Msaf Ldig

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the Center for Army Leadership, Fort Leavenworth, Kansas. Log onto MSAF at
https://msaf.army.mil . For further information contact 913.758.3216 or
913.758.3160.
Table of Contents
Introduction ............................................................................................................................ 4
Background ......................................................................................................................................... 4
Army Leadership Requirements ......................................................................................................... 5
Using the LDI Guide .................................................................................................................. 6

LDI Guide Design ................................................................................................................................. 6
How the LDI Guide is Organized ....................................................................................................... 10
Competency: Leads Others ..................................................................................................... 14

Uses appropriate methods of influence to energize others ............................................................ 15
Provides purpose, motivation, and inspiration ................................................................................ 17
Enforces standards ............................................................................................................................ 19
Balances mission and welfare of followers ....................................................................................... 21
Additional Information ..................................................................................................................... 23
Competency: Builds Trust ....................................................................................................... 24

Sets personal example for trust ........................................................................................................ 25
Takes direct action to build trust ...................................................................................................... 27
Sustains a climate of trust ................................................................................................................. 29
Competency: Extends Influence Beyond the Chain of Command ............................................. 32

Understands sphere of influence, means and limits of influence .................................................... 33
Negotiates, builds consensus, and resolves conflict ......................................................................... 35
Competency: Leads by Example .............................................................................................. 38

Displays character ............................................................................................................................ 39
Exemplifies the Warrior Ethos........................................................................................................... 41
Leads with confidence in adverse situations .................................................................................... 43
Demonstrates technical and tactical competence ........................................................................... 45
Understands the importance of conceptual skills and models them to others ................................ 47
Seeks diverse ideas and points of view ............................................................................................. 49
Additional Information ...................................................................................................................... 51
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Table of Contents
Competency: Communicates .................................................................................................. 52

Listens actively .................................................................................................................................. 53
Creates shared understanding ......................................................................................................... 55
Employs engaging communication techniques ................................................................................. 57
Is sensitive to cultural factors in communication ............................................................................. 59
Competency: Creates a Positive Environment/Fosters esprit de corps ..................................... 62

Fosters teamwork, cohesion, cooperation, and loyalty (esprit de corps)......................................... 63
Encourages fairness and inclusiveness.............................................................................................. 65
Encourages open and candid communications................................................................................. 67
Creates a learning environment ........................................................................................................ 69
Encourages subordinates to exercise initiative, accept responsibility, and take ownership............ 71
Demonstrates care for follower well-being ...................................................................................... 73
Anticipates people’s on the job needs .............................................................................................. 75
Sets and maintains high expectations for individuals and teams ..................................................... 77
Competency: Prepares Self ..................................................................................................... 80

Maintains mental and physical health and well-being ..................................................................... 81
Expands knowledge of technical, technological, and tactical areas ................................................. 83
Expands conceptual and interpersonal capabilities .......................................................................... 85
Analyzes and organizes information to create knowledge ............................................................... 87
Maintains relevant cultural awareness ............................................................................................. 89
Maintains relevant geopolitical awareness....................................................................................... 91
Maintains self-awareness: employs self-understanding and recognizes impact on others ............. 93
Competency: Develops Others................................................................................................ 96

Assesses development needs of others ............................................................................................ 97
Counsels, coaches, and mentors ....................................................................................................... 99
Facilitates ongoing development .................................................................................................... 101
Builds team or group skills and processes ...................................................................................... 103
Additional Information .................................................................................................................... 105
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Table of Contents
Competency: Stewards the Profession ................................................................................. 106

Supports professional and personal growth ................................................................................... 107
Improves the organization .............................................................................................................. 109
Competency: Gets Results .................................................................................................... 112

Prioritizes, organizes, and coordinates taskings for teams or other organizational
structures/groups ............................................................................................................................ 113
Identifies and accounts for capabilities and commitment to task .................................................. 115
Designates, clarifies, and deconflicts roles ..................................................................................... 117
Identifies, contends for, allocates, and manages resources ........................................................... 119
Removes work barriers ................................................................................................................... 121
Recognizes and rewards good performance ................................................................................... 123
Seeks, recognizes, and takes advantage of opportunities to improve performance ..................... 125
Makes feedback part of work processes ......................................................................................... 127
Executes plans to accomplish the mission ...................................................................................... 129
Identifies and adjusts to external influences on the mission and organization.............................. 131
Glossary ............................................................................................................................... 134
Leader Behavior Scale—Overall Scale by Core Leader Competencies ..................................... 135
Index of Key Terms ............................................................................................................... 136
3
Introduction
This Leader Development Improvement Guide (LDI Guide) provides Army leaders at all levels with ideas
and activities for professional growth, development, and continuous learning that can be incorporated
into an Individual Development Plan (IDP) or used informally when a leader wants to improve in a
particular area. Leaders at all levels can use this guide as a handbook to jump start their ideas for self
development.
The LDI Guide is especially useful following participation in the Multi‐Source Assessment and Feedback
(MSAF) program. The MSAF program was developed to enhance leader development for active Army
and civilian leaders serving in today’s complex operational environment. The MSAF program is under the
organization and direction of the Center for Army Leadership (CAL), U.S. Army Combined Arms Center
(CAC), which is the action agent for leader development, leadership research, leadership doctrine, and
professional military education systems to sustain excellence in the Army’s core competency of growing
leaders.
Background
The LDI Guide helps you to design customized developmental activities tailored to your particular needs
as a leader. The developmental activities you select from the LDI Guide (or create on your own) should be
linked to your strengths and developmental needs identified through self-assessment or by the Army’s
Multi-Source Assessment and Feedback (MSAF) tool.
While you may have participated in the Multi-Source Assessment and Feedback program and received an
Individual Feedback Report (IFR), these steps are not a prerequisite. The LDI Guide is organized around
the Army leader competencies Leadership field manual (ADRP 6-22) and can be used as a resource to
improve your proficiency in certain leader components areas of leadership. We will discuss Army leader
components and competencies in more detail in the competency sections later in the guide.
As you use the LDI Guide, remember that it is designed as a resource to initiate ideas for how you can
develop your strengths and identified needs. For example, while completing the Developmental
Activities section of your IDP, the LDI Guide is a helpful resource to get you thinking about the types of
developmental activities that you can use to ensure improvement.
TIP
When considering learning and developmental activities, you may automatically think to take a formal
training course or read a book. While these may be helpful, you are encouraged to select
developmental activities that fit with your learning-style preferences and your situation. It is also
important to think through your personal and career goals when deciding on a developmental activity.
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Introduction
Army Leadership Requirements

The Army defines leadership as influencing people by providing purpose, direction, and motivation while
operating to accomplish the mission and improve the organization (ADRP 6-22). Effective leadership
blends core leader competencies (a set or cluster of knowledge, skills, abilities, or other attributes
required for performance of a role, function, or activity) with leadership attributes (characteristics
inherent to the leader). The attributes, or what an Army leader is (i.e., BE), and the competencies, or
what an Army leader knows and does (i.e., KNOW, DO), are depicted on the next page. This document
focuses on the ten core Army leader competencies and over 60 leader components that comprise these
core competencies.
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Using the LDI Guide
LDI Guide Design

The LDI Guide helps to foster your development following the insight you’ve received from the MSAF.
When using the LDI Guide, keep the following factors in mind:
 Opportunities for development are endless; the LDI Guide represents a small sample of
possible activities. Think about what opportunities you have within your current role when
considering potential developmental activities.
 The design of this guide is intended to help you begin your development quickly.
 Developmental activities for each of the leader components can be modified to fit your
needs, or just use them to jump start your own thinking regarding the areas you wish to
improve.
It is valuable for you to be aware of your preferred approaches to learning before selecting
developmental activities. Approaches may include learning through self-study, hands-on application,
visual models, verbal explanation, feedback, self assessment, and/or observation. When you select
development activities, consider your past learning experiences, those that were successful as well as
those that were less successful. Successful learning experiences provide evidence of your preferred
learning approach.
Remember that some learning approaches are better suited for acquiring information than others.
Whereas, some learning approaches are better suited for gaining skills than other approaches. For
example, if you want to improve your skills in Active Listening, an effective approach is to practice Active
Listening skills and gain feedback on your performance. Reading a book on Active Listening may be
informative, but you will need to practice these skills in order to develop them.
Understanding Leadership Strengths

Each leader component section is designed to help you understand and take action on your strengths as
well as developmental needs. Keep in mind, you may experience greater growth by focusing on
improving your strengths rather than your weaknesses. Participating in Multi Source Assessment and
Feedback (MSAF) provides you with information to identify your strengths and weaknesses.
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Using the LDI Guide
Logic map from Army Leadership, ADP 6-22
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Using the LDI Guide
Evaluate Capabilities
In this Guide the first page representing each

component of the ADRP 6-22 leader requirements
model is diagnostic. It helps you evaluate how
well you are doing on that component, and
provides examples of why you may or may not be
excelling. While reading the diagnostic page, ask
yourself if the strength and need indicators
describe your own behavior. Keep in mind that
you may want to consider other sources of
information as well when evaluating your
capabilities (e.g., formal MSAF feedback, insight
from others, own experience, etc.). This section
includes:
 Strength Indicators. Behaviors and actions

that contribute to or support successful
performance of the leader component.
 Need Indicators. Behaviors and actions that
reduce or hinder successful performance of
the leader component.
 Underlying Causes. A list of reasons of why
you may not be excelling at a particular leader
behavior.
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Using the LDI Guide
Expand Capabilities
The second page of each leader component offers

you a sample of developmental activities designed
to help you improve. This page also includes
information on other related leader components
you can reference in the LDI Guide that may
provide you with additional developmental
activities to consider.
 Feedback. Sources and methods for obtaining

feedback on your capabilities that may help
guide your self-development efforts.
 Study. Topics and activities you can use to
learn more about a component.
 Practice. Actions you can take to improve your
skill and comfort in performing a leader
component.
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Using the LDI Guide
How the LDI Guide is Organized

The LDI Guide, as well as the MSAF instrument, is organized around the ten core leader competencies and the 56
leader components that comprise these competencies. Each leader component includes two sections designed to
first evaluate and then expand your capabilities both on and off the job.
Evaluate Capabilities – This section involves identifying personal practices that support or hinder successful
performance and why you may or may not be excelling at a particular leader component.
Expand Capabilities – This section involves reviewing suggested developmental activities and personalizing
them to reflect your circumstances.
Additional Information
Each of the ten competencies also has an “Additional Information” section that provides a list of books and other
materials that you can use to gain fundamental knowledge about a particular competency. Additional information
is organized at the competency level with resources relating to each leader component in the competency.
In addition, other resources on each of these components can be found on the MSAF website and the Virtual
Improvement Center (VIC) (see https://msaf.army.mil/). VIC includes self study and self development materials to
improve one’s leadership skills.
LDI Guide Icons

To help you to quickly reference a particular leader behavior, the LDI Guide is organized using eight icons on the
right-hand side of the page. The icon tells you what competency you are in. Below is a key to the icons used in the
LDI Guide.
Creates a Positive Environment/

Leads Others
Fosters esprit de corps
Builds Trust Prepares Self
Extends Influences Beyond the

Chain of Command Develops Others
Leads by Example Stewards the Profession
Communicates Gets Results
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Using the LDI Guide
Personalizing Developmental Activities
To assess how to personalize a suggested developmental activity, first consider what leader behaviors
you should ask for support and feedback on. Next, identify what you want to learn, and determine how
to practice. Evaluate your thinking through the “If‐Then” model discussed below.
Ask for concrete From others about how you are doing with specific issues and areas of
feedback... performance.
Gain support... From peers, colleagues, friends, or other people who can partner with you
Feedback by giving you encouragement or recognizing your success.
Consult... With friends, bosses, peers, subordinates, coaches, mentors, or other

professionals who can give advice on your strengths or areas of concern.
Observe... Other leaders, professionals, and similar organizations and note leadership
behaviors, traits, attributes, and attitudes that are most/least effective.
Make time to Personal or situational characteristics that relate to the strength or need.
Study reflect on... Consider alternative perspectives offered by others on an issue of interest.
Read... Books, articles, manuals, and professional publications.
Investigate... A topic through internet or library searches, inquiry, gathering or asking
questions, and soliciting information and materials from others.
Practice... A skill or behavior that needs improvement in a work situation or away

from the unit.
Participate in Including Army schools, unit training programs, outside seminars, degree
training... programs, and professional certifications.
Teach... A skill you are learning to someone else.
Practice
Accept an That stretches your abilities, such as giving presentations, teaching classes,
on-the-job volunteering for special duty assignments, assuming “acting” positions, job
opportunity... cross-training, and representing the boss at meetings.
Explore Such as joining or leading community groups, trying a new skill in a
off-the-job volunteer organization, or giving presentations to schools and civic
applications... organizations.
TIP
Remember that your first priority should be to address those capabilities that are barriers to your
successful/effective performance.
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Using the LDI Guide
If…. Then…
I should seek Feedback.
I need more insight into how well I
Feedback is an opportunity to gain information from others
am demonstrating a competency or
about how well you are doing. Feedback can include direct
component and what I can do to
feedback from others, your own observations, analysis of
improve...
response patterns, and acknowledgement of outcomes.
I should Study.
I need to gain or expand my
Study facilitates an intellectual understanding of what you are
understanding of theory, principles
learning. Study can include attending training courses, reading
or knowledge of a leader competency
books or articles, watching movies, observing others on the job,
or component...
and analyzing various sources of information.
I need more experience or I need to I should Practice.
enhance/build a current capability Practice provides activities to convert your learning into action.
through increased opportunities to Practice includes engaging in physical exercises, methods of
perform a leader competency or team activities, “walk throughs”, and drills.
component...
Because the LDI Guide offers many types of general developmental activities, view all suggestions
through your own lens. The questions below are a sample of questions you might ask yourself when
refining a development activity to fit your needs and situation. However, other considerations that you
come up with may be important too, depending on the activity you choose to tailor to your needs. Be
willing to take risks and choose activities that will take you outside of your comfort zone.
 Developmental Activity: What do I want to do?

 Desired Outcome: What do I hope to achieve?
 Method: What resources (people or other) do I need? How am I going to do this?
 Time available: When will I do this? How will I monitor my progress (e.g., identifying and
monitoring milestones, rewarding success, accountability partners, etc.)?
 Limits: What factors will affect or hinder successful implementation of this activity?
 Controls: What can be done to minimize or control the factors that would hinder
implementation of this activity?
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Using the LDI Guide
Below is an example of how to refine a development activity provided in the LDI Guide into a “development
activity” that is customized for you. This example is from the competency “Develops Others” and the leader
component “Fosters job development, job challenge, and job enrichment.”
Competency and Component: Develops Others— Fosters job development

Suggested Development Activity: Hold frequent development discussions with key subordinates
Questions I Could Consider... My Answer...
Developmental Activity: What  Hold frequent development discussions with key subordinates
do I want to do?
Desired Outcome: What do I  To better understand my subordinates’ developmental goals
hope to achieve? How is this
 To ensure my subordinates know that I am interested in their
specific development activity tied
development (and to demonstrate this to my superiors)
to my broader goals?
 To improve my own skills in developing my subordinate
leaders by taking a more active approach to their development
Method: What resources (people  I will meet informally with each of my five subordinates to
or other) do I need? How am I discuss their development
going to do this?
 I will provide brief feedback on each subordinate’s recent
accomplishments and ask them about their professional goals
 I will ask peers what works best for them for developing others
Time Available: When will I do  Meet with each subordinate separately for 20-30 minutes
this? once every other week
 Key opportunities for these sessions include before or after PT
and over the lunch hour
Limits: What factors will affect or  Subordinates not being available
hinder successful
 An increase or fluctuation in the section’s workload or other
demands
Controls: What can be done to  Schedule/plan these sessions with subordinates well-enough
minimize or control the factors in advance (the week prior)
that would hinder
 Remain flexible as to when these sessions occur
Refined Developmental Activity:
Hold bi-weekly 1-on-1 development discussions with each subordinate (20-30 minutes) at
opportune times such as over lunch or around PT; discuss subordinate short- and long-term
goals and the types of roles and experiences that interest them.
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Leads Others
As a leader, you motivate, inspire, and influence others to take initiative, work toward a common
purpose, accomplish critical tasks, and achieve organizational objectives. Influence is focused on
compelling others to go beyond their individual interests and to work for the common good.
Within this competency are four components:
Component Page #
Uses appropriate methods of influence to energize others 15
Provides purpose, motivation, and inspiration 17
Enforces standards 19
Balances mission and welfare of followers 21
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Uses appropriate methods of
influence to energize others
“Leadership is the knack of getting somebody to do something you want done because he wants to do it.”
-General Dwight D. Eisenhower
You, as an Army leader, can draw on a variety of techniques to influence others ranging from obtaining
compliance to building commitment to a cause or organization. Specific techniques for influence fall
along a continuum and include: pressure, legitimate requests, exchange, personal appeals, collaboration,
rational persuasion, apprising, inspiration, participation, and relationship building. To succeed in creating
true commitment, you need to determine the proper influence technique based on the situation and
individuals you are attempting to influence. However, keep in mind that influence is not often
instantaneous. It may take some time before you start to see the effects of your persuasion.
Strength Indicators Need Indicators

