………………………………………………………… 4-12 Fitness……………………………………………………………………………………………………… 4-13 Confidence ……………………………………………………………………………………………….. 4-14 Resilience…………………………………………………………………………………………………. 4-16 Mental Agility…………………………………………………………………………………………….. 4-16 Sound Judgment ……………………………………………………………………………………….. 4-19 Innovation…………………………………………………………………………………………………. 4-20 Interpersonal Tact ……………………………………………………………………………………… 4-22 Expertise ………………………………………………………………………………………………….. 4-25 Leads Others…………………………………………………………………………………………….. 4-25 Builds Trust ………………………………………………………………………………………………. 4-29 Extends Influence Beyond the Chain of Command ………………………………………… 4-33 Leads by Example……………………………………………………………………………………… 4-35 Communicates ………………………………………………………………………………………….. 4-41 Prepares Self ……………………………………………………………………………………………. 4-46 Creates a Positive Environment/Fosters Esprit de Corps………………………………… 4-54 Develops Others ……………………………………………………………………………………….. 4-63 Stewards the Profession …………………………………………………………………………….. 4-68 Gets Results……………………………………………………………………………………………… 4-70

Chapter 5 PROGRAM DEVELOPMENT ……………………………………………………………………….. 5-1 Unit Leader Development Programs………………………………………………………………. 5-2 Evaluating Leader Development Programs …………………………………………………… 5-22 GLOSSARY …………………………………………………………………………………… Glossary-1 REFERENCES……………………………………………………………………………. References-1 INDEX ………………………………………………………………………………………………… Index-1

Figures

Introductory Figure 1. Logic chart for developing leaders ………………………………………………………..x Figure 1-1. Leadership requirements model (ADP 6-22)……………………………………………………… 1-3 Figure 1-2. Army team building process model ………………………………………………………………….. 1-4 Figure 2-1. Fundamentals of developing leaders ……………………………………………………………….. 2-1 Figure 3-1. Example DA Form 7906 (front), Individual Development Plan—military member …… 3-7 Figure 3-2. Example DA Form 7906 (back), Individual Development Plan—military member…… 3-8 Figure 3-3. Example DA Form 7906 (front), Individual Development Plan—civilian member……. 3-9 Figure 3-4. Example DA Form 7906 (back), Individual Development Plan—civilian member …. 3-10 Figure 5-1. Example unit leader development program outline…………………………………………… 5-12 Figure 5-2. Example unit leader development program …………………………………………………….. 5-13 Figure 5-3. Example battalion NCO development program………………………………………………… 5-15 Figure 5-4. Example battalion platoon sergeant development program……………………………….. 5-16 Figure 5-5. Example battalion leader development program for lieutenants …………………………. 5-18 Figure 5-6. Example unit leader development scorecard …………………………………………………… 5-22

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FM 6-22 iii

Tables

Table 1-1. Questions to focus approach dealing with counterproductive leadership…………………1-4 Table 1-2. Characteristics of effective and ineffective teams…………………………………………………1-5 Table 2-1. Elements and questions to assess an organization………………………………………………2-2 Table 2-2. Learning principles …………………………………………………………………………………………..2-3 Table 2-3. Framing character ……………………………………………………………………………………………2-8 Table 2-4. Framing presence ……………………………………………………………………………………………2-9 Table 2-5. Framing intellect …………………………………………………………………………………………….2-10 Table 2-6. Framing leads ……………………………………………………………………………………………….2-11 Table 2-7. Framing develops…………………………………………………………………………………………..2-12 Table 2-8. Framing achieves…………………………………………………………………………………………..2-13 Table 2-9. Mentor roles and responsibilities ……………………………………………………………………..2-23 Table 3-1. Tips for motivation………………………………………………………………………………………….3-13 Table 3-2. Reflective question examples ………………………………………………………………………….3-16 Table 3-3. Example questions to focus thinking…………………………………………………………………3-18 Table 3-4. Techniques to address procrastination ……………………………………………………………..3-22 Table 4-1. Developmental goal identification ………………………………………………………………………4-1 Table 4-2. Methods to implement developmental activities …………………………………………………..4-2 Table 4-3. Evaluation model……………………………………………………………………………………………..4-3 Table 4-4. Developmental activities for attributes ………………………………………………………………..4-4 Table 4-5. Developmental activities for competencies………………………………………………………….4-4 Table 4-6. Essential principles, standards, and qualities for successful leaders ………………………4-7 Table 4-7. Discern right from wrong in any situation…………………………………………………………….4-7 Table 4-8. Develop the Army Values in all Army individuals………………………………………………….4-8 Table 4-9. Identify with another person’s feelings and emotions ……………………………………………4-9 Table 4-10. Exemplifies the Warrior Ethos/Service Ethos …………………………………………………..4-10 Table 4-11. Control personal behavior ……………………………………………………………………………..4-11 Table 4-12. Seek feedback and explore personal performance …………………………………………..4-12 Table 4-13. Possess a commanding presence ………………………………………………………………….4-13 Table 4-14. Project a professional image of authority…………………………………………………………4-13 Table 4-15. Have sound health, strength, and endurance…………………………………………………..4-14 Table 4-16. Project self-confidence and certainty ………………………………………………………………4-15 Table 4-17. Demonstrate composure through control over personal emotions ………………………4-15 Table 4-18. Recover quickly from adversity while maintaining focus…………………………………….4-16 Table 4-19. Develop mental flexibility ………………………………………………………………………………4-17 Table 4-20. Anticipate or adapt to uncertain or changing situations ……………………………………..4-18 Table 4-21. Apply multiple perspectives and approaches …………………………………………………..4-18 Table 4-22. Assess situations and draw sound conclusions………………………………………………..4-19 Table 4-23. Form sound opinions, sensible decisions, and reliable guesses …………………………4-20 Table 4-24. Introduce new ideas based on opportunity or challenging circumstances ……………4-21

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iv FM 6-22

Table 4-25. Produce novel and appropriate ideas and objects …………………………………………… 4-21 Table 4-26. Recognize diversity and display self-control, balance, and stability……………………. 4-22 Table 4-27. Understand interactions with others ………………………………………………………………. 4-23 Table 4-28. Be aware of how others see you and sense how to interact effectively………………. 4-24 Table 4-29. Acknowledge character, reactions, and motives and their effects ……………………… 4-24 Table 4-30. Possess relevant facts, beliefs, logical assumptions, and understanding …………… 4-25 Table 4-31. Uses appropriate influence methods to energize others …………………………………… 4-26 Table 4-32. Provides purpose………………………………………………………………………………………… 4-27 Table 4-33. Enforces standards……………………………………………………………………………………… 4-28 Table 4-34. Balances mission and followers’ welfare ………………………………………………………… 4-29 Table 4-35. Sets personal example for trust…………………………………………………………………….. 4-30 Table 4-36. Takes direct actions to build trust ………………………………………………………………….. 4-31 Table 4-37. Sustains a climate of trust ……………………………………………………………………………. 4-32 Table 4-38. Understands sphere, means, and limits of influence ……………………………………….. 4-33 Table 4-39. Negotiates, builds consensus, and resolves conflict ………………………………………… 4-34 Table 4-40. Displays character ………………………………………………………………………………………. 4-36 Table 4-41. Exemplifies the Warrior Ethos/Service Ethos………………………………………………….. 4-37 Table 4-42. Leads with confidence in adverse situations …………………………………………………… 4-38 Table 4-43. Demonstrates tactical and technical competence ……………………………………………. 4-39 Table 4-44. Understands and models conceptual skills …………………………………………………….. 4-40 Table 4-45. Seeks diverse ideas and viewpoints ……………………………………………………………… 4-41 Table 4-46. Creates shared understanding ……………………………………………………………………… 4-42 Table 4-47. Listens actively …………………………………………………………………………………………… 4-43 Table 4-48. Employs engaging communication techniques ……………………………………………….. 4-44 Table 4-49. Sensitive to cultural factors in communication ………………………………………………… 4-45 Table 4-50. Maintains physical and non-physical domain readiness …………………………………… 4-47 Table 4-51. Expands technical, technological, and tactical knowledge………………………………… 4-48 Table 4-52. Expands conceptual and interpersonal capabilities …………………………………………. 4-49 Table 4-53. Analyzes and organizes information to create knowledge ………………………………… 4-50 Table 4-54. Maintains relevant cultural awareness …………………………………………………………… 4-51 Table 4-55. Maintains relevant geopolitical awareness……………………………………………………… 4-52 Table 4-56. Maintains self-awareness …………………………………………………………………………….. 4-53 Table 4-57. Fosters teamwork, cohesion, cooperation, and loyalty …………………………………….. 4-54 Table 4-58. Encourages fairness and inclusiveness …………………………………………………………. 4-55 Table 4-59. Anticipates others’ duty needs………………………………………………………………………. 4-57 Table 4-60. Sets and maintains high expectations for individuals and teams……………………….. 4-58 Table 4-61. Creates a learning environment ……………………………………………………………………. 4-59 Table 4-62. Encourages open and candid communications……………………………………………….. 4-60 Table 4-63. Encourages subordinates…………………………………………………………………………….. 4-61 Table 4-64. Demonstrates care for follower well-being ……………………………………………………… 4-62 Table 4-65. Assesses others’ developmental needs …………………………………………………………. 4-63 Table 4-66. Counsels, coaches, and mentors ………………………………………………………………….. 4-64

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FM 6-22 v

Table 4-67. Facilitates ongoing development ……………………………………………………………………4-66 Table 4-68. Builds team skills and processes ……………………………………………………………………4-67 Table 4-69. Improves the organization……………………………………………………………………………..4-68 Table 4-70. Supports professional and personal growth……………………………………………………..4-69 Table 4-71. Prioritizes, organizes, and coordinates taskings……………………………………………….4-70 Table 4-72. Identifies and accounts for capabilities and commitment …………………………………..4-71 Table 4-73. Designates, clarifies, and deconflicts duties and responsibilities ………………………..4-72 Table 4-74. Identifies, contends for, allocates, and manages resources……………………………….4-74 Table 4-75. Removes work obstacles ………………………………………………………………………………4-75 Table 4-76. Recognizes and rewards good performance ……………………………………………………4-76 Table 4-77. Seeks, recognizes, and takes advantage of opportunities …………………………………4-77 Table 4-78. Makes feedback part of work processes………………………………………………………….4-78 Table 4-79. Executes plans to accomplish the mission ………………………………………………………4-79 Table 4-80. Identifies and adjusts to external influences …………………………………………………….4-80 Table 5-1. Information sources for assessment considerations……………………………………………..5-3 Table 5-2. Program goals and outcomes ……………………………………………………………………………5-4 Table 5-3. Enablers for learning ………………………………………………………………………………………..5-7 Table 5-4. Developmental activities and opportunities………………………………………………………….5-7

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FM 6-22 vii

Preface FM 6-22, Developing Leaders provides a doctrinal framework covering methods for how leaders develop other leaders, improve their organizations, build teams, and develop themselves. The title change reflects the manual’s emphasis on developing leaders at the direct and organizational levels. FM 6-22 emphasizes the active process of teaching, training, coaching, mentoring, study, and learning required for developing Army leaders. Development does not merely happen because of established institutional and administrative policies; developing leaders requires deliberate intent and genuine engagement by raters, senior raters, instructors, trainers, support personnel, and the leaders themselves.

Leadership is fundamental to Army operations as an element of combat power; subsequently developing leaders requires an understanding of related doctrine. To comprehend FM 6-22, readers should be familiar with the fundamentals of leadership, attributes, and competencies in ADP 6-22, Army Leadership and the Profession; understand the nature and fundamentals of operations as described in ADP 3-0, Operations; and be able to exercise command and control as described in ADP 6-0, Mission Command: Command and Control of Army Forces. The leader attributes and competencies are common to all Army leaders. Each branch identifies the technical and tactical knowledge, skills and abilities required of leaders to perform their duties at specific grades and positions. As the operations process is the framework for exercising command and control, readers must also understand the fundamentals of the operations process established in ADP 5-0, The Operations Process.

The principal audience for FM 6-22 is all Army leaders, military and civilian. FM 6-22 serves as a primary aid to leaders to develop individuals and cohesive teams from the division down with a focus on company to brigade levels. Trainers and educators throughout the Army use this manual.

Commanders, staffs, and subordinates must ensure that their decisions and actions comply with applicable U.S., international, and in some cases host-nation laws and regulations. Commanders at all levels will ensure that their Soldiers operate in accordance with the law of armed conflict (LOAC) and applicable rules of engagement. (See FM 6-27).

FM 6-22 uses joint terms where applicable. Select joint and Army terms and definitions appear in the glossary and text. Terms where FM 6-22 is the proponent publication are marked with an asterisk (*) in the glossary. Definitions for which FM 6-22 is the proponent publication are boldfaced in the text. For other definitions shown in the text, the term is italicized and the number of the proponent publication follows the definition.

This publication incorporates copyrighted material.

FM 6-22 applies to the Active Army, Army National Guard/Army National Guard of the United States, and United States Army Reserve unless otherwise stated.

The proponent of FM 6-22 is Headquarters, U.S. Army Training and Doctrine Command. The preparing agency is the Center for the Army Profession and Leadership (CAPL), U.S. Army Combined Arms Center–Mission Command Center of Excellence. Send comments or recommendations on DA Form 2028 (Recommended Changes to Publications and Blank Forms) to the Center for the Army Profession and Leadership, ATTN: ATZL- MCV-R, 804 Harrison Drive, Fort Leavenworth, KS 66027-2302 or by e-mail to [email protected].

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FM 6-22 ix

Introduction Army leaders are the competitive advantage the Army possesses that neither technology nor advanced weaponry and platforms can replace. Developing leaders is a complex and complicated undertaking because it is primarily a human endeavor—requiring constant involvement, assessment, and refinement. Today’s Army demands trained and ready units with agile, proficient leaders. Developing our leaders and ourselves is integral to our institutional success today and tomorrow. It is an important investment for the Army’s future because it builds trust in relationships and units, prepares leaders for future uncertainty, and is critical to readiness and our Army’s success. Leader development programs must recognize, produce, and reward leaders who are inquisitive, creative, adaptable, and able to exercise mission command. Leaders exhibit commitment to developing subordinates through executing their professional responsibility to teach, counsel, coach, and mentor subordinates. Successful programs that develop leaders incorporate accountability, engagement, and commitment; create agile and competent leaders; produce stronger teams and organizations; and increase expertise.

Developing leaders involves many practices to ensure people have opportunities to fulfill their goals and the Army has capable leaders in position and ready for the future. Practices include recruiting, accessions, training (including coaching, teaching, mentoring, fostering and advocating self-development), education, assigning, promoting, broadening, and retaining the best leaders, while challenging them over time with greater responsibility, authority, and accountability. Army leaders assume progressively broader responsibilities across direct, organizational, and strategic leadership levels.

FM 6-22 integrates doctrine, experience, and best practices by drawing upon applicable Army doctrine and regulations; input of effective Army officers, warrant officers, noncommissioned officers, and Department of the Army (DA) Civilians; recent Army leadership studies; and research on effective practices from the private and public sectors. This manual is about how to develop leaders to become skilled leaders. The Army’s broader family of field manuals develops leaders’ technical and tactical expertise. Branches identify the technical and tactical knowledge and skills for specific grades and positions.

Talent management and leader development are linked but separate processes. The Army develops individuals to be effective leaders. Talent management is an administrative process that puts the right person in the right job.

Army leaders develop themselves and others by: Planning, prioritizing, and engaging in development even when resources are limited. Gaining self-awareness thru feedback gained from performance counseling and assessments. Integrating development into day-to-day activities. Taking advantage of opportunities to provide constructive feedback. Strengthening leader attributes and competencies during developmental activities.

This manual is not intended to be read in a single sitting, although it is laid out in a fashion where that is possible. The information in this manual is best read and absorbed one chapter at a time, with time for reflection and digestion in between readings. FM 6-22 contains five chapters that describe the Army’s doctrine covering how to develop leaders:

Chapter 1 discusses the Army’s tenets for developing leaders, leader development challenges, leadership requirements, building teams, and development transitions across organizational levels.

Chapter 2 addresses the fundamentals for developing leaders in units by setting conditions, providing feedback, and enhancing learning while creating opportunities.

Chapter 3 provides information on the individual’s self-development process starting with identification of strengths and developmental needs, setting goals, and creating individual development plans.