 Assesses the situation and determines the  Uses a single or limited number of
best influence technique to use to foster influence techniques for all influence
unit and subordinate commitment. without consideration of the
 Takes the mission into account when circumstances or individual being
exerting influence on team members and influenced.
subordinates.  Coerces or manipulates the situation to
 Uses positive influence to do what is right achieve personal gain.
for the Army, the mission, the team, and  Subordinates come back several times to
each individual. clarify what needs to be done
 Uses pressure only when the stakes are
high, time is short, and attempts at
achieving commitment are not successful.
Underlying Causes
 Lack of understanding of the individuals to be influenced (values, needs, opinions, etc.).
 Lack of awareness of the likely effects (advantages and disadvantages) of influence
techniques on others.
 Does not match the appropriate influence technique to the individual and does not factor in
contextual causes (such as high OPTEMPO, significant stress, speed of situational changes).
 Focus on personal gain and accomplishment rather than doing what is right for the Army and
the unit.
 Too forceful or not forceful enough when applying influence techniques.
 Belief that personal authority is weakened by collaborative or rational approaches to gaining
desired behavior.
15
Uses appropriate methods of
influence to energize others
Feedback
 Conduct after-action reviews (AARs) with team members and subordinates and listen for
clues on the style and method of influence that works best for the team.
 Periodically touch base with subordinate leaders to make sure that your influence is
creating a positive environment and is in line with Army expectations.
 Complete a self-assessment tool to better understand the way you operate and how that
might affect your approach and style of influence.
 Talk to subordinates about what kind of influence they find most effective when being
assigned a certain task.
Study  Review influence techniques outlined in ADRP 6-22, pages 6-8 and 6-9. Identify methods of
influence where you are strong and those where you struggle. Create an action plan to
develop the full continuum of influence techniques.
 Identify when you should use compliance-focused influence, which is based primarily on
your authority, and when you should use commitment-focused influence which seeks to
change attitudes and beliefs.
 Contact former superiors about ways they handled conflict and influence. Ask what worked
best and common mistakes that can be made in a high stress situation.
 Research available methods of group collaboration. Teams can have very different dynamics
so a better understanding of different methods will help you adapt.
 Explore your beliefs and assumptions about being a leader, authority, and senior-
subordinate relationships. Consider how these beliefs affect the methods of influence you
use.
Practice  Proactively seek information to understand what is important to those you’re trying to
influence. Craft your message so that it addresses your stakeholder’s key needs and
concerns.
 Identify the appropriate influence technique by analyzing the criticality and time available
for obtaining the desired behavior and the disposition of those you seek to influence.
 Observe and analyze different ways that you influence others noting what seems to be
most effective for different tasks, situations, and individual dispositions.
 Consider the everyday stresses, obligations, interests, values, and dispositions of those
whom you are trying to influence. Purposefully choose influence techniques to produce
the best results under these circumstances.
 Ensure your chosen influence technique aligns with the Army Values, ethical principles,
and the Uniform Code of Military Justice.
 When leading your team towards mission accomplishment, use the least coercive and
most cooperative influence techniques that the circumstances permit to help build and
sustain a sense of task ownership and enhanced motivation.
 Stay persistent, influence is not instantaneous and may require repeated action.
For other developmental activities, refer to:

 Leads by Example: Displays character; Leads with confidence in adverse situations
16
Provides purpose, motivation,
and inspiration
“Success demands singleness of purpose.”

-Vince Lombardi
Establishing and imparting a clear sense of intent and purpose acts as a jump start or catalyst to getting
work done by providing you and others with a distinct path forward. Oftentimes, when you have a firm
sense of purpose, the end result is easier to reach. Defining a clear sense of purpose can be difficult as it
requires you to think about the objective or task at hand from a macro-level before getting involved in
implementing the details. However, developing clear intent and purpose can provide substantial benefits
by clarifying required actions and resources as well as aligning the efforts of the team.

 Determines goals or objectives.  Restates the assigned mission in a manner
 Translates task goals and objectives into a that does not translate into a unit mission
sequenced action plan. that subordinates understand.
 Restates the mission so that it resonates  Fails to provide strong, clear direction to
with the unit and is easily understood. team members and subordinates.
 Communicates clear instructions to  Keeps all or most authority and decision
subordinates that detail each step of the making centralized.
process through task completion and  Keeps subordinates in the dark and fails to
provides guidance to subordinates as recognize subordinate’s need to
needed throughout the process. understand the unit or task goal.
 Focuses on the most important aspects of  Does not set a standard for expected
a mission or situation to emphasize contributions to the team.
priorities and align efforts.  Subordinates often must come back to
 Empowers authority to the lowest level of you several times to clarify task goals, etc.
the unit possible.
Underlying Causes
 Has not formed a clear purpose and intent in own mind.
 Does not fully understand the objectives of a given mission or task.
 Superiors failed to clearly articulate the mission.
 Difficulty in expressing intent and purpose in terms that others can easily understand and
visualize.
 Uncomfortable with relinquishing personal control and authority over the task or unit.
 Not confident in subordinates’ abilities to make decisions and achieve the purpose and
intent.
 Fails to adapt to complexity, ambiguity or stress of a situation
17
Establishes and imparts
clear intent and purpose
Feedback
 Ask your subordinates if the purpose and intent of the mission or task is clear to
them. Have them brief-back the purpose and intent to you. Ask what you could do
to facilitate their understanding of what you are trying to convey.
 Talk to your team members about the clarity of their task assignments. Do they
understand how the work they complete contributes to the organizational goals?
 Listen to feedback from your unit (superiors, peers, and subordinates) about
communication techniques that you use. Determine those that are effective and
those that are ineffective in imparting the purpose and intent of the mission.
Study
 Study the reactions of your subordinates when you first establish the goals and
purpose of the mission. Does their facial expressions and body language convey
understanding or confusion?
 Identify someone in your unit who is a strong planner and mission briefer. Watch
his or her actions. How does his or her actions compare to what you typically do?
 Study how other leaders impart clear purpose and intent to their subordinates.
Discuss the thought process the leader uses when identifying, planning, and
communicating the purpose and intent of missions.
 Examine organizational or commanders’ vision statements or past operations
orders. Note how intent and purpose are expressed, the clarity of the
communicated vision, and how the intent and purpose might have been expressed
more effectively.
Practice
 When receiving a mission, brief-back the mission and higher commander’s intent in
your own words to ensure that you understand what you must accomplish.
 When planning a task or mission, begin by visualizing and drafting a written
description of the end-state that you want to achieve.
 When giving a mission or task to your team or unit, create a detailed plan of
execution for the mission outlining each team member or sub-unit’s responsibilities.
Show how individual or sub-unit responsibilities relate to the purpose and desired
outcomes of the overall task or mission.
 Create an open environment in which your subordinates feel comfortable
approaching you to discuss and brainstorm how to complete tasks and missions.

 Leads Others: Provides purpose, motivation, and inspiration; Conveys the significance of the work
 Leads by Example: Leads with confidence in adverse situations
 Gets Results: Executes plans to accomplish the mission; Identifies and adjusts to external influences
on the mission and organization
18
Enforces standards
“You owe it to your men to require standards which are for their benefit even though they may not be popular at the time.”
-General Bruce C. Clarke
To lead others and gauge if a job has been performed correctly, the Army has established standards for
military activities. Standards are formal, detailed instructions that can be described, measured, and
achieved. To use standards effectively, you should explain the standards that apply to your organization
and give your subordinates the authority to enforce them.

 Reinforces the importance and role of  Focuses on too many priorities at one
standards. time.
 Explains the standards that apply to a  Ignores established individual and
particular unit and their significance. organizational standards.
 Prioritizes unit activities to make sure that  Overlooks critical errors instead of dealing
everything is not a number one priority. with them.
 Ensures that tasks do not fall below  Blames sub-standard outcomes on others.
established standards.
 Recognizes and takes responsibility for
poor performance and addresses it
properly.
 Sets attainable milestones to ensure that
tasks ultimately meet the standard.
Underlying Causes
 Does not know or accept established standards.
 Does not want to be viewed by subordinates as too demanding.
 Poor self-discipline in meeting standards and setting a personal example.
 Is unable to handle the complexity of tracking and enforcing standards for multiple tasks or
individuals.
 Does not follow-up on task delegations to ensure standards are met.
19
Enforces standards
Feedback
 Obtain objective and subjective assessments of individual and collective
performance in your unit. Compare these assessments to established standards to
identify performance strengths and weaknesses.
 Engage organizational leaders in discussion and examination of performance
standards in the organization, including how well standards are communicated,
known, enforced, and achieved.
Study
 Learn established Army standards for performance of the individual and collective
tasks expected of your unit.
 Research how successful leaders have established, communicated, monitored, and
enforced individual and collective standards.
 Consult with superiors about the organizational standard most critical to attainment
of the higher commander’s vision and intent. Consider how these standards pertain
to your unit.
Practice
 When assigning tasks or missions, explicitly state the standard of performance that
you expect to be achieved.
 When assigning performance standards, explain why the standard set is essential
for organizational success.
 Set the tone when involved with any individual or group task. Make sure you are
always giving your best effort and providing an example for the team to follow.
 Recognize team members who exemplify the standards you are trying to employ
across your group.
 Identify individuals who repeatedly fail to achieve performance standards and deal
with them appropriately.
 When receiving a mission or tasking, verify the standard expected and examine if
the standard is appropriate or necessary.

 Gets Results: Identifies, contends for, allocates, and manages resources; Prioritizes, organizes, and
coordinates taskings for teams or other organizations structures/groups; Executes plans to
accomplish the mission
20
Balances mission and
welfare of followers
“The people you’re responsible for have got to know you care about their well-being. This has more to do with the success of an
organization than anything else.”
-Lieutenant General James H. Merryman
The welfare of your team is vital to completing a mission while maintaining morale. Taking care of your
followers will allow you to create a closer working relationship as they know you are on their side. As a
leader, you should be able to keep your eye on the mission while being cognizant of and caring for the
people working for you.

 Regularly assesses the impact of mission  Ignores the risks of overexerting
fulfillment on the mental, physical, and subordinates.
emotional well-being of subordinates.  Visibly shows discouragement or disgust
 Checks-in with team members and when employee morale struggles due to
subordinates to monitor morale and the workload.
safety.  Is insensitive to signs of high stress or
 Provides appropriate relief when difficult diminishing morale.
conditions risk jeopardizing team member  Does not weigh the importance of the task
and subordinate success. or mission against its adverse effects on
 Builds a cohesive team moving in one stress, morale, and welfare.
direction to achieve common goals.
 Offers support and resources when a team
member seems unnecessarily burdened or
overloaded.
Underlying Causes
 Has “tunnel vision” regarding completion of the mission; believes in mission accomplishment
at almost any cost or does not consider the cost.
 Is overtaxed or fatigued and becomes too focused on own needs rather than those of the
organization.
 Refusal to delegate tasks for fear of failure; does not see the developmental opportunities.
 Excessively concerned with personal accomplishment and achievement and avoids negative
performance feedback.
 Generally unsympathetic towards the needs of subordinates.
21
Balances mission and
welfare of followers
Feedback
 Gather feedback on mission demands and member welfare from your unit using
face-to-face interaction. This will give you a complete reflection of their status.
 Seek counsel from a mentor or trusted advisor when dealing with a difficult
situation. Have him or her guide you and provide insight into possible next steps.
 Discuss proposed missions with other unit leaders to assess the adverse effects of
mission execution on the welfare of unit members.
 Have mental health professionals survey the organization for evidence of excessive
stress. Ensure they provide you with summary information and recommendations
for reducing the stress level.
Study
 Investigate activities and methods of relief used to counter stress. See what has
worked well for other leaders and what could be done better.
 Regularly assess and document both team and individual morale. Identify activities
that constitute the greatest sources of stress for members of your organization.
Look for methods of reducing the stress produced by these sources.
 Research signs of stress so that you can recognize a problem before it becomes an
issue.
 Learn the symptoms and effects of post traumatic stress disorder (PTSD) so you can
identify it and obtain appropriate help for unit members suffering from it.
 Observe or consider a leader who succeeded in balancing severe demands or
stresses faced by his or her unit in relation to member welfare. How did that leader
do it? What types of behaviors and methods can you model to ensure your success?
 Consider what messages your own behavior sends about balancing personal welfare
and mission requirements.
Practice  Take note of day-to-day subordinate morale. Are they struggling with the workload?
Is it affecting group morale? Hold a meeting with other unit leaders to brainstorm
possible solutions to your team members’ workloads.
 Take advantage of opportunities to give your subordinates time off when the
mission permits.
 Weigh proposed missions to compare the importance of the intended outcomes
against the costs they are likely to impose on the members who will perform them.
Look for ways to minimize costs while still obtaining benefits.

 Prepares Self: Maintains mental and physical health and well-being; Maintains self-awareness:
employs self-understanding and recognizes impact on others
 Creates a Positive Environment/Fosters esprit de corps: Expresses and demonstrates care for
people and their well-being; Anticipates people’s on-the-job needs
 Gets Results: Prioritizes, organizes, and coordinates taskings for teams or other organizations
structures/groups
22
Leads Others
Additional information
Budd, Matthew. You Are What You Say: The Proven Program that Uses the Power of Language to
Combat Stress, Anger, and Depression. New York: Three Rivers Press, 2001.
Collins, Jim. Good to Great: Why Some Companies Make the Leap and Others Don’t. New York:
HarperBusiness, 2001.
Conger, Jay A., Gretchen M. Spreitzer, and Edward E. Lawler III. The Leader’s Change Handbook:
An Essential Guide to Setting Direction and Taking Action. San Francisco: Jossey-Bass, 1999.
Covey, Stephen. Principle Centered Leadership. New York: Summit Books, 1991.
Covey, Stephen. The Eighth Habit: From Effectiveness to Greatness. New York: Free Press, 2005.
Goldsmith, Marshall. What Got You Here Won’t Get You There: How Successful People Become
Even More Successful. New York: Hyperion, 2007.
Goleman, Daniel, Richard Boyatzis and Annie McKee. Primal Leadership: Learning to Lead With
Emotional Intelligence. Boston: Harvard Business Press, 2004.
Heider, John. Tao of Leadership: Lao Tzu’s Tao Te Ching Adapted for a New Age. Atlanta:
Humanics Publishing Group, 2005.
Hickman, Gill Robinson. Leading Organizations: Perspectives for a New Era. Thousand Oaks, CA:
Sage, 1998.
Nye, Roger H. The Challenge of Command. Wayne, NJ: Avery Publishing Group, 1986.
Patterson, Kerry, Joseph Grenny, Ron McMillan, Al Switzer. Crucial Conversations: Tools for
Talking When Stakes are High. New York: McGraw-Hill Professional, 2002.
U.S., Department of the Army. ADRP 6-22, Army Leadership. Washington, DC: Government
Printing Office, 2012.
MSAF Virtual Improvement Center (VIC). https://msaf.army.mil/My360/VIC/Default.aspx
23
Builds Trust
Trust is a key ingredient to all effective alliances, particularly within the Profession of Arms. Trust
facilitates a bond between Soldiers, leaders, the Army, and the Nation that enables mission success.
Building trust is formed on the bedrock of mutual respect, shared understanding, and common
experiences. In order for teams and organizations to function at the highest level, a climate of trust
needs to exist. Leaders create a climate of trust by displaying consistency in their actions, and
through relationship-building behaviors such as coaching, counseling, and mentoring.
Component Page #
Sets personal example for trust 25
Takes direct actions to build trust 27
Sustains a climate of trust 29
24
Sets personal example for trust
“Trust men and they will be true to you; treat them greatly, and they will show themselves great.”
-Ralph Waldo Emerson
As leaders engage in behaviors to direct their units, they epitomize their beliefs about trust in their
actions. Setting a personal example inspires those around them to act in the same manner. The actions a
leader models to subordinates communicates the values of the leader and the unit. Setting a personal
example for trust should be consistent, and is the most powerful tool a leader has to shape the climate of
his or her organization.

 Keeps confidences.  Engages in actions that are inconsistent
 Follows through on commitments and with words.
promises.  Blames others for own mistakes.
 Keeps people informed of progress,  Makes promises that are not kept or that
actions, and results. are unrealistic.
 Presents the truth, even if the message is  Treats others differently at different
unpopular or difficult. times.
 Protects and safeguards confidential  Focuses on self-promotion; takes credit
information. for the work and contributions of others.
 Admits mistakes.  Violates confidences made with others.
 Demonstrates respect for others while  Gossips or “bad mouths“ others behind
remaining firm and fair. their back.
Underlying Causes of Ineffective Behavioral Modeling

 Too anxious or timid to deliver unfavorable news.
 Unable to say “no” at the appropriate time.
 Unable to maintain a position and follow through.
 Overly focused on own welfare and personal ambition.
 Conflict avoidant.
 Uncomfortable with how others will respond to the truth.
25
Sets personal example for trust
Feedback
 Get feedback from others on the types of behaviors in your organization or unit that
demonstrate a high degree of trust. Factors might include open communication,
collaboration, strong innovation, and clear work expectations.
 Observe your own behavior. Be as objective as you can. Assess if you treat others
equitably and fairly. Determine whether you tend to have “favorites.” Get feedback
from other to support your assessment.
 Contact others outside your unit and find out how you can build greater trust,
openness, and mutual understanding to achieve common goals.
 Find out how well others understand your expectations and standards.
 Complete a trust self-assessment tool. Some informal tools are available though a
search on the web. Other formal assessments are available through references and
resources listed.
Study
 Observe the behaviors of other leaders who you think are trustworthy. What
behaviors do they exhibit that build trust? Make a list of the behaviors they
demonstrate that you want to model.
 Investigate the essential factors that build and maintain trust. If trust has ben
violated, ask for ways to rebuild it.
 Study your own behaviors. Analyze if you are more consistent following up on some
promises/commitments than others. If so, ask or explore why.
 Analyze the trust level in your organization or unit. Consider factors that indicate a
breach of trust, such as back stabbing, gossiping, common self-serving behavior,
verbal abuse, discriminatory behavior, and excessive time spent covering mistakes.
 Learn from mistakes by writing out alternative actions you might have taken.
Practice
 Let others know what the course of action is and follow through on it.
 Evaluate your available time for follow through before making a commitment.
 Clarify the expectations of a job or task you assign. Be clear as to how and when you
want to see progress on the responsibility you communicate to subordinates.
 Speak precisely. Be clear, use simple language, and let others know exactly what
you want and where you stand.
 Hold a discussion with another person with whom you want to build greater trust
and openness.

 Leads by Example: Displays character; Seeks diverse ideas and points of view
 Creates a Positive Work Environment: Encourages open and candid communications; Encourages
fairness and inclusiveness; Expresses and demonstrates care and for people and their well-being.
26
Takes direct actions to build trust
“Generals delegate not just as a way to get more done but, more importantly, as a way to build trust among subordinates and
within whatever organization they lead.”
-LTG James M. Dubik (U.S. Army, Ret)
Fostering trust is not a passive exercise. Leaders build trust in their organizations by taking actions that
promote trust. Developing others through mentoring, coaching, and counseling are actions that build
trust. When a leader mentors effectively, that leader sends a clear message: I trust you to continue the
Profession of Arms and build a stronger, more adaptable Army. Leaders also foster trust by making
efforts to develop positive, informal relationships with peers, superiors, and subordinates. These leaders
however do not tolerate unfair treatment, and they take immediate action to correct dysfunction in the
unit.

 Mentors, coaches, and counsels leaders.  Makes little effort to build developmental
 Demonstrates care for others. leader relationships.
 Identifies areas of commonality and builds  Remains isolated and aloof from others.
upon shared experiences.  Appears awkward or uncomfortable
 Empowers others in activities and communicating, does not engage others in
objectives. informal discussion.
 Demonstrates an unwillingness to tolerate  Is unwilling to share authority or power in
discrimination and corrects the actions or achieving tasks or objectives.
attitudes of those who undermine trust.  Is apathetic towards discrimination, allows
 Communicates honestly and openly with distrustful behaviors to persist in unit or
others. team.
 Acts with great integrity and character.  Is ambiguous, inconsistent or unclear in
communication with others.
Underlying Causes for Ineffective Actions

 Does not understand the importance of leader development.
 Socially anxious, fears failing or appearing weak in front of others.
 Overly self-focused, focused on own ambitions.
 Poor communication skills.
 General lack of self-confidence or faith in own leadership abilities to shape an organization or
team.
 Does not value diversity.
 Accepting of discrimination as a “reality,” feeling “powerless” to stop it.
27
Takes direct actions to build trust
Feedback
 Get feedback from trusted colleagues and mentors on actions they take to build
trust within their unit. Describe the actions you take to build trust within the unit
and ask for feedback.
 Observe the actions you take to build trust within the unit. Consider how they
contribute to building trust. Ask trusted colleagues if your actions had the desired
impact.
 Regularly seek information from those at different levels in your unit. Find out how
clearly your orders are being communicated.
 Seek regular input on your leader development efforts. Assess the extent to which
subordinate development occurs in your unit. Adjust efforts accordingly.
 Assess unit morale with Command Climate surveys or other assessments of unit
morale. Allow for feedback to be anonymous. Determine whether additional
actions need to be taken to build trust.
Study
 Observe leaders you think are trustworthy. Consider the actions they take to build
trust within the unit. Effective actions may include exhibiting clear communication,
demonstrating care for Soldiers, creating transparency, and extending trust to
others.
 Read books, articles, on doctrine on the art of building trust. Find resources on the
web, but examine them critically. Question whether the actions could be applied to
your unit. Get feedback from others, and apply the best lessons to your leadership.
 Study your unit. Get to know as many people on an individual-basis as possible.
Understand their strengths, weaknesses, expectations, and motivations. Use this
knowledge to establish greater rapport.
Practice
 When developing others through actions such as mentoring, coaching, or
counseling create mutual agreement on performance change, goals, and specific
follow-up or corrective actions.
 Help subordinates recover from failure by demonstrating understanding and
empathy. Counsel subordinates by providing feedback on the course of action and
the results, as well as alternatives.
 If dysfunction or distrustful behaviors occur within the unit, take immediate action
to correct the behavior. Provide clear feedback about why the actions or attitudes
were contributing to a climate of distrust, and describe expectations for the future.

 Builds Trust: Sets personal example for trust; Sustains a climate of trust
28
Sustains a climate of trust
“The people when rightly and fully trusted will return the trust.”
-Abraham Lincoln
A climate of trust is when the norms and values of the unit create a positive, mutually beneficial
environment characterized by openness and risk-tolerance. Leaders sustain this environment by
consistently demonstrating these values through behavior, and communicating to others that distrustful
attitudes and behaviors will not be tolerated. It is important for leaders to note that setting an example
and directing action to build trust are important tools which help to sustain a climate of trust.

 Assesses factors or conditions that  Appears insensitive to the factors that
promote or hinder trust. promote or hinder trust.
 Keeps people informed of goals, actions,  Demonstrates poor communication of
and results. goals, actions, and results to others.
 Follows through on actions related to  Shows inconsistency in attitudes or
expectations of others. behaviors, does not follow through on
 Under-promises but over-delivers. actions.
 Maintains high unit morale.  Over-promises and under-delivers.
 Enables poor unit morale.
Underlying Causes of Ineffective Unit Climate

 Overall lack of leadership experience.
 Insensitivity to the conditions which help create trust or hinder it.
 General lack of transparency in decision making.
 Poor communication skills.
 Anxiety about perceptions of others, wanting to please.
 Inability to commit to a particular course of action.
 Overly ambitious, not focused on the team or causes larger than self.
29
Sustains a climate of trust
Feedback
 Hold meetings regularly with key staff and gathers feedback on both unit and
individual morale, the level of openness within the unit, and factors (both positive
and negative) which may be influencing trust.
 Use instruments such as Command Climate Surveys and other assessments to
regularly assess the morale of the unit. Low morale is a good indicator of a lack of
trust.
 Encourage frequent informal feedback on climate of the unit. Note: the values and
tone you set as a leader will be modeled by others. Reward candid, informal
feedback.
 Foster trust by acting on the feedback you receive. If the feedback you receive on
climate reveals a weakness in the unit, take action to rebuild trust.
Study
 Regularly observe individuals and teams performing their duties during normal
operations and trainings in an attempt to gauge the level of trust existing between
them.
 Study the actions leaders take to rebuild trust in the unit if trust has been lost.
 Notice when a climate is distrustful. Study the factors that contributed to the loss of
trust.
 Study the cases of particularly inspiring leaders in both civilian and military culture
who created climates of trust in their units, teams, or organizations. Write down the
actions they took, and the effect they had on the climate of the organization.
Practice
 Describe unit values surrounding trust frequently. In your message, be clear about
how you and all members of the unit will create a climate of trust. Make building
trust an explicit goal.
 Be clear about your expectations when assigning tasks. When giving developmental
assignments, give leaders a clear picture of what success and failure look like.
 Cultivate risk-tolerance within the unit by communicating and demonstrating
through actions that taking carefully calculated risks can be appropriate.
 Create transparency by opening multiple communication channels, including
newsletters, reports, and staffing meetings to talk openly about performance,
mistakes, effects, best practices, and resources.

 Builds Trust: Sets personal example for trust; Takes direct actions to build trust
30
Builds Trust
Odierno, R. T. (2011, September). The Profession of Arms. Military Review, 2-4.
Canon, M. D. & Edmondson, A. C. (2001). Confronting failure: antecedents and consequences of

shared beliefs about failure in organizational work groups. Journal of Organizational Behavior,
22, 161-177.
Carmeli, A. & Gittell, J. H. (2009). High-quality relationships, psychological safety, and learning
from failures in work organizations. Journal of Organizational Behavior, 30, 709-729. doi:
10.1002/job.565
Covey, S. (2012). How the best leaders build trust. Retrieved from http://
www.leadershipnow.com/pvcovey.html on June 11, 2012.
Headquarters, Department of the Army (2003). FM 6-0, Mission Command: Command and
control of Army Forces. Accept subordinates risk-taking and errors: 4-15- 4-17.
Johnson, W.B., & Ridley, C.R. (2004). The elements of mentoring. New York, NY: Palgrave
MacMillan.
Lombardo, M.M., & Eichinger, R.W. (2006). For Your Improvement: A guide for development and
coaching. Lominger International.
McCall, M. (2010). Recasting leadership development. Industrial and Organizational Psychology,

3, 3-19.
Schneider, R. J. & Johnson, J. (2005). Direct and indirect predictors of social competence in
United States Army junior commissioned officers. Arlington, VA: United States Army Research
Institute for the Behavioral and Social Sciences.
Yip, J., & Wilson, M.S. (2010). Learning from experience. In E. Van Velsor, C.D. McCauley, & M.N.
Ruderman (Eds.). The Center for Creative Leadership handbook of leadership development. San
Francisco: Jossey-Bass and The Center for Creative Leadership.
Yukl, G. (1994). Leadership in Organizations, Third Edition. Englewood Cliffs, NJ: Prentice Hall
31
Extends Influence Beyond
the Chain of Command
As a leader, you can influence beyond your direct line of authority and chain of command. Your influence can
extend across units, to joint, interagency, intergovernmental, multinational (JIIM), and other groups.
In these situations, leaders use:

 Indirect means of influence
 Diplomacy
 Negotiation
 Mediation
 Arbitration
 Partnering
 Conflict resolution
 Consensus building
 Coordination
A key to extending influence beyond the chain of command is creating and communicating a common vision and
building agreement.
Within this competency are two components:
Component Page #
Understands sphere, means and limits of influence 33
Negotiates, builds consensus and resolves conflict 35
32
Understands sphere, means,
and limits of influence
“You cannot antagonize and influence at the same time.”

-J. S. Knox
Leading and influencing others outside your established organizational structure requires specific skills
and abilities. Assessing roles of others outside your chain of command, knowing over whom they have
authority and influence, and understanding how they are likely to exert that influence is important. By
learning about people outside of your chain of command, understanding their interests and viewpoints,
and being familiar with internal relationships within the organization, you can identify influence
techniques that are likely to work beyond your own command chain. In addition, you can adjust
influence techniques to the situation and parties involved.

 Assesses situations, missions, and  Uses the same technique in every
assignments to determine the parties situation to influence others.
involved in decision making and decision  Operates in isolation from others outside
support. the chain of command when not
 Evaluates possible areas of interference or appropriate.
resistance.  Begins negotiating with others without
 Reviews organizational structures to recognizing their priorities or interests.
understand who reports to whom and  Relies solely on informal organizational
informal relationships that illustrate who relationships such as colleagues and peers
influences whom. outside of the chain of command; does
 Has a good sense of when and when not to not take into account and work through
influence beyond the chain of command. the formal command chain.
 Gets input from members of own chain of  Makes assumptions about others too
command before influencing others quickly without getting the facts.
outside of it.
Underlying Causes
 Does not appreciate the potential benefits of understanding spheres of influence.
 Is impatient; wants to take action before understanding relationships.
 Is risk averse and shields self from criticism or failure.
 Lacks organizational knowledge outside of own chain of command.
 Is politically insensitive to factors impacting broader Army interests.
33
Understands sphere, means,
and limits of influence
Feedback
 Get feedback on your ability to actively listen, present information so others
understand advantages, and be sensitive to the cultural factors in communications.
 Find out the degree to which you gain cooperation with peers or others outside of
your chain of command.
 Self-assess your level of knowledge of an organization other than your own.
 Request feedback from others on your effectiveness in working with others. For
example, ask others to describe a time when you effectively demonstrated
resilience, patience, confidence, or mental agility.
Study
 Learn as much as possible about how your unit or organization works and the key
players.
 Gain information about shared common goals between your organization and
organizations outside your chain of command and evaluate the similarities and
differences.
 Understand the organization’s climate and the origin and reasoning behind key
policies, practices, and procedures.
 Gain insight into the culture, work priorities, and leadership interests of
organizations outside your chain of command by working on a project or team
assignment with another organization.
 Ask others outside your unit or organization how to gain insight into their
organizational priorities.
Practice  Practice getting things done using both formal channels and informal networks.
 Determine who to tell, when to tell, and how to communicate a situation to
superiors and team members.
 Practice explaining the rationale of a tough decision to those who are affected.
 Practice focused listening and asking questions to identify points of agreement and
contention.
 Consider alternatives from the viewpoint of others who are affected.
 Ensure team members and subordinates understand the reporting structure in your
unit and know who to ask when they have a question.
 When communicating decisions or proposing new ideas, clearly articulate the
broader strategic benefits to your unit or the Army.

 Extends Influence Beyond the Chain of Command: Negotiates, builds consensus, and resolves
conflict
 Leads by Example: Seeks diverse ideas ands points of view
 Communicates: Creates shared understanding
34
Negotiates, builds consensus,
and resolves conflict
“Start out with an ideal and end up with a deal.”

-Karl Albrecht
The art of persuasion is an important method of extending influence. Proactively involving partners
opens the lines of communication and helps to work through controversy in a positive and productive
way. Building consensus though sharing ideas and seeking common ground helps overcome resistance to
an idea or plan.

 Identifies individual and group positions  Uses the same technique in every
and needs. situation to influence others.
 Sees conflict as an opportunity for shared  Negotiates with others without
understanding. recognizing their priorities or interests.
 Facilitates understanding of conflicting  Uses extreme techniques such as being
positions and possible solutions. too hard or too soft when resolving
 Works to collaborate on solving complex conflicts.
problems in ways that are acceptable to all  Isolates team members and pressures
parties. them to align with personal goals and
 Builds consensus by ensuring that all team priorities.
members are heard and listened to.  Does not seek to reconcile conflicting
positions; only seeks to win.
 Prefers to point out negative aspects of
possible goals and priorities
Underlying Causes
 Does not seek the middle ground on issues, but demands that personal identified needs are
met.
 Is conflict avoidant; uncomfortable in situations that demand identifying the conflict and
solving the problem.
 Is unable or unwilling to look for a common causes or mutual goals.
 Is uncomfortable or does not like to work with teams towards common goals and priorities.
 Takes things personally.
 Does not maintain a solutions-based focus.
35
Negotiates, builds consensus,
and resolves conflict
Feedback
 Get input from peers about your understanding of negotiation techniques. Ask
questions such as “Can you describe a situation in which I negotiated effectively?”
“What could I do to negotiate more effectively?”
 After presenting a concept or idea to your peers, ask for their feedback to get their
thoughts and perspectives.
 Record yourself in a practice session in which you negotiate a dispute. As you view the
recording, self-assess your actions and note effective and ineffective actions.
 Before negotiations begin, select several negotiating techniques and practice with a
peer to gain insight on how they might work and the potential drawbacks of each.
Request feedback from your peer on your skills.
 Get feedback on your ability to listen actively, to present information so others
understand advantages, and your sensitivity to the cultural factors in communication.
Study
 Find an opportunity to exercise diplomacy and tact to achieve a favorable decision or
outcome.
 When in a discussion with individuals of differing opinions, practice asking questions
that are likely to result in compromise, such as “What points can we agree upon?” or
“What is most important to you and what can you concede?
 Work to be a team player that can represent your own interests.
 Anticipate problem areas in complex situations and vary your approach accordingly.
 Call a team meeting at the first sign that there is tension among group members.
Practice
 When disputes occur, evaluate areas of common ground between different parties and
document findings.
 List all of the roles and resources that figure in to a goal or priority of your
organization. Identify people with whom you may have a common cause or mutual
goals.
 Research the viewpoints of other individuals involved in the negotiation or consensus
building. Leverage those viewpoints accordingly in your argument.
 Carefully outline your principles and values so that you are aware when negotiation
crosses your boundaries.
 Study the behaviors of leaders that are strong negotiators or behaviors of successful
arbitrators. List specific behaviors they demonstrate and what you admire about them.

 Extends Influence Beyond the Chain of Command: Understands sphere, means, and limits of
influence
 Communicates: Creates a shared understanding
 Builds Trust: Takes direct actions to build trust; Sustains a climate of trust
36
Extends Influence Beyond the
Chain of Command
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Ury, William. Getting Past No. New York: Bantam Dell, 2007.