Chapter 4 provides recommended learning and developmental activities for the attributes and competencies.

Chapter 5 discusses creating unit programs to develop teams of leaders and assessing unit programs.

The References section includes pertinent links to recommended websites and developmental readings.

Introduction

x FM 6-22

Introductory Figure 1. Logic chart for developing leaders

FM 6-22 1-1

Chapter 1

Developing Leaders

1-1. There is no more important task for the U.S. Army than developing its people to lead others to defeat any enemy, anywhere. Developing leaders is inherently part of every garrison activity, training event, and real-world operation Army forces conduct around the world. Each leader–subordinate interaction is a development opportunity. They are inseparable from training, enforcing standards, providing feedback, and setting a personal example.

1-2. Effective leaders represent the U.S. Army’s strategic advantage over its adversaries, and developing leaders ensures the Army maintains that advantage. The Army develops adaptable leaders capable of accomplishing missions in dynamic, unstable, and complex environments. A robust, holistic, and purposeful leader development program at strategic, organizational, and direct levels is essential to readiness and future success. The Army develops leaders who are agile, adaptive, and innovative through a mix of education, training, and experience. This encourages a leader who acts with boldness and initiative to execute missions according to doctrine and orders. The goal is to develop Army leaders who clearly provide purpose, direction, motivation, and vision to their teams and subordinates while executing missions to support their commander’s intent.

1-3. Developing leaders is fundamental to our Army. Leader development is the deliberate, continuous, and progressive process—founded in the Army Values—that develops Soldiers and Army Civilians into competent, committed professional leaders of character. Leaders develop through career-long synthesis of the training, education, and experiences acquired through opportunities in the institutional, operational, and self-development domains. Developing leaders includes all cohorts and components, beginning at recruitment and continuing until the leader leaves service (AR 350-1). A key component of leader development is remaining focused on the professionalism of our leaders and those they lead. By developing and promoting a professional force, the Army develops trust on several levels: between Soldiers; between Soldiers and leaders; between Soldiers and Department of the Army (DA) Civilians; between Soldier families and the Army; between the Army and Government; and between the Army and the American people. This is why the Army commits to providing quality education institutions and training along with challenging experiences and opportunities throughout a career to develop effective leaders and ready units.

1-4. Setting the proper development expectations of subordinates is critical, so they understand their development is a continuous process encompassing almost everything they do regardless of context. Significant leader development occurs during professional education, unit leader development programs, and counseling sessions. However, Army research shows the most effective developmental experiences occur in the operational domain, during daily interactions with subordinates as they prepare for and execute missions. These interactions create enduring positive results and prepare subordinates for greater levels of responsibility when they integrate with daily operations and allow for shared understanding about standards, desired outcomes, and lessons learned.

1-5. Developing leaders and being developed by others requires mutual understanding between leaders and subordinates—both about the work involved in developing others and work needed to become a good leader. The developmental experience can be challenging and requires openness and a willingness to take risks and learn from experiences (both successes and failures). Those who lead and develop other leaders must treat experiences as lessons learned sources.

Chapter 1

1-2 FM 6-22

Leader Development and Training Overlap Unit or organizational culture that emphasizes developing leaders through training priorities, sets expectations by grade and duty position, and develops leaders to achieve those expectations, is a proven tactic for developing tactically- and technically- sound subordinate leaders. Giving subordinate leaders opportunities to observe others operating a rifle or gunnery range to standard then coaching them as they do likewise, is an example of how training and leader development overlap in a practical sense. Those subordinates are prepared to execute similar missions in their next unit while developing their subordinates for greater responsibility.

TENETS OF DEVELOPING LEADERS 1-6. Tenets of developing leaders are the essential principles that make the Army successful at developing its leaders. The tenets provide a backdrop for the Army’s unit training principles (see ADP 7 0). The overarching tenets are—

Strong commitment by the Army, superiors, and individuals to developing leaders. Clear purpose and intention for what, when, and how to develop leadership. Supportive relationships and culture of learning. Three mutually supportive domains (institutional, operational, and self-development) that enable education, training, and experiences. Providing, accepting, and acting on candid assessment and feedback for self-awareness.

1-7. The Army prioritizes developing its people beyond a directed responsibility to develop subordinates. AR 600-100 directs Army leaders to develop their subordinates. Leaders must commit to developing others and themselves; Members want to serve in an organization that values camaraderie and teamwork while improving others’ capabilities. accountability for implementation follows responsibility.

1-8. Development occurs through both formal systems and informal practices. Reception and integration, newcomer training, developmental tasks and assignments, individual and collective training, educational events, transition or succession planning, and broadening are all activities where development occurs and should be encouraged. Development in the three mutually supportive domains (institutional, operational, and self-development) involves experiential learning that is consistent with the principle of train as you fight. Any experience that shapes and improves performance enhances development. Emphasizing any developmental domain at another’s expense hinders learning.

1-9. Feedback is necessary to guide and gauge development. Formal and informal feedback based on observation and assessment provide information to confirm or increase self-awareness about developmental progress. The Army established performance monitoring, evaluation reports, coaching, growth counseling processes, and self-awareness assessments to engage leaders and individuals. Feedback that goes from leader to led is essential for learning along with other feedback sources to develop leaders. Forming a mentoring or coaching relationship outside unit lines is a means to obtain informal feedback. Another is the feedback leaders obtain though self-assessments, study to improve, and application of knowledge or skills.

1-10. Development depends on having clear purpose for why, what, when and how to develop. Good leader development is purposeful and goal oriented. A clearly established purpose enables leaders to guide, assess, and accomplish development. The principles for developing leaders describe goals for what leaders need to be developed to do: lead by example, develop subordinates, create a positive environment for learning, exercise mission command, adaptive performance, critical and creative thinking, and know subordinates and their families. The core leader competencies and attributes identified in ADP 6-22 provide additional detail on what leaders need to be, know, and do.

1-11. Developing leaders includes holding subordinates accountable for maintaining Army standards, demonstrating the leadership requirements model competencies and attributes, adhering to Army Values, and accomplishing missions. Leaders must consider each situation and select the best approach to hold subordinates accountable. Sometimes, a private verbal correction is adequate, in others, where time or safety

Developing Leaders

FM 6-22 1-3

are paramount, a public correction commensurate with the seriousness of the situation is warranted. In others, written counseling provides a reference for future professional development. Setting expectations in a unit about how and why leaders hold subordinates accountable is itself a means of developing leaders. It ensures shared understanding on effective leader requirements and unit standards, ultimately growing better leaders and maintaining positive command climates.

LEADERSHIP REQUIREMENTS 1-12. The Nation and the Army articulate their expectations of Army leaders through the Army leadership requirements model (see figure 1-1) that illustrates expectations of every leader, whether military or civilian, officer or enlisted, active or reserve. It covers the core leader requirements and expectations of all leadership levels. Attributes are the desired internal leader characteristics—what the Army wants leaders to be and know. Competencies are skills and behaviors the Army expects leaders to acquire, demonstrate, and continue to enhance—what the Army wants leaders to do.

1-13. A clear leadership requirements framework provides leaders the basis to assess their strengths and developmental needs and to determine goals for improvement. The Army’s leadership requirements model specifically provides leaders with enduring attributes and competencies. The model provides a consistent reference point throughout professional and personal development progression. Leaders must improve in all the leader competencies, become more knowledgeable about the way the military operates, and understand how to operate in complex geopolitical situations.

Figure 1-1. Leadership requirements model (ADP 6-22)

1-14. As Army leaders develop themselves and others, they must guard against counterproductive leadership behaviors. The leadership requirements model identifies what leaders need to develop; counterproductive leadership identifies where leaders may need correction as they develop. As future operational environments will be increasingly complex, it is imperative to identify and counteract anything that prevents mission success. Counterproductive leadership is the demonstration of leader behaviors that violate one or more of the Army's core leader competencies or Army Values, preventing a climate conducive to mission accomplishment (ADP 6-22). Counterproductive leadership has long-term negative effects on individuals and units, impeding mission accomplishment and negating combat advantages.

Chapter 1

1-4 FM 6-22

1-15. Counterproductive leadership tends to fall into several categories: abusive, self-serving, erratic, leadership incompetence, and corrupt (see ADP 6-22 for complete descriptions). All leaders are susceptible to counterproductive leadership, especially during stress, high operating tempo, or other chaotic conditions. Left uncorrected, the negative effects can quickly cascade, lowering morale, commitment, cohesion, performance, readiness, and mission accomplishment.

1-16. Counterproductive leadership is complex and must be handled in an effective and constructive way that does not lead to further problems. Table 1-1 provides questions to identify, assess, and address counterproductive leadership. Training modules are available on the CAPL website.

Table 1-1. Questions to focus approach dealing with counterproductive leadership

Identify What is the behavior? What category does it fit in? Assess What conditions and factors influence the behavior(s)? Define the situation, actors, behaviors, and

behavior impact. Is there a pattern to the behaviors? Address What strategies (intervening for others, directly addressing, or strengthening resilience) should be

employed to address or cope with the behavior?

DEVELOPING COHESIVE AND EFFECTIVE TEAMS 1-17. The Army relies on effective teams to perform tasks, achieve objectives, and accomplish missions. Building and maintaining teams that operate effectively is essential. To do this, Army leaders employ Army team building, a continuous process of enabling a group of people to reach their goals and improve their effectiveness through leadership and various exercises, activities, and techniques. Figure 1-2 outlines the Army team building process.

Figure 1-2. Army team building process model

1-18. Three qualities characterize good teamwork: climate, identity, and cohesion. Climate refers to how members think and feel about their organization, based on shared perceptions and attitudes. It depends on the personalities within a unit, which change as people come and go. Team identity develops through a shared understanding of what the team exists to do and what the team values. Cohesion is the unity or togetherness across team members and forms from mutual trust, cooperation, and confidence. Teamwork increases when teams operate in a positive, engaging, and emotionally safe environment. An engaging environment occurs where team members desire to work together on missions; they feel a sense of self-worth and accomplishment

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FM 6-22 1-5

of something more important than they are. A safe environment occurs when team members feel they can be open and not threatened by unwarranted criticism.

1-19. Teamwork fosters open communication, improves professional relations, contributes to unit motivation, and builds trust. Teamwork pulls together a diverse groups’ knowledge and experience to accomplish the mission. Knowing the elements of effective teams and developing teamwork assists leaders to assemble the team, orient them, create an identity, cultivate trust, engage in solving problems, manage processes, regulate team dynamics, and deliver results to other organizations and stakeholders. High performing teams enforce high standards and hold each other accountable for their actions including their performance or output level. Table 1-2 compares effective and ineffective teams’ characteristics. See ATP 6-22.6 for specific techniques.

Table 1-2. Characteristics of effective and ineffective teams

Effective Teams Ineffective Teams Emphasize commonalities among members rather

than characteristics that cause subgroups to form. Hold a shared vision about operating as a team. Share useful information with other team members. Ensure team members join group activities (such as

sports, meals, or other off-duty activities). Act quickly to promote togetherness when schisms in

the group appear or morale drops. Show appreciation and concern for team members. Act as a team instead of individuals; take pride in

team accomplishments.

Fail to listen to relevant team member input. Speak disparagingly about other members. Fail to enforce or encourage discipline in the team. Compete, rather than cooperate, with other team

members. Argue over petty or trivial matters. Fail to act or decide on issues that have implications

for the team. Focus more on self-interest than team well-being. Give less than full effort due to low morale or lack of

confidence in other team members.

GROWTH ACROSS LEADERSHIP LEVELS AND BY COHORTS 1-20. The Army develops officers, at all levels, to understand and practice the mission command principles to lead and conduct military operations to support unified land operations. The Army expects officers to integrate developmental practices with collective and individual training to accomplish the Army’s missions and develop subordinates for future responsibilities. They routinely operate at direct-level interactions with others and work at the organizational and strategic levels to plan, prepare, execute, and assess policies, systems, and practices. Warrant officers serve at all echelons as the primary specialized experts, integrators, managers, and trainers who operate, maintain, administer, and supervise the Army’s equipment, support activities, and technical systems and processes in accordance with their primary career field. They bring an unequalled depth of knowledge, experience, leadership, and perspective to operations. Warrant officers, at all echelons, understand and practice the mission command principles to execute unified land operations. See DA PAM 600-3 for developmental opportunities throughout an officer’s career.

1-21. NCOs are responsible for setting and maintaining high-quality standards and discipline while conducting daily missions making decisions based on disciplined initiative derived from commanders' intent. NCOs serve as standard-bearers and role models vital to training, educating, and developing subordinates. Through training, coaching, mentoring, counseling, and informal interaction, NCOs guide Soldier development every day and play a role in developing junior officers. NCOs advise officers at all levels and are an important source of knowledge, experience, and discipline for all enlisted matters. See DA PAM 600- 25 for professional development opportunities.

1-22. DA Civilians provide crucial continuity and leadership to complement Soldiers’ roles. DA Civilian leaders require a broad understanding of military, political, and business-related strategies, as well as managerial, leadership, and decision-making skills. DA Civilians develop other DA Civilians and support military leader development as supervisors, mentors, and instructors. DA Civilians should understand and exercise the mission command principles while providing mission-based capabilities to support Army missions. See Department of Defense (DOD) Instruction 1430.16 and AR 690-950 for specifics.

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Leader development by walking around—the continual face-to-face engagement by leaders during daily duties—is the most effective informal means of developing leaders at the platoon, company, battalion, and brigade level.

TRANSITIONS ACROSS ORGANIZATIONAL LEVELS 1-23. Continual learning and development are the cornerstone for creating and sustaining an agile Army. Through activities in the institutional, operational, and self-development domains, personnel obtain education, training, and experiences to grow and succeed at positions of greater responsibility. As Army leaders progress in leadership responsibilities, it is necessary for them to develop new skills and abilities to refine how they will lead at the next level.

1-24. The timing of development is especially important because personnel join and move through a series of alternating and progressive education, training, and operational experiences. The approach applies to DA Civilians as well; however, federal service does not program advancement opportunities for most positions. DA Civilians move across positions based on the governing regulations and laws relating to applying for and filling positions. Ideally, the best direct-level leaders are developed into organizational level leaders and ultimately into strategic and enterprise level leaders.

1-25. In addition to the leadership requirements model, leaders must grow in their ability to understand, visualize, describe, direct, lead, and assess under differing conditions changing at each leadership level. As leaders progress, they experience greater challenges based on the situation’s scope, the consequences and risks involved, and the time horizon. As scope increases, the number of people and outside parties involved increases. The consequences of decisions increase, as do the risks that leaders must address. The length of time that leaders’ decisions apply tend to increase at higher levels as well as the time over which leaders can apply influence.

1-26. Career transitions can be difficult, regardless of performance and potential at prior levels. When moving into new roles with different demands, individuals may not perform at a previous high level. Individuals must have a developmental mindset to improve what is within their capability and be motivated to do their best. Their leaders have a responsibility to develop the capability. The Army endorses a culture where individuals continually strive to learn, broaden personal skills, and improve.

1-27. The required attributes and the expected competencies leaders perform do not change. However, some attributes and skills become more important in certain positions based on leader level and responsibilities (see transition descriptions). Proficiency levels regarding leader performance are specific to the individual leader, not their age, rank, cohort, or assigned position. Leaders of all ability levels should take advantage of opportunities to improve. The true nature of the Army leadership attributes and competencies is that there is no ultimate quality level to reach. Regardless of their capability, leaders are always able to learn more— increasing their adaptability, versatility, and effectiveness when influencing others and improving their organizations.

1-28. For military leaders, six leadership levels span the full range of Army organizations. The changes across levels correspond to the growth of responsibility, increase in the number of personnel affected, and the stakes involved. Not all levels and transitions apply to all organizational cohorts, military fields, or functions and some Army positions do not fit neatly into this transitions model. Similar transition points exist for DA Civilians, each requiring progressive responsibility levels. Personnel begin by managing themselves. Leading and preparing self is constant through the entire process no matter where one enters and exits the leadership continuum. Self-management and self-preparation are important steps in preparing for initial leader responsibilities. Six transitions that may apply to leaders in Army organizations are–

Leading at the direct level. Initial-entry Soldiers and DA Civilians transition from a focus on self to providing direct leadership to others to accomplish missions. Junior leaders learn how to plan daily tasks and activities, understand organizational constructs, and interact with subordinates, peers, and superiors. Leading organizations. The second transition occurs with leaders at the organizational level. This level begins at company, battery, troop, staff, and similar organization levels for DA Civilians.

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Direct level leadership still occurs at this level, but the leaders become leaders of leaders and rarely perform individual tasks, unless they serve in undermanned organizations or an emergency. Coaching subordinate, direct-line leaders and setting a positive example as a leader are two characteristics that stand out at this level. Leading functions. The third transition is from leading an organization (as a leader of direct-line leaders) to leading functions. This level involves directing functions beyond a single individual’s experience path. Key characteristics are operating with other leaders of leaders and adopting a longer-term perspective. Functional leaders typically include majors, mid-level warrant officers, and mid-level NCOs. Leading integration. A fourth transition occurs when leaders assume command and leadership responsibility for battalion and similar-sized generating force organizations. These leaders must become more adept at establishing and communicating a vision and deciding on goals and mission outcomes. They need to find time for reflection and analysis and value the importance of making trade-offs between future goals and current needs. Positive attitudes related to trust, accepting advice, and accepting feedback pays dividends at this level and into the future. Leading large organizations. A fifth transition occurs at the brigade-equivalent and higher levels of operational and institutional organizations. They often operate outside their experience paths while leading others operating beyond theirs as well. Leaders will only be successful by valuing others’ expertise and success. Humility is a desired characteristic of organizational and strategic leaders who should recognize that others have specialized expertise indispensable to success. A modest view of one's own importance underscores an essential element to foster cooperation across organizations. Even the humblest person needs to guard against an imperceptible ego inflation when constantly exposed to high levels of attention and opportunities. Leading the enterprise. A final step occurs in the transition to serving as an enterprise leader. Enterprise leaders must be long-term, visionary thinkers who spend considerable time interacting with agencies beyond the military. This leader must be willing to relinquish control of enterprise elements to strategic and junior-level leaders.

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Chapter 2

Fundamentals of Development

2-1. The development fundamentals simplify and span the formal leader development activities, such as assessing, counseling, coaching, mentoring, broadening, and team building. The fundamentals are common across formal and informal development activities that may overlap with training goals and serve to reinforce a developmental culture and mindset. Other sources provide guidance on techniques associated with the formal activities, such as AR 623-3 on the evaluation process, AR 621-7 and DA PAM 600-3 on broadening assignments, ATP 6-22.1 on the counseling process, and ATP 6-22.6 on team building.

2-2. Leadership requires establishing interpersonal relationships based on trust and setting the example for everyone––subordinates, peers, and superiors. In leader development surveys, leaders ranked leading a unit, personal examples, and mentoring as the three most effective ways to develop their leadership skills. Experience is a powerful learning tool; however, learning from experience is not guaranteed. As the tenets for developing leaders convey, learning requires commitment and purpose. Learning occurs after reflecting on experiences. This chapter covers setting the conditions for development, gathering and providing feedback, reflection and study, and creating opportunities for continued experiential learning.

2-3. The following sections focus on the fundamentals of developing leaders (see figure 2-1): Setting conditions for development. Providing feedback on a leader’s actions. Enhancing learning through mentoring, training, reflection, and study. Creating opportunities and evaluating effectiveness.

Figure 2-1. Fundamentals of developing leaders

SECTION I–SETTING CONDITIONS 2-4. Leaders create the conditions for a developmental culture and build a learning environment to allow subordinates to learn from their own experiences and the experiences of those around them. Setting Conditions has two vital components—

Establishing a learning environment by encouraging and challenging subordinates to take reasonable risks, grow, and develop on their own initiative. Gaining knowledge of subordinates’ unique skills, abilities, backgrounds, and goals.

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ESTABLISHING A LEARNING ENVIRONMENT 2-5. Leaders set the conditions for development by performing their tasks and missions in ways that inform subordinates throughout the organization that leader development is important.

Be receptive to individual input, recommendations, and advice. Good leaders back subordinates trying to do the right thing and learn something new at the same time. Stop those who belittle suggestions to take a different or creative approach. A positive climate encourages a learning environment.

2-6. Being a role model—setting the example—for development is essential. Leaders who model investing in development send the message that leader development is a priority. Table 2-1 provides elements and questions for consideration to assess an organization.

Table 2-1. Elements and questions to assess an organization

To… Ask…

Encourage development

Are you actively and directly engaged in developing others? Are leaders visibly present and actively engaged in developing others? Are leaders inspiring others through genuine concern for their growth? Are leaders readily available to provide guidance and answer questions? Do leaders designate and protect time for leader development and mentorship?

Encourage learning

Do leaders feel free to ask themselves what went right and wrong in planning and executing an operation? Is there tolerance for discussing mistakes?

Do others observe you engaged in learning? Do you develop yourself? Are you prepared to meet mission challenges as they arise?

Do you actively listen to others? Are followers encouraged to provide candid feedback? Do you create a positive environment? Do you enjoy being a leader? Does your example

motivate subordinates to emulate you? Do you develop subordinates? Do you know their strengths, developmental needs, goals,

and life activities that extend beyond the workday? Are you serving as a teacher and mentor?

Do leaders use available resources for development (such as reading lists, assessment programs, leader professional development programs)?

Promote learning from mistakes

When mistakes occur, is the focus on assigning blame or on why the mistakes occurred and how to reduce a reoccurrence? Do you avoid criticizing individuals publicly?

Do you speak openly about personal leadership mistakes and lessons learned? Encourage effective decision-making

Are leaders well informed when they make important decisions? Do they consider and understand the relevant consequences for Soldiers, DA Civilians, and the mission?

Encourage innovation through diversity and accepting risks

Are leaders restricted to operating strictly according to standing operating procedures? Do leaders dismiss new ideas in favor of prior practices?

Do you promote innovation and diversity in teams? Can leaders debate with you, exchange issues, or challenge each other’s perspectives?

Do you create teams with unique and diverse backgrounds to address novel viewpoints, ideas, and different opinions?

Allow for risk taking and encourage exercising disciplined initiative

Do you set boundaries or prioritize areas where subordinates can take risk? Is it clear what is or is not acceptable?

Are leaders willing to accept challenges in unit performance that come with new ideas? Do you show empathy? Do you consider others’ situations relating to their challenges? How much authority and autonomy can you delegate to your subordinates? How much

authority and autonomy can they responsibly delegate to their subordinates? How frequently do you need updates to inform decisions? Does the update frequency

create the perception of distrust?

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TECHNIQUES FOR CREATING CONDITIONS PROMOTING DEVELOPMENT

2-7. Subtle actions on the leader’s part build trust and communicate the role of trainer and developer. Experienced leaders use several techniques to create a developmental culture:

A leader should be present to observe enough key activities without overwhelming subordinates. After initial observations, give the observed leader time and space to exercise leadership without being in the spotlight. This helps establish the leader’s role as a supportive resource rather than an evaluative note taker. It builds trust, self-confidence, and creativity in the follower. As often as possible, leaders should employ an indirect approach. Start by providing observation descriptions along with positive and negative outcomes. Allow the subordinate to understand what is going well and what needs improvement. The opposite of an indirect approach is to micromanage and be overly prescriptive, outlining specifics for completion. Give each leader a fresh, objective start. Compare subordinates against objective standards. Avoid subjective comparisons to past leaders or units (including personal experiences). The bottom line is to observe and assess each leader on individual merit. Avoid thinking of the observation process as a means to grade leaders.

Mistakes occur in all organizations and operational environments. Leaders foster a learning environment by acknowledging that honest mistakes come with challenging missions. Tell leaders about a risky, challenging mission. Recount the mistakes made in trying to accomplish it. Wrap up the discussion with the lessons learned from the experience.

LEARNING PRINCIPLES

2-8. Development is a change process. Applying learning principles throughout development accelerates and improves learning. Table 2-2 presents principles to promote effective, efficient, and appealing learning.

Table 2-2. Learning principles

Principles How each principle works to encourage development Being task- or problem-centered

Learners are engaged in solving real-world problems. Real situations engage the learner to think and act in ways that are relevant to future outcomes.

Activation Knowledge the learner already has serves as a foundation for new knowledge. Demonstration New knowledge is demonstrated to the learner.

Application The learner applies new knowledge. Repetition and practice across varying conditions enhances application—interaction with role models and mentors, feedback and reflection, and studying other leaders.

Integration New knowledge is integrated into the learner’s world.

2-9. These principles are compatible with and supportive of learning that occurs while completing duties, practical exercises, or collective training. Opportunities that challenge the individual and encourage learning enhance development. Learning best occurs when the interest area has real-world relevance, and the learner can synthesize new insights or create new knowledge.

2-10. Purposeful learning starts when learners are challenged to know more and do better. Purposeful learning occurs when practice at mastery of tasks and skills are integrated into leaders’ day-to-day activities. Applying the learning principles results in leaders who actively engage in learning, quickly retain and recall information, and transfer learning to novel situations.

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Incorporating Developmental Opportunities When assessing her company’s performance from the previous week during the battalion training meeting, CPT Williams asserts that Alpha Company’s squad cohesion is not where it needs to be for the company to advance to platoon collective training. Clearly frustrated, CPT Williams suggests to the battalion commander, LTC Cano, that last quarter’s red cycle tasks and summer transitions prevented leaders from developing their Soldiers, teams, and squads. Her first sergeant and fellow command teams nod their heads in agreement. LTC Cano: “I understand your frustration, but we cannot allow high operating tempo and Soldier turnover to interfere with our principal obligation as leaders: developing our subordinates. Installation taskings, reception, and farewelling departing teammates are all developmental opportunities and activities that should enhance cohesion.” CSM Baker: “That’s true sir, but I’m not sure our battalion unit training plan adequately reflects the deliberate and continuous process that is fundamental to developing leaders. The current plan implies leader development is just something we do in a classroom once per quarter.” LTC Cano: “Fair assessment sergeant major. MAJ Blank, you and I will review the battalion training plan this week. I want to ensure each event includes leader development objectives linked to the Army’s leadership requirements model.”

GAINING KNOWLEDGE OF SUBORDINATES 2-11. For effective leader development, individual relationships with each subordinate are necessary. Leaders who routinely interact with subordinates understand their subordinates’ backgrounds and experiences better. This enables discovery of special skills and experiences to support specific missions. Getting to know subordinates communicates a genuine interest in them as individuals, builds confidence, and generates trust. Trust is key to having candid talks with leaders about their developmental needs.

TEAM TRUST AND UNIT COHESION

2-12. Creating a positive climate that encourages learning contributes to all development aspects. Subordinates have to be receptive, engaged, and ready to develop. Leaders should be aware of subordinate’s individual needs when building rapport and offering feedback. Some individuals will need more; some will need less. Some individuals seek additional attention and feedback while some will want less.

2-13. The objective of engaging with subordinates is to listen to their responses and understand their situation. Build rapport by sharing something about yourself. Early in interactions with subordinates, briefly share personal experiences—including areas of specialized expertise and areas of less experience.

2-14. In certain circumstances, using social media to observe and share ideas may be beneficial. Accepting an invitation to connect with a subordinate or allow a subordinate to follow your social media requires forethought. Social media platforms allow subordinates to observe how leaders align their words and deeds and allow leaders to observe and engage with subordinates about life events during and after service.

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Sharing Experiences Learning from others’ experiences can be invaluable. Provide opportunities for leaders to share and discuss their experiences in terms of the leader competencies (see ADP 6-22). Choose a competency (see table 4-5). Discuss the behaviors that support it. Describe a time someone demonstrated the behavior well.

What actions did they take? What was the outcome? What makes this a good demonstration of the competency?

Describe a situation where someone did not demonstrate the competency but could have.

What actions did they take? What was the outcome? What actions would have been more effective?

INDIVIDUAL DEVELOPMENT PLAN REVIEWS

2-15. Counseling and feedback provide clear, timely, and accurate information concerning individual performance compared to established standards. During professional growth counseling and feedback sessions, leaders should help subordinates identify individual strengths and developmental needs to design an individual development plan (IDP), a tool primarily used by the individual subordinate to document short- and long-term goals for career and personal development. All individuals are responsible for developing and maintaining their IDP. Leaders gain better understanding of their subordinates by helping them refine their IDP for an individualized approach to professional development. Likewise, individuals and leaders should understand that preparing an IDP does not solve all development issues—the form only documents and guides the necessary actions to reach the specified goals while employing strengths and addressing needs. Reserve Component IDPs should include career development goals that balance Army careers with civilian careers.

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Integrating Individual Development Plans COL Jones and CSM Hart are conducting their daily closeout meeting after the brigade mission analysis brief for an upcoming combined arms live fire exercise. COL Jones: “Sergeant major, I’ve noticed a trend during our brigade train up that suggests our leaders at echelon are having trouble anticipating risks and opportunities in our large-scale combat operation training scenarios.” CSM Hart: “That is interesting sir. Where are these trends coming from?” COL Jones: “I had our battalion commanders analyze their subordinates’ IDPs to help us identify our strengths and weaknesses. They briefed their analysis during the latest training brief. Our leaders self-identified mental agility as an attribute they considered a developmental need. Also, you and I have observed that our leaders need more training reps to teach them what future tasks and resources to anticipate in combat.” CSM Hart: “Well sir, if we identify these needs early in exercise planning it will give us some options. We could conduct a formal professional development session for the brigade, but I doubt we have the space available in the unit training plan to adequately address these dynamic developmental needs. Another option is to be deliberate with exercise planning to incorporate these specific developmental needs as part of your training objectives.” COL Jones: “That’s a great idea sergeant major. Let’s meet with MAJ Price tomorrow to brainstorm some ways to induce critical thinking to our leaders during training.” COL Jones and CSM Hart met with MAJ Price to adjust the exercise scenario and training objectives to purposefully challenge, evaluate, and provide feedback on leaders’ ability to think critically and anticipate environmental changes. COL Jones used his opening comments prior to the course of action brief to update the battalion command teams on his intent to develop leaders.

SECTION II–PROVIDING FEEDBACK 2-16. Leaders need to learn how to observe subordinates and provide developmental feedback. Using several assessment and feedback methods provides a robust and more accurate picture of the individual and provides better developmental opportunities.

2-17. A leader’s ability to provide feedback to subordinates significantly contributes to their development. It enhances and accelerates learning from the day-to-day work experience—the most valued and effective environment for development. Feedback can reinforce (through recognition or praise) or change or eliminate (such as correction, constructive criticism, or alternative approaches) behaviors.

2-18. Timely, accurate feedback translates into better leader performance, which in turn, has a positive effect on unit performance and mission success. Providing accurate feedback starts with planned observation and accurate observation and assessment.

OBSERVATION PLANNING 2-19. The first step to having a role in a subordinate’s development process is to observe them. To use available time productively, plan to—

Observe them challenged by a developmental need. Observe them excelling by applying a personal strength. Observe their actions during critical times of unit performance. Observe decision-making and conduct. Observe their effect on subordinate leaders and Soldiers. See them relaxed and available for conversation.

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Do not draw a lasting leader impression from a single observation. It usually takes several observations before a behavior pattern emerges. Take time to gather information from others observing the same leader, as different people focus on different aspects.

ACCURATE AND DESCRIPTIVE OBSERVATIONS 2-20. Accurate, descriptive leadership observations are important to assess performance and provide feedback that produces focused learning. Assessing performance into developmental need, meets standard, and strength categories informs what needs development or sustainment and provides motivation to develop. These behavior indicators provide general performance measures for varying proficiency levels for the leader attributes and core leader competencies required of all Army leaders (see ADP 6-22). Understanding the behavior indicators and observation methods provides a strong base to provide others’ feedback, specifically when using formal tools such as DA Form 4856 (Developmental Counseling Form), DA Form 67-10-1A (Officer Evaluation Report Support Form), or DA Form 2166-9-1A (NCO Evaluation Report Support Form).

2-21. Observing leadership occurs by watching how a leader interacts with and influences others. Written directives, verbal communications, and leader actions all indicate how a leader performs. Raters learn about subordinates’ leadership by observing reactions among peers, subordinates, and other superiors.

2-22. The following performance indicators are grouped according to the leadership requirements model by leader attribute categories (character, presence, and intellect) and leader competency categories (lead, develop, and achieve). The performance indicators provide three proficiency levels: a developmental need, the standard, and a strength. For developmental purposes, these three categories are sufficient and apply across cohorts. A developmental need is identified as a specific need for development when the observed individual does not demonstrate the leader attribute or competency. Strength indicators are associated with successfully performing leader attributes or competencies. Strengths include a consistent pattern of natural talents, knowledge gained through learning, and skills acquired through practice and experience.