37
Leads by Example
As a leader, you can influence others by acting in a manner that provides others with an example by which to
measure and model their own behavior. Leading by example is a form of influence in which leaders provide
models rather than explicit direction.
Within this competency are six components:
Component Page #
Displays character 39
Exemplifies the Warrior Ethos 41
Leads with confidence in adverse situations 43
Demonstrates tactical and technical competence 45
Understands the importance of conceptual skills and models them to others 47
Seeks diverse ideas and points of view 49
38
Displays character
“War must be carried on systematically, and to do it you must have men of character activated by principles of honor.”
-George Washington
Upon entering the Army, Soldiers take an oath to uphold a new set of values: the Army Values. The Army
Values are a set of principles, standards, and qualities that are essential for Army leaders. The Army
recognizes seven values that must be upheld: loyalty, duty, respect, selfless service, honor, integrity, and
personal courage. It is every Army leader’s obligation to demonstrate these values to the highest extent
possible, and in doing so, set an example for others to follow. Demonstrating these values establishes
one as a person of character who is accountable.

 Displays high standards of duty  Solves problems using the “easy path”
performance, personal appearance, without regard for what is “the right thing
military and professional bearing, and to do.”
physical fitness and health.  Puts personal benefit or comfort ahead of
 Takes an ethical stance and fosters an the mission.
ethical climate.  Hides unpleasant facts that may arouse
 Demonstrates good moral judgment and anger.
behavior.  Is publicly critical of the unit or its
 Completes both individual and unit tasks to leadership, yet does nothing to help.
standard, on time, and within the
commander’s intent.
 Demonstrates determination and
persistence when facing adverse
situations.
Underlying Causes
 Has not accepted one or more of the Army Values.
 Overly committed to self-interests, career goals, and personal achievement.
 Is not able to translate Army Values to personal behaviors.
 Afraid of facing demands or hardships that following Army Values might bring.
 Not aware of personal behaviors and how they are perceived by others.
39
Displays character
Feedback  Reflect on your personal values and the Army Values. Do any conflict with one
another? If you perceive a conflict, consult a mentor with respected values and
judgment for discussion and guidance.
 Ask others you work with on how well they understand the expectations and the
standards you set.
 Ask peers and subordinates how well they think you uphold the Army Values. How
do your behaviors signal your values?
Study
 Consider your personal behaviors and how you complete tasks to standard, on time,
and within the commander’s intent. How do you ensure success for your products?
How do you gauge your adherence to standards? How do you ensure timeliness of
completion?
 Observe other leaders within your unit or organization who effectively demonstrate
and uphold the Army Values. Consider how these leaders attained their rank and
current position. Tailor the approach to your situation.
 Analyze the influence of the Army Values on your unit by observing instances and
examples of integrity, honor, courage, loyalty, duty, respect, and selfless service.
What are the consequences when adherence to these values falls short?
 Study historical military figures who demonstrated determination, persistence and
patience in achieving an objective. What factors led to their success? In times of
intense hardship, what actions did they use to overcome adversity?
 Consider what each Army Value means and its implications for your behavior and
development.
Practice
 Exercise initiative by anticipating task requirements before being told what to do.
Take responsibility for both yourself and your subordinates when an issue arises.
 Make decisions based on what you know is right. Do not be swayed by
circumstances or internal or external factors that may affect your decision. Act
according to clear principles rather than the “easy path.”
 Foster and encourage an “open-door” policy with your subordinates where they
feel comfortable coming to talk to you about ethical and moral challenges they are
facing on the job and how to implement the correct action.
 Practice what you preach. Demonstrate how you uphold the Army’s Values to your
subordinates and others at all times.

 Leads by Example: Exemplifies the Warrior Ethos
 Leads Others: Maintains and enforces high professional standards
 Creates a Positive Environment/Fosters esprit de corps: Encourages fairness and inclusiveness
40
Exemplifies the
Warrior Ethos
“Wars may be fought with weapons, but they are won by men. It is the spirit of the men who follow and of the man who leads
that gains the victory.”
-General George S. Patton
The Warrior Ethos refers to the professional attitudes and beliefs that characterize the American Soldier.
The Warrior Ethos shapes and guides a leader’s actions both on and off the battlefield. Leaders
demonstrate the Warrior Ethos anytime they experience prolonged and demanding conditions that
require an unrelenting and consistent determination to do what is right. For example, tirelessly
advocating for a more comprehensive training program on leader development demonstrates the
Warrior Ethos, just as does leading others in a combat zone.

 Removes or fights through obstacles,  Gives up when facing difficult challenge or
difficulties, and hardships to accomplish hardship.
the mission.  Is pessimistic or negative about personal
 Demonstrates the will to succeed and ability to achieve results within the
perseveres through difficult and constraints of the organization.
complicated situations.  Lets fear of risk stop action despite
 Demonstrates physical and emotional importance of action.
courage.  Hesitates or avoids stepping up when the
 Upholds and communicates the Warrior need arises.
Ethos to others.  Demonstrates timidity and hesitation to
 Pursues mission-focused victories over act.
extended periods, regardless of the
conditions.
Underlying Causes
 Lacks a holistic understanding of the Warrior Ethos and its implications for personal
behavior.
 Exhibits frustration or fatigue from excessively demanding conditions over an extended
period of time.
 Allows laziness or complacency to compromise the task at hand.
 Current situation feels hopeless and shows no indication of getting better.
41
Exemplifies the
Warrior Ethos
Feedback  Ensure that you clarify and understand the scope of newly assigned tasks and how
they relate to mission accomplishment. Perseverance is valuable as long as it is
aligned with the organizational goals.
 Request feedback from peers and subordinates on how well you demonstrate
determination, persistence and patience. Determine if there are patterns in the way
you handle different types of situations.
 Ask for feedback from a superior on how well you demonstrate the Warrior Ethos.
Identify points where you could have persevered more and points where you
should not have been as tenacious to ensure a balance between achieving effective
results and wasting time.
 Request advice from a mentor or trusted advisor before undertaking a difficult task.
Have them guide you and provide insight into the appropriate steps. Provide the
individual with as much context as possible and then talk through the situation and
how you can deal with anticipated difficulties.
Study  Reflect on your experiences in upholding the Warrior Ethos. In a difficult or

prolonged task, what factors most made you want to give up, and what factors
most helped you keep going?
 If you’re having trouble getting something done, reflect on why it is not working and
what alternative approaches might succeed.
 Research historical military figures who demonstrated physical and emotional
courage and the will to succeed. What actions and attitudes led them to success? In
times of intense hardship, what was their approach to leadership?
 Identify ways to relieve stress to manage your emotional reactions while at work
(e.g., take several deep breaths, count to ten, think before you act). Study historical
military figures who demonstrated determination, persistence and patience in
achieving an objective. What factors led to their success? In times of intense
hardship, what actions did they use to overcome adversity?
Practice  Consider what each Army Value means and its implications for your behavior and
development.
 Volunteer to take the lead on a difficult or prolonged issue. As you work through
the issue, take time to note where your work started and the progress you have
made toward resolution of the issue.
 When leading, accept responsibility for your errors and move on. Don’t allow
criticism of an outcome or setbacks prevent you from taking the lead or persisting in
your efforts.
 When interacting with team members and subordinates, realize that resistance and
inertia are natural. When this occurs, remember to stick to the point and don’t take
criticism personally.

 Leads by Example: Leads with confidence in adverse situations; Displays character, attitudes, and
communications
 Leads Others: Uses appropriate methods of influence to energize others
 Prepares Self: Maintains mental and physical health and well-being 42
Leads with confidence in
adverse situations
“Just as fire tempers iron into fine steel so does adversity temper one’s character into firmness, tolerance, and determination.”
-Margaret Chase Smith
The opportunity to lead with confidence in adverse situations happens frequently, but it is the big
decisions and difficult times that can define an Army leader’s career. Mistakenly, individuals often
believe that leading with confidence in adverse situations is a responsibility for senior leaders, and do not
recognize the need for confident leadership at all levels. How Army leaders approach and persevere
through difficult times sets a leadership example for others while demonstrating commitment to the
organization.

 Provides leadership presence at the right  Loses hope or inertia when adversity is
time and place. high.
 Displays self-control and composure,  Shows discouragement when faced with a
especially under adverse conditions; setback.
remains calm under pressure.  Allows anger or emotion to compromise a
 Remains decisive, even after discovering a situation.
mistake.  Hesitates in taking decisive action and
 Makes a decision and acts in the absence defaults to following a superior’s lead in
of guidance. times when it is not appropriate.
 Remains positive, even when the situation  Avoids situations where it is necessary to
changes or becomes confusing. take an authoritative stand on an issue or
 Encourages subordinates when they show problem.
signs of weakness.
Underlying Causes
 Slow to adapt quickly to changing situations.
 Is not comfortable with personal capabilities and skills as a leader; unwilling to step up and
take control of the situation.
 Is indecisive; has trouble making final decisions.
 Fears that the consequences of making a bad decision will reflect poorly on himself or
herself.
 Avoids risks to ensure no negative performance feedback.
 Does not meet problems head-on; is avoidant of conflict
43
Leads with confidence in
adverse situations
Feedback  After leading a difficult task or mission, conduct an after action review. Ask for
feedback from others to identify effective and ineffective actions and opportunities
for improvement. Have team members provide feedback on how you personally
handled the situation.
 Request feedback from peers about how well you respond to set-backs, and how
effectively you demonstrate persevere to achieve goals.
 Meet with your team to brainstorm creative solutions to a challenge that your unit
or organization currently faces. Try to approach the problem from a new and
different direction.
 Request advice from a mentor or trusted advisor on how to deal with a difficult
situation. Have him or her guide you and provide insight into your possible next
steps.
Study  Complete a mission or problem analysis when faced with a tough decision. Consider
multiple possible courses of action, select one, and develop a plan of action to enact
it.
 Develop the realization that failure and criticism happen. As a leader, take the risk,
realizing that you are not always going to be right.
 Learn about planning and problem solving methods and tools that you can use to
help ensure the success of your efforts.
 Observe a leader in your unit who has consistently achieved under seemingly
unfavorable circumstances. How did he or she do it? What types of behaviors can
you model to ensure similar success for yourself?
Practice
 When resistance occurs, remember to stick to your argument and the facts and
details that support it, while remaining open to feedback and opinions. Remember
to not take criticism personally.
 Take on a series of increasingly demanding tasks or challenges to build a record of
success and bolster your confidence in difficult situations.
 Be very well prepared! Anticipate potential resistance/pushback from your
audience and spend time gathering data and rationale to support your position.
 Persevere. Don’t easily give up on opinions or judgments for which you have a
strong argument. Clearly articulate why you feel the way you do using detailed
explanations and examples; remain respectful of the opinions of others.
 Use clear, assertive language to stat your position. Be aware of non-verbals that
may communicate lack of confidence and avoid using tentative language.

 Leads Others: Provides purpose, motivation, and inspiration
 Leads by Example: Exemplifies the Warrior Ethos, Displays character
 Creates a Positive Environment/Fosters esprit de corps: Encourages subordinates to exercise
initiative, accept responsibility, and take ownership
44
Demonstrates tactical and
technical competence
“Techniques which must be mastered to become an expert vary mightily, depending on the field of your expertise, the level of
command and the personalities involved. But the basic requirement is simple: study and train and practice until you have more
knowledge and know-how than others with whom you work.”
-Aubrey “Red” Newman
Striving for tactical and technical competence and expertise is important for Army leaders. Army leaders
must implement the most up-to-date, cutting-edge technologies and methods to solve problems and
ensure mission accomplishment. Demonstrating technical and tactical knowledge and skills includes
seeking out and implementing best practices as well as exploring and encouraging a culture of sharing
among team members to develop and refine their technical proficiency.

 Uses technical and tactical skills and  Leverages assets, equipment, procedures
expertise to accomplish the mission to and methods ineffectively.
standard and protect resources.  Consumes excessive resources due to
 Displays the appropriate level of ineffective use of technology.
knowledge of equipment, procedures, and  Uses outdated or ineffective approaches
methods for the position. to problems.
 Embraces and employs new technology to  Uninterested in learning new knowledge
accomplish the mission. and skills.
Underlying Causes
 Does not have a full awareness of jobs and operations within the unit or organization.
 Does not understand the optimal employment of assets, equipment, procedures, and
methods.
 Does not seek opportunities to be introduced to new solutions for technical and tactical
problems.
 Is not comfortable with new technology and is unaware of its capabilities.
 Unaware of how to locate and learn new technical and tactical knowledge and skills.
45
Demonstrates tactical and
technical competence
Feedback  Learn from those around you by asking which skills and what knowledge is mission-
critical. Ask others how they learned it, and follow a similar path.
 Talk with others inside and outside your chain of command to stay current on
external influences (e.g., emerging technology, the latest tactics, techniques and
procedures). Key opportunities to network and share information include
attendance at conferences, meetings, training courses, and TDY travel, as well as
through online resources.
 Look for opportunities to be tested on your technical and tactical proficiency.
 Self-monitor your ability to be a technical and tactical leader by reading the latest
journal articles, professional journals, and professional association releases and
comparing your knowledge and skills to emerging information from these sources.
Study  Build your expertise by reviewing doctrine, technical manuals, and non-military
references in an area that interests you.
 Subscribe to or research professional journals and resources dealing with a new
technical skill or capability. Keep up-to-date on emerging technical information by
reviewing blogs and other Web-based resources.
 Volunteer to prepare and deliver training on a specific technical or tactical subject.
 Write and submit a journal or magazine article on your technical area of expertise.
 Look for opportunities to take a continuing studies course to build your knowledge
in a technical area. Consider resident, distance or distributed learning, and
correspondence offerings.
Practice  Find and pursue opportunities for advanced training in a technical subject that
pertains to your responsibilities.
 Identify and volunteer for opportunities that will provide technical or tactical
experience in new areas.
 Develop one or more specialty area where you will be considered the expert within
your unit. Communicate your knowledge to other team members and ensure they
come to you when they need guidance or support.

 Prepares Self: Expands knowledge of technical, technological, and tactical areas
 Gets Results: Identifies, contends for, allocates, and manages resources
46
Understands the importance of
conceptual skills and models
them to others
“It is not enough to have a good mind. The main thing is to use it well.”
-René Descartes
Army leaders must not only understand the importance of conceptual skills, they must possess,
continually develop, and model them as well. Conceptual skills are the basis for making sense of complex
situations, understanding cause and effect, critical thinking, solving problems, developing plans, and
leading others. In short, they are essential to accomplishing the critical functions of the Army.

 Identifies the critical issues that are  Gets lost in the details of a situation
present in a situation or issue and uses this without perceiving how they fit together
knowledge to make decisions and take and interact.
advantage of opportunities.  Comfortably maintains the status quo;
 Recognizes and generates innovative does not explore new thought processes
solutions. to solve a problem.
 Relates and compares information from  Overly relies on one source of information
different sources to identify possible cause or one approach to problem solving.
-and-effect relationships.  Employs stereotyped, rigid, or biased
 Uses sound judgment, logical reasoning, thinking when making sense of a situation.
and critical thinking.  Uses a scattered approach to thinking
 Makes logical assumptions in the absence through problems and developing
of facts. solutions.
 Does not articulate the evidence and
thought processes leading to decisions.
Underlying Causes
 Impatient with the time or effort required for rigorous conceptualization.
 Uses gut instinct or past approaches to make decisions.
 Fears the risk of failure that may come from new conceptualizations or approaches.
 Unsure of the thought process and evidence used to reach decisions and therefore unable to
articulate them to others.
 Does not take time for personal reflection and thought.
47
Understands the importance of
conceptual skills and models
them to others
Feedback  Ask yourself how an issue you face and your related decisions or actions will fit into
the bigger picture of events. What larger operations and units are affected? What
groups or other decisions will be affected?
 Ask others if they have observed personal biases or conceptual shortcomings you
have demonstrated when analyzing or problem solving. Ask for clear and honest
feedback regarding perceived biases and conceptual difficulties. Compare this
feedback to your own self assessment.
 Consider the long-term consequences to a decision or action you are
contemplating. What are the second or third order effects? Identify the
consequences and then re-evaluate the potential decision. Present the idea to
others and request their input.
Study  Read about methods of conceptualizing ambiguous and complex situations. Topics
may include systems thinking, mind mapping, and others.
 Train yourself to visualize how plans or operations will unfold by thinking in terms
of branches, phases, sequences, and time schedules.
 Study the topics of critical and creative thinking, and apply the methods you learn
to issues you face.
 Observe a leader who is adept at conceptual skills and developing conceptual
models. Discuss the leader’s thought process with the leader.
Practice  When faced with a problem, apply a systematic approach to define the problem,
gather relevant information, make essential assumptions, and develop potential
courses of action.
 Work to synthesize facts, data, experiences, and principles to make sense of
situations. Look for patterns, themes, connections, and interactions.
 When faced with a problem, take time to develop multiple plausible solutions to the
problem. Then apply pre-selected criteria to help you evaluate the solutions and
select the best.
 Use a mind mapping technique or tool to make sense of the elements of a complex
or ambiguous situation and their relationships.
 Create and communicate your vision for the outcome of an important effort and the
process by which the outcome will be achieved .