2-23. Tables 2-3 through 2-8 (see pages 2-6–2-11). illustrate a focus on core leadership characteristics. Army adoption of a core attribute and competency model means that no list comprehensively lists all performance requirements for any leader. Each rater, counselor, mentor, or trainer will need to address specific duty or functional requirements. They should be able to apply the ideas to specific performance objectives designated for individuals that exceed the core leadership requirements.

2-24. While comparing observations against the leader performance indicators, determine the observed leader’s proficiency level: first review the behavior that appears in the center column, which represents the standard for leader performance. The column on the left describes performance indicating a strength (individual exceeds the standard), while the column to the right describes performance indicating a developmental need (individual does not meet the standard).

2-25. Understanding the competencies and attributes in the Army leadership requirements model is essential to make careful and accurate observations of a subordinate’s performance and evaluation of potential. Leader attributes are inward characteristics that shape the motivations for actions and bearing, and how thinking affects decisions and interactions with others. Attributes support a leader’s development and effective performance. The core leader competencies apply across all leadership levels while subtle changes occur in purpose and activity at each level and include how Army leaders lead people; develop themselves, subordinates, and organizations; and achieve the mission. They are what the Army expects of all leaders and are the most outwardly visible leader performance signs.

CHARACTER

2-26. Character is a person’s true nature comprised of their morals, virtues, values, conscious and sense of purpose, which make up their core and are the mindset and moral foundation behind actions and decisions. Leaders of character adhere to the Army Values, display empathy, the Warrior Ethos/Service Ethos, humility, and practice good discipline. See table 2-3 on page 2-8.

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Table 2-3. Framing character

STRENGTH STANDARD DEVELOPMENTAL NEED ARMY VALUES

Models loyalty, duty, respect, selfless service, honor, integrity, and personal courage. Promotes the associated principles, standards, and qualities in others.

Consistently demonstrates loyalty, duty, respect, selfless service, honor, integrity, and personal courage.

Inconsistently demonstrates loyalty, duty, respect, selfless service, honor, integrity, or personal courage. Demonstrates frequent lapses in judgment.

EMPATHY

Attentive to others’ views and concerns. Personally acts to improve situations for Soldiers, Department of the Army Civilians, Family members, local community, or even potential adversaries. Models empathy for others.

Demonstrates an understanding of another person’s viewpoint. Identifies with others’ feelings and emotions. Displays desire to care for Soldiers, Department of the Army Civilians, and others.

Exhibits resistance or limited perspective on others’ needs. Communicates indifference or lack of understanding. Unapproachable; disinterested in personally caring for Soldiers, Department of the Army Civilians, or others.

WARRIOR ETHOS/SERVICE ETHOS

Models the spirit of the Warrior Ethos. Instills this behavior in subordinates and others.

Demonstrates the spirit of the Warrior Ethos.

Inconsistently demonstrates the Warrior Ethos; downplays its importance. Fails to do what is right.

DISCIPLINE Demonstrates discipline in personal performance. Encourages others to follow good practices of discipline as well. Enforces discipline when others fail to adhere to Army Values or other standard practices.

Demonstrates control of personal behavior according to Army Values. Adheres to the orderly practice of completing duties of an administrative, organizational, training, or operational nature.

Fails consistently to adhere to rules, regulations, or standard operating procedures.

HUMILITY

Understands they are part of a larger organization and works toward something more important than themselves.

Demonstrates confidence, competence, and a willingness to seek out feedback from others. Willing learner who demonstrates accurate self-awareness.

Presents as meek, timid, or passive (under-expression) or as overconfident and arrogant (over- expression). Unaware of personal abilities and limitations.

PRESENCE

2-27. Presence is the impression a leader conveys to others through their appearance, demeanor, actions, and words. Leaders with presence demonstrate military and professional bearing, fitness, confidence, and resilience. See table 2-4 on page 2-9.

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Table 2-4. Framing presence

STRENGTH STANDARD DEVELOPMENTAL NEED MILITARY AND PROFESSIONAL BEARING

Models a professional image of authority. Commanding presence energizes others. Exemplifies adherence to standards through appearance, demeanor, actions, and words.

Possesses a commanding presence. Projects a professional image of authority. Demonstrates adherence to standards.

Inconsistently projects a professional image of authority. Allows professional standards to lapse in personal appearance, demeanor, actions, and words.

FITNESS Sets a personal example in both the physical and non-physical readiness domains. Strength and endurance support emotional health and conceptual abilities under prolonged stress. Energetic attitude conveys importance of fitness to others and fosters an environment conducive to changing the culture of health and fitness in the Army.

Displays sound health, strength, and endurance that support emotional health and conceptual abilities under prolonged stress. Fitness combines both the physical and non-physical domains of holistic health and fitness that contribute to individual readiness to perform duties well in any environment.

Physical health, strength, or endurance is not sufficient to complete most missions. Fitness level unable to support emotional health and conceptual abilities under prolonged stress due to a lack of readiness in the non- physical domains of holistic health and fitness (nutrition, mental, spiritual, and sleep).

CONFIDENCE Projects self-confidence and inspires confidence in others. Models composure, an outward calm, and control over emotions in adverse situations. Manages personal stress and supports others experiencing stress.

Displays composure, confidence, and mission-focus under stress. Effectively manages emotions and remains in control of emotions when situations become adverse.

Inconsistently displays composure or a calm presence. Allows a setback to derail motivation. Displays a less than professional image of self or unit.

RESILIENCE Quickly recovers from setbacks. Focuses on the mission and objectives during shock, injuries, and stress. Maintains organizational focus despite adversity. Fosters this capacity in their Soldiers through leading by example and by providing tough, realistic training.

Recovers from setbacks, shock, injuries, adversity, and stress while maintaining a mission and organizational focus.

Slowly recovers from adversity or stress. Inconsistently maintains a mission or organizational focus after a setback.

INTELLECT

2-28. 2-28.Intellect is comprised of a leader’s brainpower and knowledge that enables them to think creatively and critically to gain situational understanding, make sound judgments, solve problems, and act. Intellect allows leaders to reason analytically, critically, ethically, and with cultural sensitivity. Leaders with high intellect are mentally agile, good at judgment, innovative, tactful around others, and expert in technical, tactical, cultural, geopolitical, and other relevant knowledge areas. See table 2-5 on page 2-10.

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Table 2-5. Framing intellect

STRENGTH STANDARD DEVELOPMENTAL NEED MENTAL AGILITY

Models a flexible mindset and anticipates changing conditions. Engages in multiple approaches when assessing, conceptualizing, and evaluating a course of action.

Demonstrates open-mindedness. Recognizes changing conditions and considers second- and third- order effects when making decisions.

Inconsistently adapts to changing situations. Attends to immediate conditions and surface outcomes when making decisions. Hesitates to adjust an approach.

SOUND JUDGMENT Models sound judgment. Engages in thoughtful assessment. Confidently makes timely decisions in the absence of all facts.

Demonstrates sound decision- making ability. Shows consideration for available information, even when incomplete.

Inconsistently demonstrates sound situational assessment. Hesitates in decision making when facts not available. Forms opinions outside of sensible information available.

INNOVATION Consistently introduces new ideas when opportunities exist to exploit success or mitigate failure. Creatively approaches challenging circumstances and produces worthwhile recommendations.

Offers new ideas when given an opportunity. Provides novel recommendations when appropriate.

Relies on traditional methods when faced with challenging circumstances.

INTERPERSONAL TACT Demonstrates proficient interaction with others. Effectively adjusts behaviors when interacting with others. Understands others’ character and motives and modifies personal behavior accordingly to optimize outcomes.

Maintains self-awareness of others’ perceptions and changes behaviors during interactions accordingly to reach desired performance outcomes.

Demonstrates lapses in self- awareness when interacting with others. Misses cues regarding others’ perceptions, character, and motives. Presents self inappropriately or not tactfully.

EXPERTISE

Demonstrates expert-level proficiency with technical aspects of their position. Demonstrates understanding of joint, cultural, and geopolitical knowledge. Shares technical, technological, and tactical knowledge with subordinates and others.

Possesses facts and understanding of joint, cultural, and geopolitical events and situations, Seeks out information on systems, equipment, capabilities, and situations. Expands personal technical, technological, and tactical knowledge.

Demonstrates uncertainty or novice proficiency in technical aspects of position. Inconsistently applies competence of joint, cultural, and geopolitical knowledge. Displays indifference toward expanding knowledge or skill set.

LEAD

2-29. Leads is how leaders provide purpose, direction, and motivation to accomplish missions and improve their organizations. Leads consists of five competencies: leads others, extends influence beyond the chain of command, builds trust, leads by example, and communicates. See table 2-6 on page 2-11.

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Table 2-6. Framing leads

STRENGTH STANDARD DEVELOPMENTAL NEED LEADS OTHERS

Demonstrates full range of influence techniques and applies them effectively. Continually assesses and monitors mission accomplishment and Soldier welfare. Attends to subordinate morale, physical condition, and safety. Implements interventions to improve situations. Assesses and mitigates risk to maximize potential for success.

Influences others effectively. Assesses and routinely monitors effects of task execution on subordinate welfare. Monitors conditions of subordinate morale and safety. Implements appropriate interventions when conditions jeopardize mission success. Assesses and manages risk.

Inconsistently demonstrates influence techniques. Fails to monitor risk factors affecting others. Allows mission priority to affect subordinate morale, physical condition, or safety adversely. Hesitates to act when risk factors escalate.

BUILDS TRUST Demonstrates trust in others when encountering new or unfamiliar situations. Bases trust on a thorough understanding of trustworthiness of others and self. Understands how much trust to project and grant to others. No hesitation in addressing problems that undermine trust.

Establishes trust by demonstrating respect to others and treating others in a fair manner. Uses common experiences to relate to others and build positive rapport. Engages others in activities and sharing of information that contribute to trust.

Inconsistently demonstrates trust. Displays respect differently to some without justification. Takes no action to build rapport or trust with others. Fails to address problems caused by team members who undermine trust. Fails to follow through on intentions, undermining trust.

EXTENDS INFLUENCE BEYOND THE CHAIN OF COMMAND Demonstrates effective use of indirect influence techniques. Establishes trust to extend influence outside the chain of command. Proactively builds positive relationships inside and outside the organization to support mission accomplishment.

Demonstrates understanding of conditions of indirect influence. Builds trust to extend influence outside the organization. Displays understanding of the importance of building alliances.

Inconsistently demonstrates understanding of indirect influence. Misses or passively acts on opportunities to build trusting relationships outside the organization.

LEADS BY EXAMPLE Models sound leader attributes and competencies. Exemplifies the Warrior Ethos through actions regardless of situation. Demonstrates competence, confidence, commitment, and expects such behavior in others.

Demonstrates an understanding of leader attributes and competencies. Recognizes the influence of personal behavior and the example being set. Displays confidence and commitment when leading others.

Demonstrates conduct inconsistent with the Army Values. Displays a lack of commitment and action. Remains unaware of or unconcerned about the example being set.

COMMUNICATES Uses verbal and nonverbal means to maintain listener interest. Actively listens to remain open to sender’s message. Adjusts information-sharing strategy based on operating conditions. Ensures prompt information dissemination to all levels. Avoids miscommunication through verifying a shared understanding.

Chooses appropriate information- sharing strategy before communicating. Conveys thoughts and ideas appropriately. Disseminates information promptly. Provides guidance and asks for a brief back or confirmation.

Misunderstands or fails to perceive nonverbal cues. Ideas not well organized or easily understood. Speaks without considering listener interest. Information dissemination is inconsistent or untimely.

DEVELOP

2-30. To ensure the quality of our leaders and future leaders does not diminish, all Army Soldiers and DA Civilians have a responsibility to develop themselves and their subordinates. To develop the attributes and

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competencies of their subordinates as well as themselves, Army leaders focus on the competencies of prepares self, creates a positive environment, develop others, and stewards the profession. See table 2-7.

Table 2-7. Framing develops

STRENGTH STANDARD DEVELOPMENTAL NEED CREATES A POSITIVE ENVIRONMENT/FOSTERS ESPRIT DE CORPS

Exemplifies a positive attitude and expectations for a productive work environment. Actively corrects problems preventing a positive climate. Conveys a priority for development in the organization. Encourages innovative, critical, and creative thought. Uses lessons learned to improve organization.

Promotes expectations and attitudes conducive to a positive, fair, and inclusive work environment. Demonstrates optimism and encourages others to develop and achieve. Builds cohesion and teamwork.

Demonstrates negative expectations and attitudes not conducive to a productive work environment. Focuses primarily on task accomplishment. Expects zero-defects. Holds honest mistakes against subordinates.

PREPARES SELF Seeks feedback. Seeks learning opportunities to improve self. Demonstrates knowledge management proficiency. Integrates information from multiple sources; analyzes, prioritizes, and uses new information to improve processes.

Accepts responsibility for learning and development. Evaluates and incorporates feedback. Analyzes and organizes information to create knowledge. Focuses on credible sources of information to improve personal understanding.

Reluctant to accept responsibility for learning. Downplays feedback. Acts on information without regard to source, quality, or relevance. Ineffectively transfers new information into knowledge.

DEVELOPS OTHERS Seizes opportunities to teach, coach and mentor. Fosters position development and enrichment. Knows subordinates and prepares them for new positions. Helps individuals identify and reach career goals. Improves unit productivity.

Demonstrates willingness to motivate and help others grow. Provides coaching, counseling, and mentoring. Builds team skills and processes to improve individuals and the organization.

Disinterested in motivating and enabling others’ growth. Focuses on tasks without consideration of improving organizational effectiveness.

STEWARDS THE PROFESSION Applies a mindset that looks to strengthen the profession of arms into the future. Assumes some risk to forego some short-term or personal gains in favor of improving one’s own organization, other units, and other individuals. Cooperates by providing more assistance to others than expected to receive in return.

Supports developmental opportunities of subordinates. Takes steps to improve the organization. Carefully manages resources of time, equipment, people, and money.

Fails to extend assistance to others or other units. Disregards oversight of the tracking and use of resources. Fails to improve subordinates for subsequent assignments and fails to take steps to leave the organization in equal or better condition than when this leader arrived.

ACHIEVE

2-31. Leaders achieve by getting results as it relates to actions of leading to accomplish tasks and missions on time and to standard. Leaders get results by requiring the right integration of tasks, roles, resources, and priorities to achieve the desired outcomes. See table 2-8 on page 2-13.

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Table 2-8. Framing achieves

STRENGTH STANDARD DEVELOPMENTAL NEED GETS RESULTS

Balanced application of all leadership competencies to accomplish mission objectives and improve the organization. Demonstrates understanding of supervising, managing, monitoring, and controlling of priorities of work. Reflects on end state before issuing guidance. Provides subordinates autonomy to accomplish the work.

Prioritizes, organizes, and coordinates taskings for others. Plans for expected setbacks and enacts appropriate contingencies when needed. Monitors, coordinates, and regulates subordinate actions but allows subordinates to accomplish the work.

Demonstrates a limited understanding of supervising, managing, monitoring, and controlling priorities of work. Hasty prioritization and planning lead to incomplete guidance and direction.

OBSERVATION EXECUTION 2-32. Effective commanders observe training, participate in operations, and interact with subordinates and their units. Peers, trainers, staff, and others can make accurate observations that contribute to assessment. Unit metrics do not always provide an accurate picture of leader impact. A unit can have ideal training or readiness statuses and a less-than-ideal leadership climate. Unlike readiness or training assessments, leadership assessments—

Speak to the leader behaviors that contributed to the unit’s performance. Combine perception and reality, with reality best confirmed by multiple sources. Occur through two-way communication between leader and the led.

2-33. Observing subordinates requires leaders to find a balance between being dispassionate in their observation and still being empathetic to their Soldiers. Subordinate leaders who know they are being watched may behave differently with their observing leaders around. Observation also requires emotional perception. Knowing when a subordinate is overwhelmed, nervous, not receptive, or frustrated is key to helping them through the development process. Observations should be accurate, descriptive, tied to a key event and accurately depict a behavior pattern without observer bias.