 Creates a Positive Environment/Fosters esprit de corps: Creates a learning environment;
Encourages subordinates to exercise initiative, accept responsibility, and take ownership
 Prepares Self: Expands conceptual and interpersonal capabilities
 Stewards the Profession: Supports professional and personal growth; Improves the organization
48
Seeks diverse ideas
and points of view
“I’ve always felt that a person’s intelligence is directly reflected by the number of conflicting points of view he can entertain
simultaneously on the same topic.”
-Abigail Adams
By seeking and being open to diverse ideas and points of view, Army leaders become exposed to new
ideas, perspectives, explanations, and approaches that can help achieve tasks and projects more
efficiently and effectively. Consideration of diverse ideas and points of view helps ensure the adequate
conceptualization of issues as well as the development and selection of viable courses of action. Being
open to diverse ideas and points of view also aids in the perception of change, identification of new
requirements, and adaptability to dynamic operational environments.

 Encourages respectful, honest  Settles for the first solution that comes to
communication among staff and decision mind.
makers.  Does not view subordinates’ opinions and
 Explores alternative explanations and ideas as relevant.
approaches for accomplishing tasks.  Does not express opposing views in order
 Reinforces new ideas and demonstrates to gain favor or avoid argument.
willingness to consider alternative  Operates in isolation from others.
perspectives to resolve difficult problems.  Maintains the status quo and hesitates to
 Uses knowledgeable sources and subject alter current “tried and true” approaches.
matter experts.  Belittles, bullies, and berates rather than
 Encourages team members to express their offering constructive and specific
ideas and points of view even if they feedback.
question the consensus.
Underlying Causes
 Views subordinates’ ideas as threats to personal expertise or authority.
 Impatient with talk and discussion; wants to quickly reach a decision.
 Has difficulty perceiving or understanding shades of meaning or differences in opinion.
 Relies excessively on certain individuals’ perspectives; does not offer everyone a chance for
input.
 Does not take time for personal reflection and thought.
49
Seeks diverse ideas
and points of view
Feedback
 Encourage your team members to express their ideas and opinions about the
team’s functioning. Use active listening methods to ensure that you accurately
understand their perspectives.
 Get someone skilled in team processes and communications to observe one of your
team collaboration or work meetings and later give you feedback on how open to
diverse ideas and opinions you appeared to be and how you encouraged or
discouraged ideas and opinions.
 Communicate the desired outcome of a project or task, and ask team members for
their feedback and opinions. Leverage that opinion to devise new and more
effective strategies.
Study
 Learn how to conduct research in subject areas that are important to your job.
 Get involved in your professional community by participating in associations and
groups that promote learning and creative solutions.
 Interview a leader who has a reputation as a strong innovator and leader of teams
that solve complex and unique challenges. Learn about the thought process and
methods used to get the best out of team members and reach a creative solution.
 Read about the approaches and methods that people in other fields or from other
backgrounds used to solve problems similar to those you face .
Practice
 Keep an open mind even when ideas do not fit conventional thinking or seem to be
tangential to the mission.
 Ensure that when team member ideas are ‘off target’ that you do not belittle or
berate them. Look for the merit in every argument rather than the fatal flaw.
 Purposefully assemble diverse teams for your projects or tasks. Solicit input and
opinion from all team members when trying to find a solution to the problem.
 Do not dismiss others’ opinions because of their rank, age, or gender. Actively listen
to their opinion or approach and determine how the approach could be applied or
included in a particular solution.
 Meet with your team to brainstorm creative solutions to a challenge that your
organization or unit currently faces. Try to approach the problem from a new and
different direction.

 Communicates: Listens actively
Encourages open and candid conversations
50
Leads by Example
Ambrose, Stephen E. Band of Brothers: E Company, 506th Regiment, 101st Airborne from
Normandy to Hitler’s Eagle’s Nest. New York: Simon & Schuster, 1992.
Bainbridge, William G. Top Sergeant. New York: Fawcett Columbine, 1995.
Baldoni, John. Lead by Example: 50 Ways Great Leaders Inspire Results. New York: AMACOM,
2008.
Bowden, Mark. Black Hawk Down. New York: Atlantic Monthly Press, 1999.
Churchill, Winston, edited with an introduction by David Cannadine. Blood, Toil, Tears, and
Sweat: The Speeches of Winston Churchill. Boston: Houghton Mifflin, 1989.
Cialdini, R. B. Influence: The Psychology of Persuasion. New York: William Morrow and Co., 1984.
Collins, James C. and Jerry I. Porras. Built to Last. New York: Harper Business, 1994.
Folkman Joseph and John Zenger. The Extraordinary Leader: Turning Good Managers into Great
Leaders. New York: McGraw-Hill, 2002.
Green, Peter. Alexander of Macedon, 356-323 B.C. A Historical Biography. Los Angeles: University
of California Press, 1991.
Kepner, C. H., & Tregoe, B. B. The New Rational Manager. Princeton: Princeton Research Press,
1997.
Paul, R. W., & Elder, L. Critical Thinking: Tools for Taking Charge of Your Professional and
Personal Life. Upper Saddle River, NJ: Financial Times Prentice Hall, 2002.
Phillips, Stone. Rescue on Roberts Ridge. Dateline NBC. Retrieved from: http://
www.msnbc.msn.com/id/13233811/
Schwarzkopf, H. Norman with Peter Petre. It Doesn’t Take a Hero: General H. Norman
Schwarzkopf, The Autobiography. New York: Bantam Books, 1992.
U.S., Department of the Army. FM 3-0, Operations. Washington, DC: Government Printing Office,
2001.
51
Communicates
Leaders communicate 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.
Communication is essential to all other leadership competencies.
Component Page #
Listens actively 53
Creates shared understanding 55
Employs engaging communication techniques 57
Is sensitive to cultural factors in communication 59
52
Listens actively
“To listen well is as powerful a means of communication and influence as to talk well.”
-John Marshall
The most important purpose of listening is to comprehend the speaker’s thoughts and internalize them.
Throughout a conversation you have with someone else, you should pay attention to what the other is
trying to communicate. Active listeners have a lot to focus on: a variety of verbal and non-verbal cues,
the content of the message the speaker is trying to deliver, and the urgency and emotion of the speaker.
Remember to stay alert for common themes that recur with the speaker as well as inconsistencies or
topics they completely avoid.

 Pays attention to non-verbal cues.  Interrupts to provide own opinions and
 Asks questions to clarify the meaning when decisions.
the speaker’s point is not understood.  Gets distracted by anger or disagreement
 Summarizes and paraphrases the speaker’s with the speaker.
main points before crafting an answer.  Uses the first response that comes to
 Maintains eye contact. mind.
 Takes brief mental or written notes on  Focuses attention on taking copious notes.
important points or items for clarification.  Confuses the overall point of the message
 Stays alert for common themes in the with the details provided.
speaker’s discussion.  Tells people what they should say or think.
 Reflects on new information before
expressing views.
Underlying Causes
 Focused on what to say next rather than accurately understanding the other person.
 Unskilled at accurately perceiving feelings and reading body language.
 Feels uncomfortable with the topic, information, or emotions the speaker is sharing.
 Believes that own way is the only way; does not listen to others’ opinions.
 Is distracted by time pressure, other concerns, or environmental factors.
53
Listens actively
Feedback
 If you do not understand what the speaker is trying to communicate, ask him or her to
restate what he or she said in another way.
 Paraphrase what the speaker said after he or she has expressed him or herself, but
before you respond. Use wording such as, “So what’s you’re saying is…”
 Ask others you work with or in your network how you can improve active listening skills.
 At the close of a conversation, recap or summarize the main points and the motivations
that might be behind them. Note trends and themes from the discussion.
Study  During your daily activities, try to observe someone who you feel is a strong listener
interacting with someone else. What makes that person a good listener? What types of
verbal and non-verbal cues do they use?
 When planning for a discussion, research factors that might affect the situation. For
example, prior to conducting a developmental counseling session with a Soldier, you
may want to meet with the person’s supervisor, review notes from previous
conversations , or review his or her personnel file.
 Learn what behaviors limit active listening. Consider how often you make statements
such as, “Yes, but…” or “Let’s get to the point.” Do you check your blackberry or
continue to type on your computer during conversations? These types of behaviors
tend to communicate an unwillingness to listen and limit conversation.
 Find out if you are a selective listener by observing what topics, what people, and in
what settings you are an active listener and which you are not.
Practice  During conversations, offer very brief summary statements of the person’s statements
and associated feelings. Look for confirmation of your understanding from the other
person. Paraphrase in your own words to avoid parroting the words of the other person,
which may be perceived as mocking.
 Employ verbal prompts, such as “Yes…”, “Go on…”, and “Tell me more…” and nonverbal
prompts, such as nodding your head, leaning toward the other person, and making good
eye contact to encourage the other person to talk.
 During everyday conversations, try to focus solely on what the speaker is saying rather
than forming your argument.
 Minimize external distractions by turning off your cell phone or blackberry and closing
the door or going to a place where you can be with the speaker one-on-one. If this is not
convenient, ask the speaker if you can schedule an appointment at a later date so you
can focus on what he or she has to say.
 Try not to argue mentally with the person. It sets up a barrier and distracts you from
listening to what he or she is trying to convey.
 Take notes that identify important points or items for clarification during meetings.

 Communicates: Creates a shared understanding
 Creates a Positive Environment/Fosters esprit de corps: Fosters teamwork, cohesion, cooperation,
and loyalty (esprit de corps)
54
Creates shared understanding
“No one would talk much in society if they knew how often they misunderstood others.”
-Johann Wolfgang Von Goethe
As a leader, you understand your unit’s mission and develop plans to meet your mission goals. You owe it
to both your organization and subordinates to share information that directly applies to their duties and
provides the necessary context for what needs to be done. Keeping team members and subordinates in
the communication loop ensures that your organization is on one page, relieves stress, and shows your
team members that they are appreciated.

 Expresses thoughts and ideas clearly to  Creates inconsistent and confusing
individuals and groups. messages, arguments, and stories.
 Double checks that subordinates  Communicates highly technical subject
understand the communicated message. matter without converting it into
 Reinforces the importance of current unit “laymen’s terms.”
objectives and priorities for subordinates.  Places an emphasis on the wrong subject
 Recognizes and addresses the potential for matter for an audience (too simplistic for
miscommunication. management and too detail-heavy and
 Uses a communication method aligned strategically-focused for subordinates).
with the information that will be  Shares information and understanding
expressed. with only select favorites.
 Communicates to subordinates as well as  Limits communication to subordinates and
superiors to ensure everyone is in the loop. superiors within own chain of command.
Underlying Causes
 Has only a little preparation time before speaking to individuals or a group on a topic.
 Does not have accurate knowledge of the gaps in the audience’s understanding of the
subject.
 Not skilled in crafting messages or explanations suited to the audience’s background,
comprehension level, language, culture, or other factors.
 Partial or incomplete understanding of the subject matter.
55
Creates shared understanding
Feedback
 Encourage open feedback and dialogue among and with subordinates, particularly when
they are asking questions about a project or process.
 Discuss your intent, priorities, and thought processes with your subordinates to ensure
“they get it.” Offer subordinates the opportunity to follow-up with you on any points
they may not have understood.
 After delivering information, ask others to summarize the information you just
delivered. Communicate this in a way that is not threatening or condescending but that
shows you are interested in making sure that everyone is on the same page.
 Periodically check-in with team members and subordinates to ensure they know what is
going on in the organization. Fill them in on any missing details.
Study
 Assess the best way to communicate with different individuals or groups both inside and
outside your organization. Learn how to match the message and method to the
audience.
 Study individuals (public figures, historical, or local) who are considered to be skilled
communicators and who were able to provide messages that translated into action.
 Take a course on effective communications techniques or join a public speaking group to
build your knowledge and skill in crafting and delivering compelling messages to others.
Practice
 Relate your unit’s current objectives and priorities to the larger organizational goals.
 As you plan the words and delivery of your message, imagine how your message will be
received by the intended audience.
 Consider the nature of the information you are trying to explain and build your
explanation in a logical progression that fits the topic (e.g., chronological, sequential,
top down, bottom up, etc.).
 Don’t put your team into information overload. Offer information in segments that can
be comprehended without causing confusion and that together will convey the
complete story.

 Builds Trust: Takes direct actions to build trust; Sustains a climate of trust
 Communicates: Employs engaging communication techniques
 Creates a Positive Environment/Fosters esprit de corps: Encourages open and candid
communications
 Prepares Self: Expands conceptual and interpersonal capabilities
56
Employs engaging
communication techniques
“Be sincere; be brief; be seated.”

-Franklin D. Roosevelt
As a leader, you must clearly and succinctly deliver a message to your unit or subordinates to ensure
shared understanding. To ensure that your message stands out from the crowd, you will need to employ
engaging communication techniques to make sure your message is attended to, understood, and
remembered.

 States goals to energize others to adopt  Delivers an unclear goal or key message.
and act on them.  Provides information using a monotone
 Creates a “buzz” around a new idea or voice and few aids or devices to support
thought by radiating enthusiasm and understanding.
excitement.  Uses a tone of voice that is
 Makes eye contact when speaking. condescending.
 Speaks enthusiastically and maintains  Mismatches the message to be delivered
listeners’ interest and involvement. and the communication medium.
 Uses gestures that are appropriate but not  Takes a long time to express central ideas.
distracting.
 Selects the appropriate communication
medium to deliver the message.
 Recognizes and addresses places where
misunderstandings may arise.
 Seeks feedback on communications that
did work and communications that did not
work and why.
 Acts to determine, recognize, and resolve
misunderstandings.
Underlying Causes
 Does not consider the audience well enough to choose words and delivery approach that will
connect with them.
 Is not able to communicate the main message succinctly and clearly.
 Is uncomfortable presenting information to others.
 Matches a communication message with the inappropriate communication medium (e.g.,
delivering constructive criticism via email rather than face-to-face).
 Does not have ample time to prepare the information that needs to be delivered.
57
Employs engaging
communication techniques
Feedback
 Assess the individual or group to see if they are engaged in the information you are
conveying. Shift the angle of the conversation or the method of delivery based on verbal
and non-verbal cues.
 Ask team members or subordinates to give you specific feedback on your ability to
deliver information in a way that is engaging and easily comprehensible. Ask how you
can improve.
 During a presentation or meeting, ask your subordinates or team members direct and
specific questions about the information you are communicating.
 Talk to your team members or subordinates about misunderstandings when they arise.
Analyze the reasons why a misunderstanding may have occurred.
Study
 Assess the best way to communicate with various individuals in your organization
including superiors, peers, and subordinates. Match your method with the individual.
 Measure whether your subordinates and team members are absorbing the thoughts
and ideas you provide to them. Indicators may include: more eye contact, following
directions accurately, asking fewer questions for clarification, appearing more relaxed.
 Observe an individual in your unit or a leader who always seems to “connect” when
communicating with others. Investigate how this person gains and retains the attention
of others and generates so much interest. What types of communication techniques
does he or she use?
Practice  Communicate thoughts and ideas in a simple way that all staff understands using a
logical and sequential progression. Provide supporting details to prove your central idea.
 Create “buzz” around new and exciting tasks that your unit is undertaking. Send emails
and have informal conversations with subordinates about the benefits of the new task.
Make sure that you convey enthusiasm for the new task both verbally (choosing active
versus passive words) and non-verbally (e.g., posture, tone, gestures, etc.).
 Match your tone of voice with the information you have to deliver. For example, if your
unit will undergo a major change, use a tone that is direct, clear, and reassuring to your
team members and subordinates. If your unit is embarking on a new and innovative
task, use a tone that builds excitement and enthusiasm.
 Employ a variety of techniques to ensure that your audience is engaged in the
information you are presenting, such as stories, anecdotes, and examples.
 Use visual aids, when appropriate, to support your message. Make sure that visual aids
have a clear and direct relationship to the information being presented.

58
Is sensitive to cultural factors
in communication
“Examine what is said not who speaks.”

-Arabian proverb
Cross-cultural awareness and understanding of how cultural factors can influence the success of
communications has long been an important competency for military leaders leading ethnically and
culturally diverse organizations. In recent years, the necessities of counterinsurgency, stability, and JIIM
operations have placed cross-cultural communications skills at the center of operational success.
Understanding cross-cultural factors and the ability to adjust communication attempts to accommodate and
capitalize on them are crucial in today’s operating environment. That being said, it is important to note that
Soldiers do not have to necessarily agree with all of the cultural norms or practices, however, they MUST
understand how those cultural values impact interactions with individuals from that culture.

 Is sensitive to cultural variations in  Stereotypes and makes generalizations
communication and is willing and able to about individuals based on their culture,
accommodate or adapt to these variations. race, or ethnicity.
 Maintains a wide-ranging awareness of  Avoids situations in which interacting with
communication customs, expressions, other cultures is required.
actions, and behaviors.  Assumes that individuals from other
 Demonstrates respect for others regardless cultures have the same values, priorities,
of their culture, race, or ethnicity. and worldview as Americans.
 Looks beyond surface features of the  Pushes personal beliefs, norms, and more
individual or manner of communication to onto an individual from a different culture,
discern the message and its meaning. race, or ethnicity.
Underlying Causes
 Assumes that American views and understanding is correct and that other perspectives are less
developed or faulty.
 Fears how individuals from different cultures will react to American cultural norms and mores.
 Fears embarrassment or self-consciousness over not understanding or violating another
culture’s norms or mores.
 Believes cultural differences are too great to permit creation of an advantageous alliance.
 Does not have the time or inclination to focus on learning about a new culture.
 Lack of exposure to other cultures or previous negative experience with individuals from another
culture.
59
Is sensitive to cultural factors
in communication
Feedback  Connect with an individual, with whom you are comfortable, from a different culture and
discuss the social norms, mores, and expectations. Have the individual provide you with
feedback on how effective and appropriate your interpersonal communications habits are
likely to be with other members of the individual’s culture.
 Seek help from external resources (e.g., chaplains, counselors, etc.) for overcoming any deep
-seated biases you may have due to traumatic or negative experiences with individuals from
other cultures.
 Take advantage of counterinsurgency field exercises to practice culturally appropriate
communications skills and receive feedback on their effectiveness.
 Share what you have learned about other cultures with your peers and subordinates. Discuss
effective and ineffective approaches to cross-cultural communications.
 Seek help (e.g., counselors, chaplain, etc.) if you have any deep-rooted biases or issues that
may impact your ability to function effectively in a specific culture.
Study  Become a part of a club or professional association that fosters and encourages cross-
cultural understanding. Research opportunities by contacting cultural organizations and
asking about cross-cultural meet-ups.
 Take a foreign language and culture course at a community college. Pay particular attention
to specific cultural norms and practices. Even highlight areas of cultural difference that are
common across all cultures (i.e., religion, sport, economic structure, gender difference,
power distance, etc.).
 Use resources and reference books to examine a culture’s history, society, religion,
governance, lifestyle, sports, business practices, current events, and other important
aspects.
 Observe and assess how others with extensive cross-cultural communication experience
conduct themselves when communicating across cultures. Look for attitudes, behaviors, and
methods that you can adopt.
Practice
 Make a genuine effort to communicate with an individual from a different culture by learning
and using culturally correct communication greetings, behaviors, forms, and patterns. Solicit
feedback to understand their interpretation of U.S. culture and your behavior.
 Make a personal inventory of your own biases. Create and implement actionable steps to
reduce these issues.
 Focus your awareness on how you evaluate others and what role their cultural differences
play in your evaluation. Attempt to evaluate people on an individual basis rather than based
on stereotypes of their culture.
 Leverage active listening techniques, such as summarizing the main points of an individual’s
discussion after he or she has communicated them, to ensure mutual understanding.
 Be on the lookout for possible misunderstanding or misinterpretation. Proactively consider
issues from other cultures’ perspective.

 Prepares Self: Maintains relevant cultural awareness; Maintains relevant geopolitical awareness
 Communicates: Listens actively
60
Communicates
Army360: Immersive Cultural Simulation. https://atn.army.mil/dsp_template.aspx?dpID=102
Department of Defense (DoD). Department of Defense Information Sharing Strategy. Washington, DC:
Government Printing Office, May 4, 2007.
Department of Homeland Security (DHS). Department of Homeland Security Information Sharing

Strategy. Washington, DC: Government Printing Office, April 18, 2008.
Dilenschneider, Robert. A Briefing for Leaders: Communication as the Ultimate Exercise of Power. New
York: Harper Business, 1992.
Donoghue, Paul, and Siegel, Mary. Are You Really Listening? Keys to Successful Communication. Notre
Dame, IN: Sorin Books, 2005.
Gole, Henry G. Soldiering: Observations from Korea, Vietnam, and Safe Places. Dulles, VA: Potomac
Books, 2005.
Hofstede, Geert. Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations
Across Nations. Thousand Oaks, CA: Sage Publications, 2001.
Hofstede, Geert, Pederson, Paul, Hofstede, Gert, and Triandis, Harry. Exploring Culture: Exercises,
Stories, and Synthetic Cultures. Yarmouth: Intercultural Press, 2002.
Hoppe, Michael. Active Listening: Improve Your Ability to Listen and Lead. Greensboro, NC: Center for
Creative Leadership, 2006.
Lewis, Richard D. When Cultures Collide: Leading Across Cultures. Boston: Nicholas Brealey International,
2006.
Perry, Walter. Information Sharing Among Military Headquarters: The Effects on Decision Making.
Washington, DC: Rand Corporation, 2004.
Robertson, Arthur. Language of Effective Listening. Carmel, IN: Scott Foresman Professional Books,
1991.
Safko, Lon and Brake, David. The Social Media Bible: Tactics, Tools, and Strategies for Business Success.
Hoboken, NJ: Wiley, 2009.
Trompenaars, Fons and Turner, Charles. Riding the Waves of Culture: Understanding Diversity in Global
Business. New York: McGraw-Hill, 1998.
Trompenaars, Fons. 21 Leaders for the 21st Century: How Innovative Leaders Manage in the Digital Age.
New York: McGraw-Hill, 2001. 61
Creates a Positive Environment/
Fosters esprit de corps
Leaders have the responsibility to establish and maintain positive expectations and attitudes that produce the
setting for healthy relationships and effective work behaviors. Leaders are charged with improving the
organization while accomplishing missions. They should leave the organization better than it was when they
arrived.
Within this competency are eight components:
Component Page #
Fosters teamwork, cohesion, cooperation, and loyalty (esprit de corps) 63
Encourages fairness and inclusiveness 65
Encourages open and candid communications 67
Creates a learning environment 69
Encourages subordinates to exercise initiative, accept responsibility, and take 71

ownership
Demonstrates care for follower well –being 73
Anticipates people’s on-the-job needs 75
Sets and maintains high expectations for individuals and teams 77
62
Fosters teamwork, cohesion,
cooperation, and loyalty
(esprit de corps)
“The teams and staffs through which the modern commander absorbs information and exercises his authority must be a
beautifully interlocked, smooth-working mechanism. Ideally, the whole should be practically a single mind.”
-General Dwight D. Eisenhower
A team is a group of individuals with complementary skills who are committed to a common purpose, set
of performance goals, and approach for which they hold themselves mutually accountable. Commitment
may not always be present from the start, but it is critical for team sustainability. The team also needs to
have a common purpose that is detailed enough so that all members can understand the what, how, and
who.

 Encourages people to work together  Attributes mission success or failure to the
effectively. performance of individuals.
 Promotes teamwork and team  Regularly provides the meaningful tasks
achievement to build trust. and assignments to high-performing or
 Draws attention to the consequences of experienced team members over new or
poor coordination. less experienced team members.
 Attributes mission success or failure to the  Maximizes the skills and talents of only a
performance of the team. few team members.
 Rapidly and effectively integrates new  Permits team members to take
members into the team. independent approaches to accomplishing
 Uses unit activities to build cohesion and unit tasks.
trust.
 Encourages team members to take on
extra responsibilities for the betterment of
the unit.
 Maximizes talents of all members of the
team.
Underlying Causes
 Places greater importance on individual contribution than team-based contribution.
 Manages a unit or group that prefers to work individually rather than as a team.
 Feels less comfortable guiding a team than guiding individuals.
 Lacks a clear process for integrating new members into the unit and making them feel like
they are part of a team.
 Lacks awareness of the talents and capabilities of team members.
 Lacks trust in capabilities and dependability of team members.
63
Fosters teamwork, cohesion,
cooperation, and loyalty
(esprit de corps)
Feedback
 Use in-process reviews (IPRs) and after-action reviews (AARs) to share feedback and
promote unit and team self-improvement. Share ways that the team could improve as a
whole rather than singling out individuals.
 Articulate the strengths, limitations, preferences, and beliefs of your team members to
superiors. Act as an advocate to promote the interests and needs of your unit.
 Seek feedback on how you work with your team members and subordinates in a way
that promotes accomplishment of your unit or organization’s mission, and how you
provide purpose, direction, and motivation to team members.
 Self-assess your ability to manage your team. How do you facilitate teamwork and
cohesion? Do you support and guide team members through difficult situations?
Study  Set aside time to become familiar with subordinates’ career goals. Ask your team
members and subordinates questions that treat them as individuals who you want to
see succeed.
 Identify and utilize both informal and formal leaders within your unit. For example, your
unit may have an individual who team members respect and look up to. Examine why
this individual is viewed as a role model and seek ways to leverage build cohesion and
teamwork within the unit.
 Solicit recommended reading or documents on team building from trusted mentors and
from content experts within the Army
 Identify and develop clear linkages between team training and higher unit missions and
success.
Practice  Define and gain agreement on team missions, standards, and expectations. Have all
team members participate in this process so they buy into what is developed.
 Identify and address negative intra-team conflict to minimize its effect on team
productivity and moral.
 Identify and determine opportunities to highlight the task/role interdependencies of
your team and unit. Illustrate how a Soldier’s ability to successfully perform his or her
job depends on the performance of other Soldiers.
 Acknowledge and celebrate team accomplishments and mission success to build
cohesion. Define success in terms of team accomplishment rather than individual
achievement.
 Make a point of welcoming and transitioning new team members into the unit by
ensuring that their first few weeks go smoothly. Assign them a mentor or buddy and
touch base with them periodically.
 Promote teamwork across units and discourages “Us-versus-Them” thinking and
behaviors. Reinforce and promote a sense of identity and pride among team members.

 Creates a Positive Environment/Fosters esprit de corps: Encourages fairness and inclusiveness
 Leads by Example: Seeks diverse ideas and points of view;
 Develops Others: Builds team or group skills and processes
64
Encourages fairness and
inclusiveness
“These men ask for just the same thing, fairness, and fairness only. This, so far as in my power, they, and all others, shall have.”
-Abraham Lincoln
To build a positive climate, you should use consistent but flexible policies and viewpoint in your
treatment of others. While you should treat all team members and subordinates fairly and consistently,
not everyone will be treated exactly alike. Fairness means that no one gets preferential treatment, but
leaves leeway for team member and subordinate capabilities and needs. Inclusiveness means that all of
your team members and subordinates are absorbed into the organization, regardless of their differences.

 Applies the same guidance, requirements,  Exempts a select few team members or
and policies to all team members and subordinates from duties.
subordinates in the organization.  Selects the same high-performing
 Leverages skills and capabilities of team members of the unit for almost all
members and subordinates without developmental opportunities.
providing preferential treatment.  Prevents high-performers from attending
 Adheres to equal opportunity policies and developmental opportunities (i.e.,
prevents harassment. resident training or education) because
 Encourages and supports diversity and they are too valuable to the unit mission.
inclusiveness.  Grants permission for training and
 Actively seeks to integrate all team professional development only to unit
members and subordinates into the unit. members who need improvement.
 Encourages learning about and leveraging  Allows groups or teams to isolate
diversity. individuals they do not like or who have
difficulty fitting in.
 Saddles burden on high performers.
Underlying Causes
 Gravitates to certain team members and subordinates and wants to provide them with
opportunities for development.
 Does not successfully balance the need to develop Soldiers with the need to accomplish the
mission.
 Uses favoritism as a tool to retain team members and subordinates.
 Trusts high performers to produce results with limited oversight and guidance.
 Does not realize that team members or subordinates are isolating select members of the
team.
 Conducts an incomplete assessment of the capabilities of some groups or individuals.
65
Encourages fairness and
inclusiveness
Feedback
 Dedicate time during the normal duty day to hold one-on-one meetings with your
subordinates and ask about their feelings regarding fairness in your unit. Do they believe
only a select few get opportunities? Are some assigned tasks that lead to more
development than others?
 If a team member or subordinate mentions that you are unfair, ask about his or her
feelings. Let him or her speak their mind. Reflect upon what they said to you and ask
yourself if their views have merit. Seek out a trusted subordinate (e.g., NCO or junior
officer) to solicit their input regarding your potential lack of fairness.
 Consult with a trusted subordinate to discover biases that members of the unit may
hold towards individuals in the unit (e.g., based on their character, personality, religion,
race, ethnicity, or culture). Discuss the biases and devise strategies to overcome them.
Study  Create an action plan with specific tactics detailing how you can make your unit more
fair and inclusive. Document your progress towards your goals on a monthly basis.
 Set aside time to familiarize yourself with policies related to equal opportunity and
harassment that outline your team members and subordinates’ responsibilities.
 Apply guidance, requirements, and policies to the roles and responsibilities of each team
member. Document how you applied the policy or guidance on a piece of paper in case
you need to reference or communicate it later to someone else.
 Participate in a training course or read reference material on how to create an inclusive
environment. Document how specific information pertains to your organization.
 Reflect upon your record of selecting subordinates for developmental assignments and
opportunities (including approving and sending subordinates to resident training and
education). Was your approach fair?
Practice  Lead by example by treating others the way you want to be treated. Favoritism makes
team members and subordinates feel that they are not important contributors to the
unit. Invest your time and effort in all of your team members and subordinates to
develop them.
 Create a succession plan for key positions in your organization. Develop a pool of
individuals who could fill the positions in case some do not work as you hoped.
 Inclusiveness starts with the team members who are already in the environment.
Directly challenge the barriers to inclusiveness in your unit. Does your unit have certain
individuals who do not mesh well with the group? What are the barriers preventing
them from successfully “fitting-in” with the group?

 Gets Results: Recognizes and rewards good performance; Makes feedback part of work processes;
Identifies and accounts for capabilities and commitment to task
communications
66
Encourages open and candid
communications
“Seek first to understand, then to be understood.”

-Stephen Covey
As a good leader, you should encourage collaboration through open and candid communications to
create an environment where others feel free to contribute and know that their ideas and input are
valued. Creating an open environment is a key to developing a unit that is capable of reacting to change.
As a leader that values and reinforces open and candid communications in your unit, you should show
respect for team member and subordinate opinions, recognize others’ viewpoints, and encourage input
and feedback.

 Reinforces the importance of expressing  Demeans team member and subordinate
contrary and minority viewpoints as a way opinions either consciously or
to guard against groupthink. subconsciously.
 Remains calm, objective, and facts-focused  Halts conversation when it appears to be
when receiving potentially bad news. moving towards a change in the unit’s
 Encourages input and feedback especially processes or practices.
during times of change.  Reacts viscerally or angrily when receiving
 Shows respect for team member and bad news or conflicting information.
subordinate opinions even if you do not  Shares information and understanding
agree with them. with only select favorites who disseminate
 Communicates positive attitude to information to the rest of the unit.
encourage others and improve morale.
 Displays appropriate reactions to new or
conflicting information or opinions.
 Guards against groupthink.
Underlying Causes
 Has a concern that too much open communication can lead to “too much talking and not
enough doing.”
 Wants to stay true to the current direction of the unit that has been provided by superiors.
 Has too many simultaneous tasks moving forward to take time to hear others’ ideas.
 Does not fully understand the relationship between an open environment and the ability to
adapt to change.
 Has difficulty adapting (emotionally and cognitively) to unforeseen problems, bad news, or
conflicting information.
 Feels the need to control information.
67
Encourages open and candid
communications
Feedback
 Hold monthly meetings where your unit shares information and provides the status on
their tasks.
 Hold a brainstorming session or forum with team members and subordinates to discuss
possible solutions to barriers currently impeding the progress of the task. Ask team
members and subordinates for their opinion on how to remove the barrier.
 Hold regular unit meetings to discuss internal operations and ongoing issues. Stress
taking initiative, underwriting honest mistakes, and continuous improvement.
 Make sure that team members and subordinates feel comfortable presenting their
thoughts and ideas. If team members or subordinates are uncomfortable
communicating their ideas, hold one-on-one conversations to seek their feedback and
input into the process.
 Lead by example. Ask for feedback from your team members and subordinates on your
ideas. If they come up with a good idea or insight, incorporate it into your new initiative.
Study  Observe a leader whose unit has an open communications environment. Watch what
the leader does, and incorporate ideas into your practices.
 Take a course on soliciting input and open communications. Make sure the course has
hands-on examples and scenarios so you can practice improving your skills.
 Reflect upon your communication style with others in your organization (including
superiors, team members, and subordinates) and whether it was conducive to the open
and candid flow of information and ideas. Note things that you can improve and work to
incorporate these changes into future communications.
 Read a reference book or other resource to learn how to effectively foster an open
communications environment.
Practice  Make an effort to know your superiors, peers, and subordinates. Showing interest lets
them know they are valued as members of the unit beyond the work they produce.
 Demonstrate to team members and subordinates that their ideas are valued and an
important component to unit success.
 Demonstrate results by empowering team members and subordinates when they come
up with a good idea. Communicate that their idea was so strong that your unit will be
implementing it.
 Recognize team members and subordinates for a job well-done at meetings or events.
 Conduct regular informal discussions with Soldiers to solicit their ideas for how to
address problems and improve processes. Guide the conversation in a manner that
reinforces and cultivates opinions or views that may be outside of (or differ from) the
mainstream or typical responses.