ACCURATE, DESCRIPTIVE OBSERVATIONS

2-34. Observing behaviors occurs by watching how a leader interacts with and influences others. Observations focus on what was or was not done well and what to do differently. Written directives, verbal communications, and actions all provide indications of how a leader influences others. Leaders learn about their subordinate by observing the reactions of peers, subordinates, and superiors. The observer must also consider how to differentiate performance of a desired behavior, the ability and initiative shown to improve or engage in a desired behavior, and the extent and duration of effects that the behavior has on individual or unit performance.

2-35. Three key components ensure observations are accurate and descriptive: Plan multiple observations around key events, but also observe routine operations. Look for behavior patterns. Record important observations immediately for use in performance and professional growth counseling and evaluations.

Use words that depict action. Link to effects and outcomes.

PLAN OBSERVATIONS AROUND KEY EVENTS

2-36. Key training events offer opportunities to demonstrate a considerable number of leadership competencies and attributes. Major training events require time to plan, prepare, execute, and assess. Therefore, an observer can interact with their subordinate throughout the event to offer insights and enable

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corrections. Most training events are controlled environments with clear standards for execution, making it easier for an observer to structure feedback and additional event iterations, if necessary.

2-37. Training events also allow a unique opportunity for observers to see how a learning leader reacts to friction, frustration, and, in certain circumstances, failure. An observer can help the observed Soldier understand how successful and poor reactions to events affects unit and mission success. Additionally, training events can stop and restart as needed to allow an observed Soldier to immediately correct mistakes and address lessons from their observer. Knowing when to start, restart, or stop the event all together requires an observer to be familiar with the level of mental or emotional fatigue a Soldier can manage before they are no longer able to retain or adapt to new information.

LOOK FOR BEHAVIOR PATTERNS

2-38. With time and frequent observation, leaders gain confidence and start to see a consistent behavior pattern. It is a judgment call as to when to consider an observation as a behavior pattern. To observe for patterns, note how often a leader exhibits the same behavior over time. The behavior frequency may indicate a pattern. If sufficient time has passed and the observer can predict the leader’s actions, then a behavior pattern has emerged. Be alert to changes in performance and causes for strengths, inconsistencies, or developmental needs.

RECORD IMPORTANT OBSERVATIONS

2-39. Important leadership observation details may be lost or be inaccurately recorded if not written down soon after they occur. A way to capture observations and assessment is to use a quick, accurate, and complete method to take notes that supports an effective feedback session such as using a situation, observation, associate and assess, and reinforce and recommend (SOAR) framework. SOAR elements are—

Situation—Describe the assessment situation and conditions. This should include the time, location, event, or other situation context. Observation—Describe the leadership behaviors that the leader exhibits. Associate and Assess—Identify and associate the competency or attribute that best describes the leader actions. Reinforce and Recommend—Record how to reinforce the leader’s behavior through praise or correction.

2-40. Accurate and complete notes are useful when providing leaders with feedback. The SOAR format is one way that leaders can record observations; however, leaders might choose to use a different method that fits their own style and needs.

Use words that depict action 2-41. A leader needs to describe what the subordinate is doing when they are leading. By writing down an observation using action words, the observer can tell a better story about all the other unseen circumstances surrounding behaviors, decisions, and actions. Writing an observation down as though writing a story provides a better picture for the observed Solider, who is often too wrapped up in the leading process (under observation) and may not see immediate feedback from others or actions.

Link to effects and outcomes 2-42. Leaders and Soldiers in subordinate echelons feel the positive or negative consequences of a leader’s action. Leadership affects task or mission accomplishment. Understanding cause and effect for a subordinate leader’s actions and effects on a mission or unit is a complex process. Aligning all facts for feedback can delay the feedback process and requires experience and empathy to balance the need for facts and feedback. Leaders can undermine trust by providing an incorrect cause and effect to a subordinate, which undermines their willingness to continue learning to lead effectively. An observer-leader is obligated to seek the relevant contributing factors to events before providing feedback. While it is not always possible to see everything, coordination with other staff and trusted observers will fill in gaps necessary to provide richer feedback.

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FEEDBACK DELIVERY 2-43. When experienced leaders reflect on their own development, they place high importance on day-to- day, two-way communication with their senior leaders because they do the same with their subordinates. Feedback is less effective if a leader waits until a formal sit-down counseling session to provide feedback. Leaders should provide feedback as soon as possible after observing a particular leader behavior to encourage positive outcomes.

2-44. Day-to-day informal feedback makes sitting down with subordinates for developmental counseling much easier. This informal feedback develops a shared understanding of the subordinate’s strengths and developmental needs. Still, many leaders find it difficult to sit down with a subordinate to engage in developmental counseling. ATP 6-22.1 provides extensive guidelines on the counseling process.

Providing feedback on every observed act, response, or behavior overwhelms a subordinate. Provide feedback based on established competencies and attributes. Focus feedback on a few key behaviors that, if changed, contributes the most to improved leader and unit performance. Having a focus for improvement motivates the subordinate to take action to change.

Ask the observed leader for a self-assessment before providing personal views. Do this by first recounting back to the leader the situation and observation (the first two SOAR sections). Then ask the leader to provide an assessment and recommendation. This reinforces three important leader development principles: leader self-assessment and self-awareness, individual leader responsibility for development, and leader ownership of the recommendation.

PREPARATION AND TIMING OF FEEDBACK DURING TRAINING

2-45. Before training starts, leaders should explain the feedback tool to the unit and its leaders and general feedback process expectations. Leaders should emphasize the feedback’s developmental nature. In preparing to give feedback, the observer sets several goals to ensure a successful outcome. An observer finds the best balance between gathering relevant facts that will provide context to the lesson but without overwhelming the learner with information. Organizing feedback using a pre-arranged feedback tool helps an observer keep to the relevant material and gives the receiver an idea of what to expect. By discussing feedback formats and expectations, a leader can ask their observer to focus observations on specific areas where they may feel uncertain or want to improve. Sharing control and expectations for a feedback event between the observer and leader increases the potential to listen and learn and decreases defensive or confrontational behavior.

2-46. The timing to discuss leadership observations can be critical and a deciding factor between whether perceiving a situation as evaluative or developmental. Ultimately, determining the appropriate time to deliver an observation is at the leader’s discretion. The observer should be prepared, calm, motivated to share observations, and be familiar with the conditions that make a leader comfortable with receiving and understanding feedback. If an observer is rushed and the leader is frustrated or angry, it may be advisable to delay feedback delivery. Use personal judgment to consider whether delivery should occur during action, at a break in action, at day’s end, or at event completion based on conditions.

2-47. Sometimes, leaders deliver observations as they occur or “during the action” feedback. This is especially true when pointing out to the leader those actions must occur in the moment to allow observation. However, do not disrupt the training exercise.

2-48. Find the right break in the action to deliver observations. This could be during a lull after a major event has occurred (a major success or a failure). Consider waiting until day’s end, especially if observations are lengthy and require discussion. To enable better collective learning, wait until after conducting the unit or team after action review (AAR). Then, deliver observations to the subordinate privately. This aligns observation delivery of the subordinate’s strengths and areas for improvement with those of the unit or team as identified in the AAR, assuming they are compatible.

2-49. If observation delivery is best done at the event completion, consider letting the subordinate set the time for the discussion. At a minimum, provide a “heads up” about a situation or circumstance to be

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discussed. This allows the observed leader an opportunity to reflect and mentally prepare to listen and receive. This also allows an observer a chance to gather their thoughts, address their emotions, and ensure they have a complete understanding of the event’s results for the leader and unit. This approach reduces the likelihood the subordinate will be preoccupied, nervous, or defensive.

OBSERVATION DELIVERY

2-50. It is important to plan how to deliver observations to a subordinate. The following delivery methods, when done correctly, provide a leader with an understanding of the effect behaviors have on consequences, all based on careful and planned observations. The two-way communication techniques used to deliver an observation should motivate subordinates to start acting in ways that improve leader and unit performance.

2-51. These steps represent an indirect approach to providing leadership observations. Once leaders are ready to discuss observations and reinforce and recommend actions, the following steps provide an effective framework for delivering observations and flow in a logical sequence—

Confirm the observed event being discussed. Ask the leader for a self-assessment. Clarify and agree on the results. Add personal observation notes.

Confirm the Situation 2-52. Start by orienting the subordinate’s attention to the observed situation. State the situation and clarify that the observation is about leadership. Reiterate the information recorded: “I’d like to discuss the actions you took in the battlefield simulation you just led with your staff.” [SOAR, Situation]

Ask for a Self-Assessment 2-53. Ask the subordinate to assess the situation and personal leader actions. Guide questioning to the subordinate’s leadership during the event or situation. The subordinate’s response should match the leader’s assessment. If it does not, the leader should ask additional specific questions:

“How effective was the communication between you and the subordinates you were leading? And how could you tell?” [SOAR, Associate and Assess] “What factors did you observe that may have contributed to miscommunication or a vague understanding among the troops?” [SOAR, Associate and Assess]

Clarify and Come to an Agreement 2-54. Leaders confirm the subordinate either agrees with the assessment or acknowledges a difference in opinion if the subordinate does not share the assessment. Confirm agreement or acknowledgement before proceeding to the assessment, linkages, and observations:

“That is what I saw as well” “Actually, in my observations I noted that you were directive in your message and didn’t ask for questions. Would you agree that this is the approach you took?” [SOAR, Observation]

Add Your Observations 2-55. Leaders may include observations that the subordinate is not aware. Leaders build on what the subordinate has already said to increase personal self-awareness. Specific behaviors that affected the consequence or outcome include—

“Your assessment is correct. When you asked for other viewpoints, good information sharing followed.” [SOAR, Observation] “It was clear some staff had differing opinions or other points to add, though the opportunity to share really didn’t arise.” [SOAR, Observation]

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Giving Feedback in 60 Seconds or Less Regularly providing constructive feedback is important to ensure improved leader and unit performance. Opportunities to provide subordinates feedback are available each day. Review the conversation below for an example. Situation: LTC Smith, the battalion commander, observes a platoon live fire exercise AAR that CPT Phillips, a company commander, is conducting. After the brief, LTC Smith approaches CPT Philips. First, LTC Smith provides a brief situation description. “CPT Phillips, I was in the back of the room during the AAR. Let’s talk a minute.” Next, LTC Smith describes the leader behavior observed. “When I came in, SGT Jones was describing some friction during the transition from indirect to direct fires. You listened intently to the general descriptions and asked some probing questions to get more details.” CPT Phillips: “Yes sir, I want squad leaders to understand how important communication is during transitions on the battlefield.” Finally, LTC Smith provides specific, constructive feedback to reinforce the observed behavior. “That’s a great technique to ask a few questions to confirm what SGT Jones said. He said he had trouble identifying the conditions necessary to engage with direct fires. You noticed that. From the excitement in SGT Jones’s voice, I think he knew that as a leader he was in the right place to assist the platoon. If you had not probed for details, the outcome of that AAR may have been different. Keep up the good work.”

WAYS TO FURTHER ENGAGE LEADERS

2-56. Leaders raise questions that prompt subordinates to think about how to act or respond. Leaders should ask for recommendations about how the subordinate will take better actions in the future, avoid problems, and take advantage of an opportunity. Here are some possible questions—

“How will you handle a similar situation next time?” [SOAR, transition to Reinforce and Recommend] “What future steps can you take to avoid this outcome?” [SOAR, transition to Reinforce and Recommend]

Reinforce—Validate a Strength 2-57. Once the leader and subordinate agree on the behaviors that contributed to a consequence and a recommendation for the future, the leader should provide reinforcement on what the subordinate is doing correctly. Here are some examples—

“Your influencing strategies are working for you, keep it up.” [SOAR, Reinforce and Recommend] “Consider closing out staff meetings with opportunities for questions or discussion. Your pre- meeting planning and organizing is effective—you should continue that.” [SOAR, Reinforce and Recommend]

Additional Tips for Providing Feedback 2-58. Consider these items when providing feedback:

Focus on the leader’s behavior and actions. Identify what the leader has control over to change. Use focused questions as a form of feedback to create discovery learning. Allow leaders the opportunity to produce a recommendation to the observation. This promotes their taking ownership and responsibility for it.

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Be familiar with improvement actions described in chapter 4 and offer appropriate ones. Remind leaders that this source is available to guide development, including improving their understanding of positive and negative behaviors and underlying causes.

LESSONS FROM DELIVERING OBSERVATIONS

2-59. Leaders should avoid delivering some kinds of feedback. Especially important to avoid are— Vague and general ideas: “You are a good leader.” Instead, focus on specific, observed strengths. Using absolutes or generalities, such as always or never: “You never follow-up after meetings.” Instead, give specific behavior examples. Observations applied to general traits or the total person: “You’re an introvert.” Instead, focus on specific, observed actions. Untimely feedback that the leader is unable to apply: “Two days ago you gave ambiguous instructions at the mission rehearsal.” If they are not able to do anything useful with the feedback, focus on the future rather than the past.

2-60. It is important for leaders to learn from observation delivery and realize it takes practice. It is helpful after an interaction for leaders to reflect on their delivery. Reflective questions include—

Was my subordinate receptive to what we discussed? Based on my questions, how easily did they identify the behaviors that needed to change? Did my subordinate ask for techniques or ideas on how to change or improve? Is there agreement on the next development step and its timeframe? Is there evidence that my subordinate is acting on the observations?

2-61. After delivering observations, leaders look for the next opportunity to observe the subordinate’s leadership. Then, gauge how well the subordinate received the observation, what steps the leader has taken to change behavior, and what effect the change is having on unit outcomes.

SUBORDINATE RECEPTIVENESS TO FEEDBACK

2-62. Trust and a developmental culture are critical to ensuring receptiveness of leader observations. Leaders perceived as genuinely interested in helping subordinates develop tend to have subordinates who are more receptive to observations and feedback.

2-63. To gauge receptiveness, leaders must remain attuned to verbal and nonverbal cues. These may occur as verbal disagreement or resistance, or nonverbal gestures such as folded arms, rolling eyes, or lack of attentiveness. These cues can affect an observer by increasing their frustration with the feedback process. Refocus the subordinate and yourself by—

Reaffirming your feedback intent maximizes the subordinate’s capabilities to learn and lead. Restating the intent of your observation as a chance for self-development—not personal judgment. Reiterating what went well, noting growth and progress. Ask why they might not be receptive. For instance, “It seems you disagree with what I am saying. Can you share what you are thinking?”

2-64. Sometimes, a subordinate does not respond to any feedback. When this occurs, the leader might determine if an underlying cause prevents a positive response. Ultimately, the responsibility for learning lies with the subordinate, but an effective leader ensures the best possible conditions are set for continued learning. Even in difficult situations, leaders use different techniques to gain the subordinate’s attention and create learning opportunities.

2-65. These are some ways to redirect a non-responsive subordinate— Work with the subordinate leader’s subordinates and peers to ensure their actions do not affect the mission or teammate performance. Having teammates engaged and invested in making a leader better is a deliberate effort that must occur with sufficient time and resources to mitigate effects on others.

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Use experience. Talk the situation over with other leaders skilled at observing leadership. Obtain their perspectives and ideas on how to work with non-responsive subordinates.

SECTION III–ENHANCING LEARNING 2-66. Setting conditions and providing feedback and advice are two development fundamentals. Applying practices to enhance learning makes development more effective. Enhancing learning draws on the developmental value from learning opportunities. Learning from experience is enhanced by facilitating what the experience means. Understanding an experience requires interpreting the event to create personal understanding. This process requires observation, feedback, dialogue, and reflection. A leader-subordinate pair, coach, or mentor can use these four steps with a leader, any group, or adapted for an individual learner. This section focuses on how dialogue can bolster the reflection process and understanding. Chapter 3 addresses how an individual uses this learning process. At the individual level, experiential learning is learning while doing. At the organizational level, experiential learning is improving while doing. Experiential learning is consistent with the principle of train as you fight.

2-67. Practical approaches to enhance learning include leader role models, mentoring, guided discovery learning, and individual and group study. These practices are not scheduled events but are powerful ways to integrate and promote learning in the day-to-day organizational operations.

2-68. Because leaders vary in their skill and experience level, an effective way to learn is directly from unit role models. Positive role models exhibit leadership behaviors that others should emulate.

The 5-Minute Shadow Bring in a subordinate to observe or participate in an aspect of work that will improve their abilities. To maximize the experience–– – Communicate the situation, decision, or issue. – Convey the importance of acting appropriately or making the right decision. – Describe possible consequences, second- and third-order effects. – Discuss the decision or actions and reasoning behind them.

GUIDED DISCOVERY LEARNING TECHNIQUES 2-69. Guided discovery learning is an advanced technique that experienced leaders employ to help others learn. Leaders use the technique in coaching, counseling, and mentoring situations. Guided discovery learning is an indirect method that engages individuals to identify personal strengths and developmental needs, supported by a senior leader. Guided discovery learning is effective when––

A learner effectively makes sense of incoming information and integrates it with their personal base of experience and knowledge of relevant doctrine. A supervisor generally keeps the subordinate on track through direction, coaching, feedback, or modeling.

2-70. When appropriate, guided discovery learning is more effective than prescriptive methods where the leader prescribes problem solutions to a subordinate. Creating guided discovery learning options for a subordinate requires deliberate commitment from a leader to resource the learning experience, accept risk that they may learn a different lesson or learn at a different pace than the leader originally planned. Striking a balance between prescriptive methods and indirect methods requires a holistic understanding of how a particular Soldier learns and leads.

2-71. To facilitate effective guided discovery learning for subordinates, a leader ensures— Subordinates have sufficient background knowledge, training, and tools to experiment and learn. Sufficient time exists to experience failure, reset training conditions, and learn from the experience. The organization has a permissive learning environment encouraging learning without judgment.

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2-72. Guided discovery learning techniques are an effective way to deliver leadership observations. These methods are commonly employed when developing subordinates’ leadership skills:

Positive reinforcement. Open-ended questioning. Multiple perspectives. Scaling questions. Cause and effect analysis. Recovery from setbacks. Experience.

Positive Reinforcement 2-73. A leader’s first subordinate observations ought to focus on what they are doing right. Commenting on positive actions up front shows a commitment to balanced and fair observation. It builds confidence and confirms productive performance that accomplishes an objective.

Open-ended Questioning 2-74. Asking open-ended questions gets subordinates thinking about the situation and their leadership pertaining to unit performance. Broad questions maximize the potential for discovery. Leaders may need to ask additional specific questions if the subordinate is not identifying issues that need attention. An advantage of this approach gives subordinates hints about what they may need to do differently yet allows them to discover the actual issue on their own. In this way, responsibility for evaluation is with the subordinate, as is ownership for fixing the situation. Open-ended questioning is useful when the leader has time to listen, reflect, and do something about the situation. Thus, the busiest part of mission planning or execution may not be the most appropriate time to ask an open-ended question.

2-75. Open-ended questioning is employed by— Identifying the outcome for the leader to realize. Asking general questions about factors related to that outcome. Asking specific questions and providing hints until the leader connects the outcome with actions. Listening closely to the leader’s response. Confirming and reinforcing what is heard as an accurate assessment. Probing further or offer outcome-based evidence if they are not accurately assessing the situation.

Multiple Perspectives 2-76. Employing multiple perspectives helps a leader see the situation from another person’s perspective (or a different frame of reference). A complementary step to the decision-making process is to understand a problem and appreciate its complexities before seeking to solve it. Supervisors help subordinates reframe the current situation through open-ended questions or soliciting feedback from other stakeholders.

2-77. The purpose of multiple perspectives is to prompt subordinates to think creatively and innovatively in their approach. Leaders should use this technique when a subordinate appears stuck with a limited way of thinking or is unable to break away from a mental block.

Scaling Questions 2-78. The scaling questions technique is useful in facilitating a leader’s self-understanding of how difficult or challenging a problem is in relative terms. It facilitates incremental improvement and helps one recognize that progress has occurred. Supervisors ask subordinates to use a 10-point scale (where 10 is highest or best and 1 is lowest or worst) to assess personal performance on an action or competency behavior. The subordinate could share what they could do differently to improve performance a point or two on the scale.

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Cause and Effect Analysis 2-79. Leader actions are often several layers or processes removed from their consequences. The cause-and- effect analysis is a method to identify the root (or original) cause of consequences and outcomes.

2-80. It is not always obvious to leaders how certain behaviors affect outcomes further down the line. Cause and effect analysis is important because a leader and unit will continue to experience a negative outcome until identifying and resolving the actual root cause. Many times, only subsequent effects (or symptoms) of a problem are addressed, leaving the root cause intact.

2-81. Leaders use cause and effect analysis to address shortcomings when limited time and capability exist. Identifying a root cause focuses on remedial actions to fix the problem and change the consequence.

2-82. Cause and effect analysis is facilitated through— Asking “What (rather than why) causes it to happen?” Show consequences or outcome data. Continuing to ask “What?” and “What else?” until identifying all causes. It helps to capture work on paper or a whiteboard. Depicting the relationships between causes and effect. Identifying which causes, if changed or isolated, would prevent the outcome or consequence reoccurring. Identifying solutions or changes to implement without causing other negative outcomes or consequences to occur. Coaching the leader on being proactive to avoid negative outcomes before they occur.

Recovery from Setbacks 2-83. When a subordinate experiences a difficult situation, setback, or seemingly insurmountable challenge, a supervisory leader can help restore confidence and prevent conditions from deteriorating. Employing the following enables recovery from setbacks—

Reinforcing a strength—a leadership behavior they are performing well. Helping the leader recognize that they are already successfully handling some part of the task. Asking open-ended questions to increase situational awareness and probe for solutions. Providing recommendations if or when the leader is unable to arrive at a suitable course of action. Increasing the percentage of positive reinforcement and support relative to negative reinforcement.

Experience 2-84. By virtue of position and experience, a leader often knows something is going right or wrong before the subordinate knows it. It is an art to know when to impart aspects of that experience to a subordinate. Learning can occur by providing leaders with hints, well short of full understanding.

2-85. Leaders should carefully weigh the pros and cons of providing a subordinate with hints during training exercises. It is important to allow situations and events to unfold without premature intervention. If the leader provides information or solutions to the subordinate too soon, the situation’s development value diminishes, as ambiguous or adverse situations compel leaders to adapt and problem-solve on their own.

2-86. Yet, leaders do not want to hold on to information that may inhibit learning during the exercise. Without hints, a subordinate may experience a situation and its consequences, but not effectively learn from it. With hints and additional information, the subordinate launches on a learning expedition while the situation is still evolving. The inquisitive subordinate will follow up on the leader’s hints and find out why systems or people did not perform to expectations, a valuable learning expedition.

COACHING 2-87. Coaching is a development technique used for a skill, task, or specific behaviors. Coaching helps another individual or team through a set of tasks or with improving personal qualities. A coach gets the person or team to understand their current level of performance and guides their performance to the next level. A

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central coaching task is to link feedback interpretation with developmental actions. Coaches advise an individual or team on what levels can be reached and what to do to reach them.

2-88. Like other development processes, coaching has several components: Building rapport. The coach builds a strong rapport to facilitate trust and open communications. Gathering and analyzing information. Review performance indicators or leader or team perceptions to determine an accurate picture of capabilities. Addressing the gaps. Discuss specific issues light of similarities and differences with typical expectations. Narrowing focus. The coach guides the leader to identify the areas to strengthen and develop. Setting goals. The coach assists the leader in establishing development goals. Planning development. Together the coach and leader determine development paths, desired outcomes, and specific developmental actions. Promoting action. The coach sets conditions that help to sustain developmental action and establish accountability for development.

2-89. Coaches can draw on guided discovery learning techniques to establish and maintain rapport and build commitment. The coach tailors how directive feedback and guidance are depending on the situation and performance level of those being coached. Coaches involved in developmental actions should find a balance between challenge and the learner’s perception of ability to achieve incremental improvement.

2-90. To prepare for coaching, leaders study and apply the fundamental guidelines for leader development. They are passionate learners in the area being coached. They arm themselves with tips, techniques, and practice routines to advise subordinates. Developmental actions for leadership include observing other leaders, modeling what good leaders do, and practicing new techniques or approaches. Leaders can apply techniques in the conduct of their duties, look for different duty opportunities, or identify outside opportunities. Other actions include reading, research, consulting, and formal coursework. Sometimes applying different mindsets and ways of thinking provide enough development to meet established goals. ADP 6-22 provides guidelines for coaching (focus goals, clarify self-awareness, uncover potential, eliminate obstacles, develop action plans and commitment, and conducts follow-up).

COUNSELING 2-91. Counseling is the process used by leaders to review with a subordinate their demonstrated performance and potential. See ATP 6-22.1 for more on the process of counseling. Counseling, one of the most important leadership and professional development responsibilities, enables Army leaders to help Soldiers and DA Civilians become more capable, resilient, satisfied, and better prepared for current and future responsibilities.

2-92. Regular developmental counseling is an essential tool for developing future leaders at every level. Developmental counseling is categorized by the purpose of the session. Understanding the purpose and types of counseling enables the leader to adapt the counseling session to the individual subordinate’s needs to achieve desired outcomes and manage expectations.

2-93. Professional growth counseling includes planning for the accomplishment of individual and professional goals. During the counseling, leader and subordinate conduct a review to identify and discuss the subordinate’s strengths and weaknesses and to create an individual development plan using DA Form 7906 (Individual Development Plan) that builds upon those strengths and compensates for (or eliminates) shortcomings. Leaders can assist subordinates in prioritizing development efforts based upon those perceived strengths and weaknesses.

2-94. As part of professional growth counseling, the leader and subordinate may choose to develop a pathway to success with short- and long-term goals and objectives. The discussion includes opportunities for civilian or military schooling, future duty assignments, special programs, available training support resources, reenlistment options, and promotion opportunities and considerations. Documentation of this discussion results in an individual development plan (see figures 3-1–3-4 on pages 3-7–3-10 for examples). Each individual development plan will vary as every person’s needs and interests are different.

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MENTORING 2-95. Mentorship is a voluntary developmental relationship that exists between a person of greater experience and a person of lesser experience that is characterized by mutual trust and respect (AR 600-100). A mentor assists personal and professional development by helping a mentee clarify personal, professional, and career goals and develop actions to improve personal attributes, competencies, and skills. A mentee seeks and receives mentorship. Army leaders are encouraged to participate voluntarily in mentoring.

2-96. Age or seniority is not a prerequisite for providing mentoring. A junior individual may mentor a senior individual based on experience or specialized expertise. Having a mentor grows in importance as you become more senior.

2-97. Mentoring is a professional relationship. However, mentor-mentee connections are best when they occur outside the chain of command. This is not contrary to a leader’s responsibility to develop subordinates. It differentiates between the mentor and leader roles to develop, counsel, teach, and instruct subordinates. Supervisors should refrain from appointing mentors or formally matching individuals with mentors. Participant self-selection leads to the most effective mentoring relationship.

2-98. Leaders foster mentorship by— Educating leaders in the organization on mentor responsibilities. Participating as a mentor. Inviting experienced leaders to visit and share their mentoring experiences.

MENTOR ROLES AND RESPONSIBILITIES

2-99. Selection as a mentor is a compliment to one’s professional abilities and competence. Table 2-9 highlights general mentor roles and responsibilities.

Table 2-9. Mentor roles and responsibilities

Role Responsibility

Provides

Encouragement and motivation. Candid feedback about perceived strengths and developmental needs. Advice on dealing with obstacles. Guidance on setting goals and periodically reviews progress.

Shares Experiences that contributed to personal success. Understanding the Army, its mission, and formal and informal operating processes.

Encourages Appropriate training and developmental opportunities. Sense of self-awareness, self-confidence, and adaptability. Efficient and productive performance.

Serves As a confidant, counselor, guide, and advisor. As an advisor for career development ideas or opportunities. As a resource for enhancing personal and professional attributes.

2-100. Mentoring is a powerful tool for personal and professional development. Mentoring generally improves individual performance, retention, morale, personal and professional development, and career progression. Mentoring offers many opportunities for mentors and mentees to improve their leadership, interpersonal, and technical skills as well as achieve personal and professional objectives.

2-101. It is not required for leaders to have the same occupational or educational background as those they coach or counsel. In comparison, mentors generally specialize in the same area as those they mentor. Consequently, mentoring relationships tend to be occupation-specific, focused primarily on developing a better-prepared leader.

2-102. Mentoring is crucial to development and retention. Once the relationship is initiated, the mentor has responsibility to—

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Share organizational insight gained through knowledge and experience. Showing mentees how to manage a certain situation is far more effective than just talking them through it. Expand the mentee’s network. Mentors advise on a spectrum of topics, ranging from specific skills to broader career goals. Mentees gain sound guidance, access to established networks, and enhanced personal and professional perspectives. Help with setting development goals. Mentees often seek mentors to enable professional growth, perhaps advancement in the organization or in changing career fields. Provide developmental feedback. Giving feedback increases the mentee’s self-awareness, particularly concerning strengths and developmental needs.

MENTORING RELATIONSHIPS

2-103. The appearance of favoritism or creating conflict with raters or senior raters should keep leaders from mentoring subordinates within their chain of command. Subordinates should avoid approaching superiors in their chain of command as mentors.

2-104. A successful mentoring relationship is based on several elements: Respect. Established when a mentee recognizes desirable attributes, skills, and competencies that the mentor has and when the mentor appreciates the mentee’s attitude, effort, and progress. Trust. Mentors and mentees should work together to build trust through open communication, forecasting how decisions could affect goals, discussing progress frequently, monitoring changes, and expressing enthusiasm for the relationship. Realistic expectations and self-perception. A mentor may refine the mentee’s self-perception by discussing social traits, intellectual abilities, talents, and roles. It is important for the mentor to provide honest feedback. A mentor should encourage the mentee to have realistic expectations of their own capabilities, present and potential position opportunities, and the mentor’s offerings. Time. Set aside specific time to meet; do not change times unless necessary. Meet periodically to control interruptions. Frequently check in with each other via calls or e-mail.

2-105. The mentee must be an active participant in the relationship. Mentees must— Prepare. Define desired goals for the mentoring relationship. Complete appropriate preparations for meetings with the mentor. Develop. Work to improve. Be flexible. Listen to the mentor and consider all new options proposed. Take initiative. Seek the mentor’s advice when needed.

MENTORING BENEFITS

2-106. Soldiers and DA Civilians who seek feedback to focus their development, coupled with dedicated, well-informed mentors, embed the concepts of life-long learning, self-development, and adaptability into the Army’s culture. The benefits are threefold: for the mentor, the mentee, and the organization.

Mentor Benefits 2-107. Serving as a mentor provides many benefits, such as—

Professional development. Becoming identified as someone who develops or mentors well-known performers attracts qualified, high-potential individuals looking for opportunities to work for the mentor. Developing others to follow a mentor’s example facilitates the mentor’s own personal and professional development and career progression. Knowledge. Mentees are a source of general organizational data, feedback, and fresh ideas. Because higher-level positions isolate some executives and managers, mentees serve as an important link in keeping communication lines open. Although mentors possess experience and wisdom, mentees often provide important feedback about views at different Army levels. Personal satisfaction. Mentors generally report a sense of pride in seeing mentees develop and a sense of contribution to the Army. It is an opportunity to pass on a legacy to the next generation.

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Sharpened skills. Mentors sharpen management, leadership, and interpersonal skills as they challenge and coach the mentee. Expanded professional contacts. Mentors expand their network by interacting with other mentors, supervisors, and various professional contacts.

Mentee Benefits 2-108. Mentees gain tremendously from a mentoring relationship. Such benefits include—

Increasing self-awareness through candid feedback. Building confidence and encouragement to grow beyond usual expectations. Having a role model and a trusted advisor. Gaining better understanding of the Army and what is required to succeed and advance. Gaining visibility through opportunities to try advanced tasks and demonstrate expanded capabilities. Reporting greater career satisfaction with higher performance and productivity ratings.

Organizational Benefits 2-109. The organization and the Army as a whole benefit in the following ways—

Increased commitment and retention. Mentoring increases the understanding of how to reach the next responsibility level––enhancing duty satisfaction and reducing reasons to leave. Improved performance. Mentors and mentees have an opportunity to expand their technical, interpersonal, and leadership skills through the mentorship relationship. Mentoring helps mentees identify and prepare for roles which best fit their needs and interests. This enables the Army to fill positions with the most capable, motivated personnel. Mentoring is functionally efficient, because instead of floundering on their own, mentors help mentees to develop career road maps. Development. Mentoring increases the effectiveness of developmental activities that occur within the unit and generally produces leaders comfortable with senior level responsibilities. Leadership succession. Mentoring facilitates the smooth transfer of Army Values, culture, traditions, Warrior Ethos, and other key components to the next generation of Army leaders. Recruitment. An Army-wide mentoring program makes the Army attractive to potential recruits because it shows the Army prioritizes its people and their development.