 Communicates: Listens actively; Creates shared understanding
and loyalty (esprit de corps); Encourages subordinates to exercise initiative, accept responsibility,
and take ownership
68
Creates a learning environment
“To raise new questions, new problems, to regard old problems from a new angle requires creative imagination and makes real
advances.”
-Albert Einstein
The Army seeks to constantly reinvent, reinvigorate, and renew its processes in order to more efficiently
and effectively accomplish its strategic mission. In order to do so, it depends on the experiences of its
people and organizations to contribute to a climate that values and supports learning. By both
acknowledging and embracing the importance of learning, you, as a leader, ensure that the Army actively
fosters both a culture dedicated to lifelong learning and a cadre of leaders within it who possess a thirst
for knowledge and innovation.

 Uses effective assessment and training  Puts the onus on other leaders to take full
methods. responsibility for the development of their
 Challenges how organization operates, subordinates.
especially those processes that are only  Adopts a “go at it alone” mentality, and
done in a certain manner “because they’ve fosters an individualistic unit climate.
always been done that way.”  Requires that others follow the rules,
 Discards techniques or procedures that allowing no room for deviation or
have outlived their purpose. innovation.
 Regularly expresses the value of seeking  Holds on to techniques or procedures,
counsel and expert advice. regardless of their utility, efficiency, or
 Encourages leaders and their subordinates effectiveness.
to reach their full potential.  Accepts outcomes as they are and moves
 Motivates and stimulates innovative and on to the next task.
critical thinking in others.  Fails to seek advice or counsel from others
 Seeks new approaches to problems. when facing a new or complex task.
Underlying Causes
 Unaware of or unwilling to improve the effectiveness of assessment and training methods.
 Believes that no matter what example he/she sets, subordinates will not seek self-
development opportunities.
 Feels that rules and procedures were put in place for a reason: to be followed.
 Supporter of traditional values and approaches to problems.
 Afraid of change and the possible difficulties and turmoil that come with putting new
techniques or procedures in place.
 Feels that effective leaders are “take charge” and are “decision makers.” Seeking advice or
counsel is a sign of weakness and lack of expertise.
69
Creates a learning environment
Feedback
 Informally ask members of your unit why processes are done certain ways. Identify
processes that appear to be performed a certain way for no apparent reason other than
they’ve always been done that way. Brainstorm ways to improve these processes.
 Make a habit of asking yourself why you perform processes or activities a certain way. If
the best answer that you can come up with is “because I’ve always done it that way,” it
may be time to reconsider your approach.
 Ask members of your unit about processes or techniques that frustrate them. Encourage
them to think of a more effective way of getting the job done. Demonstrate that you
value their feedback by incorporating their suggestions, as appropriate.
 Have a conversation with your superior about your unit environment. Ask if he/she feels
that it currently supports learning, or if there are ways that it could be more supportive.
 Gather “lessons learned” from recent tasks to improve their execution in the future.
Study  Ask other unit leaders what assessment and training techniques they are using.
Document these techniques, and evaluate which ones would work best in your unit.
 Look up how the Army officially defines “lifelong learning” (see FM 7-0). Think about
what that means for you, your unit, and the Army organization as a whole.
 Think about great Army leaders who inspire you. Highlight any of their actions that
helped to advance the Army as a “learning organization.” Use these actions to spur
insights that may be able to relate or incorporate with your unit.
 Choose one process in your unit to study. Document exactly how it is done, from start to
finish. Then identify areas where the process may hit “roadblocks.” Brainstorm possible
solutions to either get over the roadblocks or circumvent them.
Practice  Conduct periodic brainstorming sessions with groups of subordinates to think through
likely problems the unit may face and guide the discussion as an opportunity to
reinforce the idea of creative sharing and the importance of others’ advice and counsel.
 While performing normal duties, identify processes or procedures within your unit that
seem slow or inefficient. Identify and incorporate new methods to increase efficiency.
 Set a self-development example by communicating opportunities related to
developmental activities or training. Share your experience from a developmental
activity or training with your team members and subordinates.
 During your next unit briefing, consciously make an effort to include information about
the importance of interacting with others and seeking counsel. Couch it in the context of
the Army’s organization-wide commitment to lifelong learning.

 Prepares Self: Analyzes and organizes information to create knowledge; Expands conceptual and
interpersonal capabilities
 Develops Others: Facilitates ongoing development
70
Encourages subordinates to
exercise initiative, accept
responsibility, and take ownership
“Do you want to know who you are? Don’t ask. Act! Action will delineate and define you.”
-Thomas Jefferson
As a leader, one of the greatest challenges is to encourage subordinates to exercise initiative, accept
responsibility, and take ownership. Subordinates may hesitate to step forward and express their
technical knowledge or provide factual information because they fear being told they are wrong or do
not want to take on an additional task. It is your responsibility to build confidence in a subordinate’s
ability to solve problems, set the conditions that foster taking initiative, and encourage input from
anyone with an understanding of the applicable subject matter.

 Encourages subordinates to explore new  Hesitates to consider or incorporate
approaches to a problem. subordinates’ suggestions into Army unit
 Pushes decision making to the lowest tasks.
appropriate level to encourage  Defines the course for most tasks without
subordinate responsibility and consulting team members or experienced
empowerment. subordinates.
 Involves others in decisions and keeps  Uses only “tried and true” approaches to
them informed of consequences that affect solving problems or completing tasks.
them.  Uses only the same small cadre of team
 Provides subordinates with their “own members to support decision making.
piece of the task” to ensure ownership and  Takes time to inform a team member or
accountability. subordinate on how to perform all aspects
 Guides team members and subordinates in of a specific task.
thinking through problems for themselves.  Treats Soldiers’ honest mistakes as things
 Reinforces and rewards initiative in that must be avoided/prevented—not as
individuals and teams. opportunities to learn.
Underlying Causes
 Satisfied with the status quo; does not seek to improve the unit.
 Feels a lack of control when decision making authority is delegated to subordinates.
 Has insufficient time to help subordinates think through problems.
 Has trouble trusting the judgment abilities of others.
 Feels that subordinates are not stepping up to take on new opportunities and challenges.
 Feels that mission or task success is compromised when decision making is delegated to
lower levels.
71
Encourages subordinates to
exercise initiative, accept
responsibility, and take ownership
Feedback
 When a new task is presented, interview a handful of team members or subordinates
who are interested in the role. Select the best subordinate .
 At the beginning of a new task, hold a brainstorming session with team members and
subordinates to discuss possible solutions to barriers currently impeding task progress.
Ask team members and subordinates for their opinion on how to remove the barrier.
 Hold regular unit meetings to discuss internal operations and ongoing issues. Stress
taking initiative, underwriting honest mistakes, and continuous improvement.
 Periodically check-in with team members and subordinates to ensure they are
comfortable with their current task responsibilities. Make sure they do not feel
overwhelmed making critical decisions.
Study  Take a course or training on delegation and implement learned techniques on-the-job.
 Consult a coach or mentor to discuss your delegating skills. Create a list of tangible
practices that you can incorporate on-the-job.
 Observe a peer or superior who is adept at delegating responsibility to subordinates.
Examine the process they use for selecting subordinates to complete tasks and how they
communicate the responsibility and expectations.
 Allocate time to create a “wish list” of initiatives that you as a leader would like to take
on. Share the list with your team members and subordinates and discuss how to make
some of those “wish list” items a reality.
 Read a reference book or other resource to learn about effectively encouraging
subordinates to exercise initiative, accept responsibility, and take ownership.
Practice  Leverage teams with diverse backgrounds and experience to attack new and complex
problems and operations. Encourage trial and error for solutions that are not obvious.
 Delegate stretch assignments to subordinates. Match the size and complexity of the task
to the skill-level and potential of each person.
 Monitor delegated tasks, but do not micromanage. Use progress-related milestones or
in-process reviews (IPRs) and touch base to ensure that progress is successful. This
Encourage subordinates to ask questions and discuss challenges.
 Have subordinates define what taking initiative and ownership mean to them. Discuss
their responses one-on-one and create or provide opportunities to help them develop.
 Conduct periodic brainstorming sessions with groups of subordinates to think through
likely problems the unit may face; guide the discussion as Soldiers think through
problems and probe to identify potential barriers that individuals or teams may have in
taking initiative. Use this information to cultivate initiative and ownership.

communications; Sets and maintains high expectations for individuals and teams; Creates a
learning environment
 Builds Trust: Sustains a climate of trust
72
Demonstrates care for
follower well-being
“The badge of rank which an officer wears on his coat is really a symbol of servitude to his men.”
-General George Patton
As an Army leader, you should cultivate both physical and mental health by being both logical and clear-
headed when making decisions. As a leader who emphasizes mental and physical health and well-being,
you inspire confidence in your direct reports, who see you as an example of how to balance the inherent
stresses of both personal and professional life. Reducing stress and improving physical fitness are
excellent tactics for avoiding sickness, promoting mental clarity, and encouraging similar behavior in
direct reports.

 Ensures subordinates’ and their families’  Unwilling to decline leadership even when
health, welfare, and development are the unit is overburdened or at the
provided for. breaking point.
 Routinely monitors morale and encourages  Fails to provide for family and individual
honest feedback. support needs.
 Sets a personal example for colleagues.  Takes credit for unit success and/or allows
 Nurtures long-term well-being through unfair blame to fall on subordinates when
rigorous training and preparation. failures are experienced.
 Understands and nurtures individual  Ignores morale indicators and promotes
subordinates’ intrinsic motivators. overly optimistic feedback.
 Tells a subordinate to go home when they  Does not endure/share in the hardships
have been working long hours. experienced by Soldiers.
 Gives subordinate time off during the work  Coddles subordinates with easy or
day to take care of family matters. comfortable training.
Underlying Causes
 Wishes to avoid controversial or critical decision-making.
 Wants to please, impress, and create a positive impression to superiors (i.e., does not want
to decline taskings).
 Focused on accomplishing the short-term mission without sufficient concern for the long-
term needs and well-being of Soldiers and their families.
 Expects more of subordinates than of oneself.
 Prizes personal relationships over the health, welfare, and safety of the unit or team.
 Expects that subordinates will be self-sufficient or capable of addressing issues
independently.
73
Demonstrates care for
follower well-being
Feedback
 Encourage peers and subordinates to share their candid opinions, reiterating that you
welcome different perspectives.
 Speak with your team and their families to determine how you can better serve them.
 Solicit feedback on specific issues that may be affecting morale. Communicate to your
subordinates that you are seeking their assistance in developing a full understanding of
the issues.
 Ask subordinates to explain the range of perspectives on an issue rather than only
providing their opinions.
 Discuss with your team how training exercises can be improved to better meet specific
objectives.
 Seek feedback from trusted senior subordinates regarding their perceptions of the
welfare and morale of the unit—including families. Identify potential stressors or
factors negatively affecting the unit and work with the trusted subordinates to identify
ways to address these stressors.
Study  Observe the behaviors of other leaders who you admire. Note how these leaders make
difficult decisions that balance the welfare of Soldiers with mission accomplishment?
 In addition to maintaining your knowledge and awareness of Army programs, identify
and investigate programs offered by local communities and social service organizations
that may be of help to your Soldiers and their families.
 Regularly reflect upon your actions in terms of balancing the welfare of Soldiers and
their families with accomplishing the mission. When your actions fail to maintain this
balance, reflect upon what motivated you to act as you did?
 Question the value of your training exercises. Are they rigorous for rigor’s sake, or do
they serve a specific objective, such as safer or more efficient operations?
Practice  Set aside social time with subordinates, peers, and their families. These activities can
help you develop compassion and provide insight for ways to help meet their needs.
 Draft a statement of how you want your unit to be treated. When your unit’s treatment
doesn’t live up to your standards, list objectives for improvement you can work to
implement.
 Create a record of each time you are about to rebuke a peer or subordinate for failing to
live up to set standards. In the record, include a memory of the last time you failed to
live up to the same standard.
 Ask subordinates and peers to speak to their understanding of the reasons for specific
training exercises. If your staff understands the links among training, safety, and
effectiveness, they will likely respect the rigor of their training.

 Leads Others: Balances mission and welfare of followers
 Creates a Positive Environment/Fosters esprit de corps: Anticipates people’s on-the-job needs
 Develops Others: Counsels, coaches, and mentors
74
Anticipates people’s
on-the-job needs
“It is better to have it and not need it than to need it and not have it.”
-Gerard Patrick Roeling
To anticipate your team member and subordinate’s on-the-job needs, you should be aware of each
individual’s responsibilities, duties, strengths, current workload, as well as their professional interests
and goals. In addition, you should become aware of their strengths and developmental needs to provide
you with a holistic understanding of both where the individual currently is and where he or she wants to
be. Attempt to match subordinates with tasks and opportunities that not only foster career and
professional development, but that also align with their interests and motivations.

 Recognizes and monitors subordinate’s  Does not attempt to account for team
current jobs, duties, strengths, and member and subordinate developmental
developmental needs to obtain a baseline needs, professional interests, job
of performance. satisfaction, or morale in assigning jobs or
 As part of formal counseling sessions or via tasks.
informal conversations with subordinates,  Resources projects without a clear
discusses and verifies professional commitment that the expectations can be
interests and goals. met within the timetable required.
 Interacts and collaborates with  Interacts with and observes staff
subordinates frequently to ensure their infrequently.
roles and responsibilities are clear and that  Just does it and does not analyze the
their job satisfaction and morale are high. mission and risk.
 Assigns roles based on unit members’
interests, motivation, strengths, and
developmental needs against mission
tasks.
Underlying Causes
 Assumes individuals are “cut from the same mold” in terms of having the same interests and
motivators.
 Allocates insufficient time to become aware of subordinates’ professional interests,
motivation, strengths, and developmental needs.
 Believes the role of a leader is to tell people what to do without telling them why.
 Overly focused on placing the mission first.
 Does not consider individual and unit morale when assigning individual and unit tasks.
75
Anticipates people’s
on-the-job needs
Feedback
 Set aside time to ask subordinates to discuss their job responsibilities. Make sure their
understanding of their job responsibilities is the same as yours. Reconcile any
differences through conversations with the subordinate.
 Conduct periodic meetings with trusted staff to discuss and gather feedback regarding
the morale of the unit (including the morale of individuals within the unit), ways that job
requirements and job structure may be influencing morale, and ways to better
anticipate the on-the-job needs of unit staff.
 Conduct debriefs after the task/mission is complete to compare the performance with
the indicators of success and failure, discuss learning opportunities, and focus on
problem-solving regarding any mistakes made.
 Have periodic discussions with subordinates to discuss their current jobs, duties, and
professional interests and goals, and how well their current job duties are aligned with
their professional goals.
Study  Assess current jobs against the mission to identify tasks required, KSAs that the mission
and task require, and KSAs that the mission or tasks are likely to develop.
 Determine whether any additional support will be needed, such as resources, a mentor,
or extra time to complete the task.
 Identify and provide resources to team members and subordinates, such as job aids and
other decision support tools, to help make task achievement easier and more stress-
free.
 During normal operations, make a point of observing team members and subordinates
performing their job duties in attempting to gauge motivation and morale levels as they
performing their job duties.
Practice  Assign roles to team members and subordinates only after considering the unit
member’s strengths, developmental needs, and professional interests against mission
tasks. Assign team members to roles that give them a challenge that will help with
growth, development, and gaining confidence in their skills.
 Communicate your expectations to unit members about assigned tasks. Be upfront
about your intentions of why this is a learning opportunity.
 Create opportunities for on-the-job learning by pairing team experts with novices.
 Weigh the criticality and time available to accomplish a task. If time permits, adjust the
pace and personnel involved to balance individual development with meeting the
objective.

 Leads Others: Balances mission with welfare of followers
 Gets Results: Identifies and accounts for capabilities and commitment to task
 Develops Others: Assesses developmental needs of others; Facilitates ongoing development
 Stewards the Profession: Supports professional and personal growth
76
Sets and maintains high
expectations for individuals
and teams
“High achievement always takes place in the framework of high expectations.”

-Charles F. Kettering
Leaders sometimes focus considerable energy on annual performance reviews and do not give sufficient
attention to providing guidance and establishing expectations during the course of a rating period.
Providing direction and setting expectations are crucial to getting the best results and promoting
professional and career development. When setting expectations with your team members and
subordinates, make sure that your stated expectations are connected to the objectives of the unit and
mission, clearly expressed, and mutually agreed upon.