Mentoring Skills 2-110. It is important to possess key mentoring skills to be an effective mentor. These skills include—

Listening actively. Focus on the mentee’s main points and whole meaning. Watch body language, maintain eye contact, and understand which topics are difficult for the mentee to discuss. Showing someone you are listening is a valuable skill. It shows you value what they say, and you will not interrupt them. This requires patience and a willingness to delay judgment. Holding back judgments. Reduce emotional reactions (such as anger or excitement) to the mentee’s comments. Do not immediately draw conclusions about whether the meaning is good or bad until you are sure you understand the comments. Asking the right questions. The best mentors ask questions that make the mentee think. However, this is not as easy as it sounds. Simply, think of what you want to tell the mentee and frame a question that will help the mentee come to the same conclusion on their own. To do this, ask open questions that a simple yes or no cannot answer. Alternatively, ask direct questions that offer several answer options. Then ask the mentee why they chose that answer. Providing feedback. Do this in a way that accurately and objectively summarizes what you have heard but interprets things in a way that adds value for the mentee. Use feedback to show you understand what the mentee's thinking approach has been. This is key to helping the mentee see a situation from another perspective. Resisting distractions. Control the location and minimize outside distractions as much as possible. Focus on the mentee.

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The Value of a Mentor Major General Fox Conner served in the U.S. Army for forty years but is most remembered for his legacy of mentoring a generation of promising officers, notably Dwight D. Eisenhower. While serving under George S. Patton at Fort Meade in 1920, the two forged a close friendship and began preparing for the Command and General Staff School at Fort Leavenworth by methodically working through the previous years’ tactical problems the school used. Because of his work with Patton, Eisenhower was a serious student of tactics when Patton introduced Eisenhower to Conner. Eisenhower accompanied Conner to Panama in 1922 as his chief of staff, when Conner assumed command of the 20th Infantry Brigade. Under Conner's tutelage, Eisenhower perfected his administrative and tactical techniques by drafting formal orders for daily brigade operations and analyzing the tactical problems of fighting on Panamanian terrain. Conner directed an intensive reading program that introduced Eisenhower to Plato and Tacitus; influential thinkers such as Nietzsche and Clausewitz; and various contemporary military writers. During Socratic dialogues about the readings, Conner and Eisenhower discussed the nature of war. One important subject often addressed was the difficulty of allied command. Conner insisted the Treaty of Versailles made another war inevitable and any future war would be waged by a coalition with the United States as a member. Because of these dialogues, Eisenhower was aware of the First World War’s allied military command structure defects and pondered the question of coalition warfare as early as 1924. Source: Dwight David Eisenhower: The Centennial (CMH Pub 71-40)

STUDY 2-111. Leader development processes in the organization should establish an expectation for each leader to spend personal time seeking knowledge sources and opportunities to grow and learn. If a supervisor’s personal involvement and unit resources were always prerequisites for development, it would be a limited effort indeed. Organization leaders should develop distinct ways to study their chosen profession and identify ways to improve the unit.

Encourage subordinates of similar positions or grades to form a community-of-practice group to foster excellence. Provide the groups reachback capability to web-based forums. Provide each group with an opportunity to present recommendations or new methods to the leader team.

2-112. Encouraging professional development through outside study and engagement is a way to broaden knowledge, experience, communication skills, empathy, humility, confidence, and an appreciation for diversity. Leaders can gain a deeper understanding of their operational environment and improve their critical and creative thinking skills. While no limit exists to where leaders may find leadership lessons, mass and social media have generated widely accessible options for all echelons of leaders. Some options are—

Professional reading and writing. Conferences, panels, and lectures. Podcasts. Online discussion forums, blogs, and social media.

PROFESSIONAL READING AND WRITING

2-113. Professional reading broadens leader knowledge, understanding, and confidence. Leaders gain a refined understanding of the material and develop critical thinking skills through pertinent discussion with

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others. Discussing ideas and topics with peers, subordinates, and leaders who may offer significantly different perspectives exposes all participants to new ideas and potentially broadens their outlook.

2-114. For personal reading, topics may come from established reading lists, stem from personal interests, or follow from determining strengths and developmental needs. As part of a personal reading program, leaders may choose to maintain a reading journal to take notes and record key passages, insights, and reflections. When recording thoughts, leaders gain clarity, develop new ideas, refine existing ideas, and likely share insights with others. Journals can record related book and article titles for further investigation.

2-115. Documents often suggest related information to expand knowledge of the subject. The end of a chapter or book may list related documents. The bibliography or footnotes identify information sources the author used. To help narrow the search, note any reference that sounds interesting or relevant.

2-116. Individuals should consider writing for publication as a complementary element to a professional reading program. Writing increases self-development as well as develops others who gain from the lessons learned and stimulated thought. Consider publishing papers created through the writing program in branch journals or as blog entries. This shares ideas and gathers feedback for the author, which could be beneficial in further developing the original ideas.

CONFERENCES, PANELS, AND LECTURES

2-117. Conferences, panels, and lectures are a great tool for learning about new topics, observing panel member interactions, and seeing how lecturers communicate ideas with an audience. Attending professional conferences and lectures in person can be time and cost prohibitive for individuals and units, but the advent of social media and distributed academic lectures can provide a remote viewing option. The ability for leaders to refine their skills at research, presenting material to an audience, and fielding questions or comments can be an invaluable way to enhance leadership and communication skills.

2-118. Knowing where to find conference schedules or lecture events can help leaders identify events best suited for their learning requirements. Military professional organizations, military history museums and societies, universities and colleges, and professional journals are good sources for lectures, conference panel information, and previously presented content. Following these organizations on social media allows leaders to stay updated about events that may be valuable as learning tools. Along with providing reading recommendations, leaders can provide recommendations for lecture series and panel events that may interest and enhance a subordinate’s development.

PODCASTS

2-119. Podcasts cover wide varieties of military and organizational leadership topics and can be used to supplement unit reading or viewing programs. Selecting a podcast for a specific topic equates to helping subordinates choose an appropriate book, journal article, or movie. It requires leader familiarity with the content and the lessons they want a subordinate to learn from the content. Like verifying the credentials for an article or author before including a work in a leader development program, verifying the content and credentials of a podcast host and their participants is equally as important. Multiple DOD and Army podcasts exist to support professional development programs.

ONLINE DISCUSSION FORUMS, BLOGS, AND SOCIAL MEDIA

2-120. Online professional discussion forums, leadership-oriented blogs, and social media groups oriented on military leadership provide a wealth of mentorship and development opportunities and potential pitfalls. Online activities and social media are a constant presence in the daily lives of Soldiers, DA Civilians, and Families. Understanding how various platforms work, to include who engages and how they engage, is crucial to Army leaders at all echelons. Soldiers live their lives increasingly online, which influences how they interact with their peers, leaders, and even the American people. This has real-life effects on an organization’s readiness, cohesion, and environment.

2-121. Social discussion forums range from professional discussion forums to informal discussion threads on social media platforms. Using professional discussion boards and blogs for leadership questions and advice can provide new perspectives, creative solutions, and connections between peers and leaders. Informal

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discussion forums open discussion to a wider, and often anonymous, audience, providing risk and opportunities for leaders and subordinates. Anonymity allows users to engage in frank discussion on challenging topics that they may feel uncomfortable discussing in person. At the same time, this can create echo chambers and subversive discussion that can harm team cohesion or chain of command. Leaders should understand the potential for positive and negative professional development and dialogue.

2-122. Blogs and video blogs (vlogs) can promote accessible and easily consumable leadership and professional development lessons for a wide audience. Professional military blogs and vlogs promote a faster way for individuals to write, publish, or broadcast on relevant military topics. Like journal articles, leaders should responsibly promote consuming well-researched material. Blogs and vlogs offer multiple topics to highlight leadership concepts and lessons, even those that are not related to the military.

2-123. Army leaders increasingly engage their subordinates, peers, and senior leaders through social media platforms. See FM 3-61 and AR 360-1 for information and guidelines about building and managing unit social media pages. Social media accounts typically fall into two main categories: organization-sponsored social media pages or personal social media pages.

2-124. For leaders developing a plan to maximize their personal social media accounts, building and maintaining a personal social media plan can be invaluable to setting personal goals and limits for engaging others. Selecting the desired platforms requires an understanding of how to maximize the potential for each platform for individual engagement and development.

2-125. For leaders using personal social media to communicate ideas to a wide audience, understanding the fine line between professional and unprofessional behavior is crucial. Using personal social media pages to feature family, viewpoints, and personal achievements and struggles provides an opportunity to highlight the realities of off-duty life. Being transparent and professional are not mutually exclusive for all Army leaders. Social media can offer a wide-reaching option to share the value of professional off-duty Soldiers and leaders. See AR 25-2 and AR 600-20 for information and regulatory guidelines to manage professional behaviors on personal social media pages.

SECTION IV–CREATING OPPORTUNITIES 2-126. Creating opportunities for development or using existing experience opportunities is a fourth way to create a development culture. An organizational culture develops based on shared values, beliefs, and learning. These cultural values, when consistent with the mission, affect an organization’s performance. Leaders foster a positive culture by providing a supportive command climate that values member involvement and learning. Likewise, key leader position selections and responsibilities have implications for developing leaders far into the future. Integrating these efforts into a holistic program establishes lasting operating norms. Developing leaders to this level requires investing time and effort but leaves a legacy of trained and ready leaders for tomorrow’s Army.

2-127. Leader selection and screening can be useful in development efforts. Forming leader teams where strengths in one complement developmental needs in another is a common selection goal. Developing leaders is often about preparing them for responsibilities in the next position. Creating opportunities for leader development involves—

Creating challenging experiences. Sharpening leader selection. Planning leader succession. Tracking career development and management.

CHALLENGING EXPERIENCES 2-128. Experience is a developmental tool. Pressure, complexity, novelty, and uncertainty characterize challenging experiences. Leaders create learning opportunities by placing subordinates into challenging assignments to stretch their thinking and behavior. Challenge creates interesting and motivating learning situations. Leaders create these experiences or ensure opportunities provide learning experiences.

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2-129. All Army assignments inherently provide some developmental challenge. Development happens even if supervisors do nothing at all. Creating the right challenges in a position for a particular leader can dramatically increase development.

2-130. Some missions or circumstances may not offer key developmental opportunities. Supervisors may need to shape position responsibilities to allow a subordinate to enhance personal leadership skills. Before adjusting a position’s requirements, leaders should consider unit and mission demands.

2-131. Leaders should be deliberate in placing subordinates in special missions and organizational assignments. Experienced leaders implicitly know the defining tasks early in an assignment and should be deliberate about identifying these tasks and ensuring each leader gains experience from them. Sometimes, supervisors must assign subordinates to positions where they do not have the requisite skills or experience. Supervisors should consider modifying position requirements and providing additional support or resources.

2-132. Not all leaders develop on the same timelines. Supervising leaders should be willing to adjust how much time each subordinate stays in a developmental position within the parameters available. Supervisors should involve human resources staff early as decisions may have implications beyond the organization. When making such determinations, supervisors should weigh the effects on—

Unit performance. Leader team stability. Leadership needs of adjacent units, higher units, and the Army. The leader’s well-being and personal growth.

In determining what subordinates need to learn, ask them about the top three skills they need to improve unit performance. Doing so motivates them and increases their awareness about the leader skills they need to learn.

LEADER SELECTION 2-133. Supervising leaders should foster an attitude that leadership positions are not necessarily automatic appointments. It is neither a privilege, nor an entitlement, to serve in a leadership position. A leadership position is an Army requirement to fill a public need to provide for the Nation’s common defense. Therefore, leader selection fills the Army’s requirement with individuals that will best discharge those duties. Selections for key leader positions require thorough consideration. Each step in a deliberate screening and selection process should narrow the field of acceptable candidates:

Forecast potential position openings. Identify key leader characteristics. Build a candidate pool by working with higher, adjacent, and subordinate units, as applicable. Use selection tools to screen out applicants such as— Conducting a career file review to identify prerequisite experiences and training—review files and rate candidates against career indicators. Reviewing disciplinary or derogatory information in personnel or intelligence staff files. Obtaining references or recommendations on the leader from trusted sources. Conducting structured interviews with candidates for the position—structure the interviews to assess values, attributes, and responses to various situations. Organizations may develop minimum prerequisite knowledge or skills requirements for specific positions. Final candidates may demonstrate capabilities by conducting a task that proves their qualifications for the position (such as leading a patrol or leading a convoy). Select and appoint approved candidates.

2-134. If creating a qualified candidate pool is not possible, supervising leaders should consider modifying the position or providing additional support or resources to available candidates.

2-135. Consider the leader team when selecting leaders. For example, pair a technically strong warrant officer with a tactically strong officer. Pair a strong operations officer with an intelligence officer willing to

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challenge the operational plan by forcefully presenting the enemy viewpoint. Pair a highly experienced noncommissioned officer (NCO) with a less experienced lieutenant.

LEADER SUCCESSION 2-136. Succession planning is a developmental activity for individual leaders that focuses on deliberate planning to provide opportunities for experience in key developmental assignments and to prepare for future assignments beyond the unit. Unit leaders may not have total input into succession planning but with forethought can have plans to rotate leaders within the unit. Succession planning is a local system of talent management. Senior leaders plan systematic subordinate rotation within the organization so that trained and qualified leaders are ready to assume vacancies, proven leaders move on to positions of greater responsibility, and marginal leaders receive opportunities to improve. Succession planning serves individual leaders by looking beyond the organization’s replacement interests. It helps develop leaders with the potential to succeed in future positions beyond their current unit and returns a benefit to the Army by optimizing development opportunities and duration across the unit’s leaders.

2-137. Understanding the projected career paths and timing for leader branches and specialties is an important factor in succession planning. Moving leaders into and out of positions should depend upon—

Unit performance. Keeping leaders in positions long enough so that their stability promotes high unit performance. Army need. Providing experienced leaders back to the Army to fulfill its requirements. Individual developmental goals and readiness. Determining when the leader has achieved development goals and is ready to take on new responsibilities and challenges.

2-138. Supervising leaders should work with human resources staff to predict accurate leader gains and losses to the unit. Be sure to—

Account for leader needs for career and position-specific training before position assumption. Assess leaders during their initial assignments to drive subsequent position assignments. Use leader vacancies due to schooling, special assignment, or leave as development opportunities; assign less experienced leaders temporarily to the vacancies.

Identify the key leader positions that trigger succession planning and management. Chart the timing and sequencing of leaders into and out of unit leader positions. Account for prerequisite schooling and plan primary and alternate candidates for each position.

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Grant and McPherson During the American Civil War, Ulysses S. Grant rose to become the Union Army’s Commander in Chief. Along the way, he developed select officers to succeed him. Those supported for further advancement showed three attributes: personal loyalty, a willingness to do any duty necessary to prosecute the war, and a desire to prove oneself in battle. One of Grant’s inner circle gained his full trust and confidence: James B. McPherson. McPherson was a Regular Army officer who graduated from West Point in 1853 and commissioned as an Engineer. Eager to find a combat assignment, he joined Grant’s staff in January 1862 after promotion to lieutenant colonel. McPherson served admirably as Grant’s chief engineer during the Fort Donelson campaign and at Shiloh. A rising star, Grant promoted McPherson to major general in 1862 and appointed him to command an infantry corps. His successes during the Vicksburg campaign cemented his reputation. When Grant was promoted and sent east, he wisely designated McPherson as commander of the Army of the Tennessee. Grant knew the old army adage that “best friends may not always make the best generals.” McPherson had indeed become Grant’s friend over the years. However, McPherson’s ability to see Grant’s goals and work tirelessly to meet them won his commander’s full confidence and support. McPherson did not disappoint. While other generals sought to seize ground and take cities, he endeavored to engage and destroy enemy armies. McPherson’s army was successful in driving the Confederates back through northwest Georgia as part of Sherman’s Atlanta campaign. Leading from the front, McPherson died in action on 22 July 1864. Grant memorialized McPherson as one of the "ablest, purest, and best generals." Sherman called him "a man who was…qualified to heal national strife." Even John Bell Hood, an adversary, marked his passing with friendship and admiration. Yet while he lived, McPherson proved a sterling example of how to establish a succession of command.

CAREER DEVELOPMENT AND MANAGEMENT 2-139. Individuals should understand and actively manage their own career paths while supervisors should consider the career paths and influence their subordinates to gain breadth in development. AR 600-100 directs supervisors to provide opportunities for a subordinate's individual development. Commanders and other senior leaders should encourage their developing subordinates to take challenging assignments. Reserve Component leaders should be aware of subordinates’ civilian development plan as this may affect their ability to take on new and challenging assignments. The ability to see and select the best opportunities for themselves requires leaders to be equally proactive in advocating for subordinates who request selection for assignments and references. This requires leaders to help subordinates account for all their career development factors, including post-military considerations.

BALANCING ARMY NEEDS WITH PERSONAL CHOICES

2-140. Finding the proper balance between professional work and personal life while planning career development challenges professionals at all career stages. The Army has experienced significant change with integrating women into traditional ground combat branches and efforts toward inclusion and diversity. This fosters discussion and understanding about family impacts on a Soldier’s career choices and Army impacts on families. Leaders draw on career experiences to help subordinates see how choices affect professional careers and personal lives. Acknowledging the interrelated nature of a professional Soldier’s personal life is a key facet of fostering trust between leaders and subordinates across the force. Most career planning models have common steps—

Perform a self-assessment to determine strengths and developmental needs (based on abilities, characteristics, needs, responsibilities, or interest or goals). Weigh the possibilities to choose goals and milestones for self-development efforts.

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Generate additional possibilities, goals, and milestones to align self-development goals to determine opportunities or friction points. Create an IDP that uses effective learning methods. Implement the plans, overcome obstacles, and measure progress.

Ask organizational leaders to describe their most valuable leader development experience. Give them time to think about it before they respond. Have them briefly write about the experience or tell their peer group. Use their experiences to help prioritize implementation.

Providing a first, second, third, and fourth priority reflects the understanding that leaders may not be able to implement every idea or method. Some development methods provide a leader with a higher return in performance for less resource investment.

PROFESSIONAL DEVELOPMENT PROGRAMS

2-141. Unit leaders are responsible for creating overall professional development programs, comprised of specific sessions focused on unit needs. Leader professional development programs are deliberate and represent a cohesive approach to increasing the skills and readiness of the organization’s leaders. Leader development programs are an effective vehicle when consistently applied. Successful programs include common elements such as—

Mission-essential leader task training when a common need exists across the organization. Required orientation or education sessions (such as equal opportunity and safety). Cohesion-building activities to foster esprit de corps (such as dining-ins, sports, or adventure training). Opportunities for the commander, command sergeant major, or first sergeant to emphasize key guidance to all leaders. Education sessions on leader career path topics (assignments, schooling, or promotions). Education sessions on the mission command principles, culture, and geopolitical issues.

2-142. Professional development sessions, conducted to facilitate discussion and collaboration, are extremely valuable in gaining a greater understanding and applying specific information or skills in a unit. The information sources and means of conducting these sessions are endless and allow for creativity. Instructors should not rely solely on dry briefings. Scenarios and materials should be tailored to the grades and ranks present. These sessions are great team building opportunities to bring together groups of different ranks and responsibilities.

2-143. All these applications fulfill organizational leaders’ training and developmental needs. To implement leader development programs effectively, leaders should follow these guidelines (see Chapter 5 for additional information and examples)—

Link training and professional development. Clearly communicate purpose and relevance. Gather all leaders together only when doing so is the most effective learning method. Consider prior listed applications as integral to leader development programs. Leaders can find materials to support professional development from various sites, such as CAPL.

To provide leaders with an in-depth perspective on a mission-essential task for the organization (such as security patrols or convoy operations), supervisory leaders should lead the task in professional development sessions while subordinate leaders perform the Soldier roles. By practicing task execution to standard, the organization’s leaders will be more effective at supervising future execution.

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Example Session: Developing Mission Command Units that understand mission command principles effectively seize opportunities and make decisions consistent with commander’s intent. Consider the following steps to ensure mission command principles are a key part of the training strategy. Step 1: Educate the unit on mission command principles. Members of all ranks need to understand the principles and the need for each. Ask the following questions: – Do leaders integrate mission command principles into training opportunities? If so, how? – Do leaders specifically identify mission command principles when leading subordinates? – Do leaders make subordinates aware that mission command principles exist within their current roles and responsibilities? Step 2: Ask the unit about the roles subordinates play in mission command. Have them describe, in their own words, the concepts of delegated authority and making decisions with commander’s intent. Ask the following questions: – What methods do leaders typically use to delegate authority? – What subordinate actions demonstrate good judgment while exercising initiative? Which do not? – What opportunities do leaders give subordinates to demonstrate achieving the commander’s intent? – To what extent do subordinate responses indicate a clear understanding of the mission command principles? Step 3: Review your leader development program and modify as needed to ensure mission command principles are regularly addressed. Consider how training activities support subordinates in making good decisions when exercising initiative. While completing the review, consider these questions: – What does counseling look like in your unit and how can it be improved? Is it helpful or is it just process? – Does subordinate behavior suggest that commanders trust and support subordinates’ decisions? – Do training events allow subordinates to improve upon their decision-making abilities, in both predictable and unpredictable situations?

OPPORTUNITIES DURING TRAINING EVENTS

2-144. Training is an organized, structured, continuous, and progressive process based on sound learning principles designed to increase the capability of individuals, units, and organizations to perform specified tasks or skills. The training objective is to increase competent leaders’ ability to perform in multiple training and operational situations. Individual task training builds individual competence and confidence to perform these tasks to support collective training and operations.

2-145. Leaders contribute substantially to the unit’s mission success or lack of success. Therefore, the Army devotes considerable resources to foster leader development during exercises. Providing leadership feedback is a challenging, yet essential, part of training exercises. Leaders have a specific task to observe subordinates during planning and while executing missions. Understanding how to treat leadership as a skillset to develop and improve is an essential contributor to mission accomplishment.

2-146. Where possible, leaders ought to use guided discovery learning. This places the observed leader in charge of their learning, with the chain of command in a supporting role. Using guided discovery learning during training exercises prepares the leader to be a self-guided learner in any setting. See Section II in chapter 2 for leader performance descriptions at different proficiency levels to support observation and feedback efforts.

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Missed Opportunities CPT Williams’ company was tasked to run the battalion M2 range. Knowing the company’s high operating tempo while preparing to deploy for an NTC rotation, she assigned the duty to her top performer, LT Taylor. She got several updates from LT Taylor regarding planning and resources for the range; she led battalion range operations before and understands LTC Cano’s expectations. CPT Williams is therefore surprised when LTC Cano stops by. LTC Cano: “CPT Williams, I understand everyone is busy, but I feel you may have missed an opportunity to offer LT Taylor some much needed guidance concerning the M2 range. While he had a very solid plan, there was some key information missing in his brief to me that I feel you would have caught. Did he provide a backbrief to you on his plan of action before presenting it to me and MAJ Blank?” CPT Williams: “I did not require him to backbrief me, sir. I instructed LT Taylor to run the plan and his resource requirements by 1SG Diaz while I was focused on other tasks. I did not take the time to bring him in for a rehearsal brief. Guess I hung LT Williams out to dry.” LTC Cano: “The mistakes were minor, and the plan was sound, however it is our duty to prioritize development of our leaders, to show them, for example, how much rigor should go into planning, and how overlooked details can result in serious consequences.” CPT Williams: “Yes, sir. In this case, the fact that LT Taylor has participated in but never run an M2 range before, I should have prioritized supervision of the 8-step training model.”

CIVILIAN TRAINING AND DEVELOPMENT PROGRAMS

2-147. The Civilian Education System is a structured program with central funding for all DA Civilians and serves as the foundation for civilian leader development. DA Civilians have developmental opportunities based on their duty series, grouped into career programs. Each career program provides career-planning tools to enable core competency development. The Army Career Development Program provides a planned course of professional development by combining formal training and education with progressively challenging work experiences. See AR 690-950 for more information.

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Chapter 3

Self-development

3-1. The gravity of the Army mission and the world’s dynamic nature make continual learning and self- development crucial to personal success and national security. Rapid changes in geopolitical affairs, technology, and general knowledge require individuals to stay current. Army and civilian schools provide basic knowledge and techniques individuals need to review and update after they leave school. To thrive professionally and personally, individuals must engage in life-long learning and self-development.

3-2. Self-development bridges gaps between the operational and institutional domains and sets conditions for continual learning and growth. Soldiers and DA Civilians engage in self-development to improve their capabilities for current and future positions. Self-knowledge is an important part of a leader’s development. The Army provides tools to facilitate leaders’ understanding of strengths and developmental needs throughout a military career (see Websites within References). Institutional and operational training assignments cannot meet all learning needs. Self-development is essential to attain and sustain the competencies needed to perform successfully. Self-development activities reinforce and expand the depth and breadth of what leaders learn in classrooms and on duty. Self-development activities enable achieving personal and professional development goals.

3-3. Self-development obtains the best results when it is planned, competency-based, and goal-oriented. However, an important aspect of self-development is distinct from the other training domains: you are responsible for directing personal self-development activities—not your supervisor or the Army.

3-4. Although engaging in self-development is a personal responsibility, leaders are responsible for creating an environment in which self-development is a priority. Leaders need to be actively involved in developing themselves and each other. Self-development begins with feedback. Development happens through study and practice. Leaders can support others’ self-development through the exchange of professional development information, discoveries, and opinions. As owners of their career and self-development, leaders are ultimately responsible for managing it. For example, you are the only one who can:

Assess your current career status, knowledge and skills, personal interests, and accomplishments. Do you have the technical and tactical expertise you need? Do you have the leadership skills you need? Honestly determine your willingness to invest the time, effort, and mobility needed to advance. Seek information about duty options, development paths, and training opportunities. Set your career goals, develop a plan, establish a timetable, and monitor your progress.

3-5. Self-development supports planned, goal-oriented learning to reinforce and expand the depth and breadth of what a person knows to include themselves and situations they experience and how they perform their duties. The Army acknowledges three self-development types:

Structured self-development includes mandatory learning modules required to meet specific learning objectives and requirements. Guided self-development is optional recommended learning to enhance professional competence. Personal self-development is self-initiated learning to meet personal objectives such as pursuing a college education or an advanced degree.

3-6. The self-development process has four major phases— Strengths and developmental needs determination. Goal setting. Self-enhanced learning. Learning in action.

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STRENGTHS AND DEVELOPMENTAL NEEDS DETERMINATION 3-7. The first step in determining strengths and developmental needs is to think about what you do and how well you do it. At a minimum, this information comes from self-examination. Examining personal strengths and developmental needs is a skill improved over time. Feedback can come from formal or informal assessments and from other leaders, peers, or subordinates. Outside opinions and information on strengths and developmental needs are useful, however, admitting and accepting discovered developmental needs requires a leader to be open to accepting feedback and self-aware, which streamlines the self-development process. Keep this in mind during a self-examination.

3-8. Understanding current strengths and developmental needs is necessary before setting self-development goals. This requires leaders to be self-aware about their leadership behaviors. These methods help identify strengths and developmental needs:

Formal assessments. Feedback gathering. Situation and self-analysis. Strengths and developmental needs identification.

FORMAL ASSESSMENTS

3-9. Formal assessments, such as evaluations and tests, are a good place to start gaining insight into strengths and developmental needs, since they measure individual performance and compare it to a standard. Individuals use the information and results from relevant assessments to develop their full potential by understanding personal strengths and developmental needs. Formal assessments also allow the Army to understand the effectiveness of its leader development programs and improve processes through refinement.

3-10. Assessments can take many forms and provide insight on a diverse range of factors, including academic grades from Army courses, practical exercise results, self-reflection on duty performance, developmental counseling, official performance appraisals, multisource assessments, tests, or dispositional inventories. Some of the more common assessments used by the Army are—

Multisource assessments allow subordinates, peers, and superiors to anonymously assess the leader using a standard set of items. Army developmental assessments, such as the Leader 180, Leader 360, or Commander 360, provide 360-degree assessments of leaders measuring the Army leadership competencies. The Army uses the Unit 360 to compile individual-level multisource assessments to give unit leaders a holistic understanding of their unit’s leadership capabilities. Army administrative or talent management assessments, such as the Army Commander Evaluation Tool, Army Leader Assessment Tool, or the Enlisted Leader Assessment Tool. Intelligence and aptitude tests, such as the Armed Services Vocational Aptitude Battery or Defense Language Aptitude Battery. Personality or dispositional inventories, such as the Social Skills Inventory, Social Awareness and Influence Assessment, Self-Awareness Individual Differences Inventory, or Individual Adaptability Measure. Interviews. Simulations or exercises assessed by trained observers or behavioral scientists. Performance evaluations. Counseling sessions (formal and informal). Skills tests (such as the Expert Field Medical Badge, Expert Soldier Badge, or Expert Infantryman Badge tests). Tests administered in resident and non-resident schools. Standardized assessments proctored during resident schools. Field performance evaluations such as those at the combat training centers. Occupational interest inventories.

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3-11. Individuals differ in their abilities and assessing their knowledge, skills, attitudes, traits, or potential can be useful for development and talent management. Depending on the purpose, assessments have different conditions for administration, use, validation requirements, and access to results (see AR 600-100). Developmental leader assessments provide individual feedback to enhance performance for current positions or to develop personnel to assume future positions of greater authority and responsibility. Results from developmental assessments are confidential and owned by the individual leader. Talent management assessments support decisions about selection, promotion, placement, or assignment. When used appropriately, valid assessments can increase the accuracy of personnel decisions. The Army owns the results of these assessments, and the individual may or may not have access to the results. Assessments used for talent management purposes must satisfy higher legal and professional standards with respect to validity (construct, content, and criterion), fairness, and reliability than developmental assessments.

3-12. Assessments are not a solution, but rather the first step in the long process of development. Assessments provide individuals and units insight to help drive growth, better leverage strengths, and address gaps or weaknesses. Assessments are useless without developmental action.

3-13. Reviewing formal assessments without experience can be problematic. Understanding how to combine multiple formal perspectives on performance to get a complete picture may challenge junior leaders. Reading and interpreting evaluations and testing results is a learned skill. Performance evaluations provide a narrow view of a person’s overall leadership performance and potential, focusing on specific events pertinent to the rating period. The language can also be misleading, avoiding subtle developmental needs in favor of condensed feedback for an external audience (such as promotion, selection, and retention boards). Performance evaluations, aptitude tests, and counseling sessions can provide skewed inputs if not taken in context of a larger set of feedback results. Piecing together a performance pattern requires aligning evaluations and tests from multiple sources, accounting for situational context to see patterns, and making assumptions about strengths and developmental needs. Accepting and acting on feedback from assessments also requires a growth mindset to continually develop and reinforces the Army’s readiness.

FEEDBACK GATHERING

3-14. Hearing what peers, subordinates, superiors, mentors, family, and friends think can help identify unnoticed or reluctantly acknowledged strengths and developmental needs. Leaders get feedback by observing how they interact with others or asking directly. Supervisors have an explicit role in subordinate development. Subordinates should consult supervisors for guidance about development goals or any other self-development aspect.

Observe Others Observing how others act toward you and the decisions they make affecting you give an idea of what they think about your skills and expertise. Observing the same person on different occasions helps you see trends that may signal a firmly held opinion. One observation is not reliable, as that behavior may have been a result of other issues. Consider the circumstances. What outside factors influenced their decisions and actions? For example, if your supervisor selected someone else to perform an important task, was it because you were too busy or unavailable?

3-15. After considering these questions, analyze the answers to determine the opinions that each person considered may have of your strengths and developmental needs:

Supervisors, raters, and superiors. Who gets the most challenging assignments? Whom does the supervisor rely upon during emergencies or tough problems? Whom does the supervisor praise the most? What tasks does your supervisor assign to you versus others? How does your supervisor react to your suggestions compared to others’ suggestions?

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Does your supervisor listen to your opinions on certain subjects much more or much less than others’ opinions? If so, what are those subjects? Peers and subordinates. Do peers and subordinates come to you for help or advice? On what topics? Do they understand you or seem confused or overwhelmed by what you say? Do they repeatedly ask for help or are they one-time interactions? Does their interest and enthusiasm increase or diminish when they interact with you? What does their body language communicate? Is it relaxed, apprehensive, or reserved?