 Clearly articulates expectations for  Only sets expectations once per year
subordinates and teams. during the team member or subordinate’s
 Expects good performance and does not performance review.
accept poor performance.  Touches base infrequently with team
 Provides recognition of superior members regarding how they are meeting
performance. the expectations and standard.
 Identifies poor performance and attempts  Determines expectations for the team
to understand and address its cause. member or subordinates without
 Touches base frequently with the discussion or consultation.
individual or unit regarding their ability to  Does not communicate individual and
meet the standard. team expectations.
 Ensures that expectations are clearly tied  Provides expectations to subordinates or
to the goals and objectives of the unit and teams half-way through the task rather
mission. than at the beginning.
Underlying Causes
 Feels uncomfortable discussing areas for improvement and delivering feedback.
 Is unclear what expectations for team members and subordinates at different levels should
look like.
 Has not allocated an appropriate amount of time to touching base with individuals or teams
regarding expectations.
 Believes the unit leader should articulate his or her expectations to unit members rather
than obtaining acceptance and buy-in from unit members regarding the expectations.
 Does not clearly understand how expectations of subordinates and teams are tied to the
organization and unit’s mission.
77
Sets and maintains high
expectations for individuals
and teams
Feedback
 Have a peer review the performance expectations you developed for subordinates or
team leaders. Tell them to review the document with a critical eye to ensure that it is
reasonable given the current environment of the Army.
 Discuss the expectations your unit set and assign “stretch tasks” to willing individuals or
teams. When you assign the tasks, make sure that the individuals can visualize how to
achieve the goals. If they cannot visualize how to achieve the goals, then they will not be
able to define a path forward.
 Periodically assess how the measurement of performance expectations is going. Ensure
that the data and measures are accurately assessing performance against the
expectations.
Study
 Study other organizations’ performance expectations in the military, public, and private
sectors and develop a list of best practices based on what you learned.
 Ensure that you have a firm understanding of the organization’s mission and goals. Also,
ensure that you understand and can discuss your unit’s mission and goals. This should
function as a refresher for you to make sure you are on the right page.
 Examine if your unit has a process for goal setting, evaluation, feedback and
accountability that lets team members and subordinates know how they are doing.
 Read a reference book or resource on how to develop—in collaboration with unit
members—clear, highly challenging, yet achievable goals.
Practice
 Develop expectations for your subordinates or teams together. This should not be a
“management only” task.
 Develop useful measures for performance expectations that are agreed upon by the
entire team. Measures should be consistent for all subordinates and teams and should
assess their capabilities related to the task at hand.
 Encourage your team members and subordinates to stretch themselves to reach for
new goals during their performance review. Ask yourself how you know it is a stretch?
 Make sure that definitions of the performance expectations are clear and not open to
interpretation. Remember to make them specific and write them down.
 Develop a clear rewards and recognition system. The recognition should communicate
the behaviors and actions that you expected from your team members and
subordinates.

 Leads Others: Enforces standards
 Gets Results: Identifies and accounts for capabilities and commitment to task; Recognizes and
rewards good performance; Seeks, recognizes, and takes advantage of opportunities to improve
performance
78
Creates a Positive
Environment
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Eagle’s Nest. New York: Simon & Schuster, 2001.
Beerens, Daniel. Evaluating Teachers for Professional Growth: Creating a Culture of Motivation and Learning.
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Manz, Charles. The Power of Failure: 27 Ways to Turn Life’s Setbacks into Success. San Francisco: Berrett-Koehler
Publishers, 2002.
Moore, Harold G., and Joseph L. Galloway. We Were Soldiers Once and Young. New York: Random House, 1992.
Nye, Roger H. The Challenge of Command. Wayne, New Jersey: Avery Publishing Group, 1986.
Parker, Glenn M. Team Players and Teamwork. San Francisco: Jossey-Bass, Inc., 1990.
Schein, Edgar H. Organizational Culture and Leadership, 3rd Edition. New York: John Wiley and Sons, 2004.
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October 2012.
79
Prepares Self
Leaders ensure they are prepared to execute their leadership responsibilities fully. They are aware of their
limitations and strengths and seek to develop themselves. Leaders maintain physical fitness and mental well-
being. They continue to improve the domain knowledge required of their leadership roles and their profession.
Only through continuous preparation for missions and other challenges, being aware of self and situations and
practicing lifelong learning and development can an individual fulfill the responsibilities of leadership.
Within this competency are seven components:
Component Page #
Maintains mental and physical health and well-being 81
Expands knowledge of technical, technological, and tactical areas 83
Expands conceptual and interpersonal capabilities 85
Analyzes and organizes information to create knowledge 87
Maintains relevant cultural awareness 89
Maintains relevant geopolitical awareness 91
Maintains self-awareness: employs self understanding and recognizes 93

impact on others
80
Maintains mental and physical
health and well-being
“I am obliged to sweat them tonight, sir, so that I can save their blood tomorrow.”
-General Thomas “Stonewall” Jackson
Army leaders cultivate comprehensive fitness through both physical and mental health and make logical
and clear-headed decisions. They inspire confidence in their followers and set the example of how to
balance the inherent stresses of both personal and professional life. Reducing stress and improving
physical fitness are tactics for avoiding sickness, promoting mental clarity, and encouraging similar
outcomes in others.

 Recognizes imbalance or inappropriateness  Avoids physical activity.
of one’s own actions.  Frequently abandons sleep for other
 Removes emotions from decision making. activities.
 Seeks work/life balance.  Perpetuates a deadline-based
 Applies logic and reason to make decisions environment that leaves no time for
when interacting with emotionally charged relaxation.
individuals.  Engages in unhealthy eating or drinking
 Recognizes the sources of stress and habits.
maintains appropriate levels of challenge  Uses tobacco products or misuses legal or
to motivate self. illegal drugs or other substances.
 Takes part in regular exercise, leisure  Allows personal emotions to drive
activities, and time away from routine decisions or guide responses to
work. emotionally charged situations.
 Stays focused on life priorities and values.  Tries to deny, ignore, or push through
stress.
Underlying Causes
 Overwhelmed by workload or responsibility.
 Poor time management.
 Keeps emotions contained and does not find opportunities to release them.
 Lack of experience in new job tasks.
 Believes that being a Soldier or leader means that he or she should be able to endure or be
immune to high levels of stress.
81
Maintains mental and physical
health and well-being
Feedback
 Get periodic health examinations to assess indicators of physical health and stress, as
well as lifestyle factors that may affect physical and mental health. Obtain guidance on
corrective actions from healthcare and diet professionals.
 Ask a trusted leader in your organization to give you feedback on your performance in
handling emotionally-charged issues or decisions. Are you able to remain logical and
objective, or do your emotions drive your decisions? How might you handle these
situations better?
 Use a trusted family member or friend as a sounding board to give you feedback on your
perception and interpretation of events as well as your plans and intended actions.
Study
 Observe the behaviors of other leaders who you admire. How do these leaders handle
their stress? Make a list of the methods they use that you would like to try.
 Reflect on an incident in which stress disrupted your performance. How could you have
dealt with the stress better? Consider a high-pressure incident that you handled well.
What allowed you to deal effectively with the stress?
 Analyze your diet by keeping a list of the foods you consume over a one-week period.
Identify unhealthy foods (e.g., high fat, salt, or calories) in your diet and healthier
alternatives that you can adopt.
 Reflect on your values and priorities to build a clear sense of direction and perspective.
Practice
 Exercise for 30 minutes or more several times per week. Make aerobic exercise or sport
a main component of your exercise to maintain cardiovascular health and reduce stress.
Maintain interest by including favorite sports, exercise with friends, and variety.
 Make time every day to organize your activities. Use lists to prioritize what needs to be
done, track progress, identify accomplishments, and practice time management.
 Socialize with others, and maintain friendships.
 Find a trusted family member or friend to serve as a sounding board, someone with
whom you can discuss concerns and issues.
 Reduce or eliminate alcohol and tobacco consumption.

 Leads by Example: Seeks diverse ideas and points of view
 Creates a Positive Environment/Fosters esprit de corps: Encourages fairness and inclusiveness;
Encourages open and candid communications; Expresses and demonstrates care for follower well-
being
82
Expands knowledge of technical,
technological, and tactical areas
“Concern for man and his fate must always form the chief interest of all technical endeavors.
Never forget this In the midst of your diagrams and equations.”
-Albert Einstein
Technical knowledge consists of specialized understanding of a particular function or system. Army

leaders are responsible for leveraging both individual and collective specialized knowledge to complete
the mission. They must expand their skills in technical, technological, and tactical areas. This requires an
understanding of how functional components are related as well as the requirements for training and
logistical planning to support technical operations. Army leaders capitalize on opportunities to share
knowledge across an organization, especially to leverage their subordinate’s knowledge to educate
others on technical and tactical details. Army leaders also must maintain awareness of new trends and
emerging technologies that are available and how they can best be applied.

 Seeks knowledge of systems, equipment,  Does not locate and attend to information
capabilities, and situations, particularly on new trends, developments, ideas, and
information technology systems. technologies that are relevant to or
 Encourages understanding of systems. provide context for organizational
 Considers how systems affect doctrine, requirements.
tactics, organizational design, training,  Views equipment and technologies in
related material, personnel, and facilities. isolation without understanding how they
 Embraces efforts that share knowledge integrate or combine to operate as a
across and between organizations. system.
 Encourages subordinates to share their  Sees no personal need to understand
specialized skills and knowledge. technology and technological
 Adapts to new technologies, learning the developments.
special capabilities and shortcomings  Hinders the exchange of knowledge
technical systems offer. between personnel in the organization.
 Overemphasizes or relies on a single tactic
or technical approach that has worked in
the past.
Underlying Causes
 View technologies only in terms of their individual components; not practiced in systems
thinking.
 Tries to avoid time and expense required to share or grow technical or tactical knowledge.
 Is not comfortable with team changes brought on by knowledge sharing and innovation.
 Is dubious about piloting new technologies or standards.
 Comfortable with status quo; hesitant to change a process or system that is already proven.
83
Expands knowledge of technical,
technological, and tactical areas
Feedback
 Seek testing and certification in the use of relevant technologies and application of
technological competencies.
 Practice the employment of tactics and technologies to address the requirements or
mission of your organization. Conduct after action reviews after each significant
attempt to capture the lessons of the experience and guide future attempts.
 Request that technical staff provide their suggestions on operational and planning
details that should be addressed.
 Request that other technical teams provide updates on their progress and challenges in
order to identify areas that might be able to build collaboration.
Study
 Read or engage in technical discussions to better understand how components and
processes combine to create systems and how these systems may be optimally designed
and employed.
 Attend briefings, meetings, or courses that address pertinent technologies including the
effective uses and limitations of those technologies.
 Capitalize on opportunities to share technical or tactical information with your
immediate work group or team. Run a professional development interest group or
forum that focuses on exchanging information and keeping up to date on technical and
tactical developments.
 Engage in a professional reading program that includes books and journals that report
on tactical and technological developments and their employment to better address
operational requirements.
Practice
 Employ technologies, organization, people, and processes as an integrated system to
produce desired outcomes.
 Draft a list of technological knowledge and skills that are key to your individual
performance and the functioning of your organization. Implement a method for
acquiring and disseminating information pertaining to developments in these areas.
 Organize a session among technical staff from within your organization or across similar
organizations to share ideas and knowledge.
 List pros and cons of new technologies or tactics in an effort to reason out the effects of
a new system.
 Look for ways to test new ideas and technologies in the operations of your organization
so that effective innovations can be incorporated into the organization’s way of doing its
business. This approach supports the goal of continuous organizational improvement.

 Leads by Example: Demonstrates tactical and technical competence
84
Expands conceptual and
“An amazing thing, the human brain. Capable of understanding incredibly complex and intricate concepts.
Yet at times unable to recognize the obvious and simple.”
-Jay Abraham
Conceptual abilities enable sound judgment; help Army leaders think creatively; and permit leaders to
reason analytically, critically, ethically, and with cultural sensitivity. Army leaders consider both intended
and unintended consequences, and anticipate the results and consequences of important decisions on
people and mission. To expand conceptual and interpersonal capabilities, Army leaders seek and
leverage opportunities to improve reasoning and problem-solving skills and to implement the best
solution for the unit.

 Applies lessons learned to avoid repeating  Attempts to solve problems using a
mistakes and guide future actions. limited number of approaches despite the
 Filters unnecessary information efficiently. characteristics of the problem.
 Sets aside time for self development,  Accepts problem situations at face value;
reflection, and personal growth. does not examine them critically or fully;
 Understands and appropriately employs does not look for system influences and
critical thinking, imagination, and problem interactions.
solving under different task conditions.  Goes with the first solution that seems like
 Learns new approaches to problem solving. it might work even if time permits more
thorough solution development.
 Becomes overwhelmed and frustrated by
the number of details of a situation.
 Uses a scattered approach to thinking
through problems and developing
solutions.
Underlying Causes
 Lack of interest or perceived lack of time to learn or engage in critical and creative thinking
and problem solving.
 Fears the risk of failure when opportunities to be innovative present themselves.
 Does not see the benefit of personal reflection and thought.
 Perceives a lack of time for self development, reflection, and personal growth.
 Is dubious about piloting new ideas or approaches to solving problems.
85
Expands conceptual and
Feedback
 As you lead your team in solving a complex problem, use a skilled problem solver to
observe and provide feedback on the team’s methods, processes, communications, and
dynamics.
 Seek multiple perspectives and ideas from superiors, peers, subordinates, or others
outside your organization to get a holistic view of a problem.
 Hold a meeting with your team members and subordinates to discuss alternate
approaches to solving a problem or issue. Actively brainstorm ideas with your team
members and subordinates and encourage divergent thinking to develop creative
solutions.
 Ask for feedback on your performance as a member of a planning or problem solving
team.
Study
 Observe a leader who is strong at implementing conceptual skills and models. Ask him
or her key questions about how he or she became skilled at conceptualizing problems
and applying critical and creative thinking to their solution.
 Volunteer to be part of a project team addressing a complex issue requiring a creative
solution. As you work on the issue, observe the methods and processes used by the
team and reflect on their effectiveness and how they might be improved.
 Read a book or other reference material on how to expand your conceptual and
analytical skills, such as through the use of concept mapping, divergent thinking,
systems thinking, the Military Decision Making Process (MDMP), etc.
Practice
 Use reflective journaling as an aid for developing critical and creative thinking.
 Purposefully test new approaches and ideas for problem solving as the mission allows.
Note which methods work best for different types of problems and circumstances.
 Incorporate lessons learned into the work processes of your section or unit. When
providing guidance to others, identify known areas in need of improvement and have
others determine how the same mistakes can be avoided. Identify comprehensive and
detailed solutions that account for multiple variables.

 Leads by Example: Understands the importance of conceptual skills and models them to others
86
Analyzes and organizes
information to create knowledge
“Information is a source of learning. But unless it is organized, processed, and available to the right people
in a format for decision making, it is a burden, not a benefit.”
-William Pollard
Army leaders prepare themselves for leadership positions through lifelong learning, which involves study
and reflection in how to best acquire new knowledge. Becoming a better learner involves several steps
including planning a learning approach, focusing on specific and achievable learning goals, setting aside
time to study, organizing new information as it is encountered, and tracking progress.

 Analyzes and synthesizes information from  Draws conclusions based on limited facts
relevant sources, sees the implications, or an incomplete understanding of an
and draws conclusions. issue.
 Reflects on what has been learned and  Organizes data for personal use rather
organizes these insights for future than sharing resources with team
application. members and subordinates.
 Identifies reliable sources of data and  Does not document the source of
other resources to acquire knowledge. information.
 Sets up systems, procedures, and  Does not look for the connections
standards to store and share knowledge. between pieces of information.
 Implements strategies for how to learn  Accepts information and assertions
new information faster and more without critical review or thought to see if
thoroughly. it makes sense.
 Considers source, quality or relevance, and
criticality of information to improve
understanding.
Underlying Causes
 Lacks a mental structure or frame of reference for organizing, connecting, and making sense
of information.
 Assumes that sources are reliable without cross-referencing or checking them.
 Does not have the time to review information that has been learned and organize it for
future application.
 Applies past approaches and knowledge already at hand rather than building new knowledge
and expanded perspectives.
 Does not understand how to implement nor understand the need for a plan or strategy for
knowledge acquisition and sharing.
87
Analyzes and organizes
information to create knowledge
Feedback
 Describe your understanding (facts, relationships, mental models, etc.) of an important
topic with an expert in the topic. Seek feedback on the completeness and accuracy of
your understanding and advice on how to further improve it.
 Apply your understanding of a topic to predict the outcomes of an emerging or
anticipated event related to the topic. Later compare your predictions to actual
outcomes and reflect on incorrect predictions: what information did you misinterpret or
misapply, what information did you lack, how can you become better informed, how
should you modify your mental models, etc.?
 Talk with experts in your area of interest who can provide you with recommendations
on new resources or sources of knowledge that are relevant to your topic or issue at
hand. Have them also discuss how they leveraged that information and translated it into
practice.
Study
 Read about methods of studying and reading to build understanding and insight.
 Investigate methods of categorizing and relating information to build mental models
and systems understanding.
 Get instruction on how to conduct library and internet research to find information
relevant to your needs.
 Discuss, with an expert in your area of interest, methods and criteria for evaluating the
validity and usefulness of information.
Practice
 Develop a personal action plan that identifies your information needs, how you will
obtain the information, and how you will study and synthesize it to produce the
knowledge and insights you need.
 Organize information and data as you obtain it. Do this by consciously looking for
themes, principles, and connections. Make a concept map showing these elements and
connections, then use this map as a way of organizing and making sense of new
information you acquire.
 Develop a system for organizing, categorizing, integrating, and retrieving information
that you need and use. This may involve filing, note-taking, and/or database
components. To organize and share information with others, consider an online
collaboration tool, Army Knowledge Online interest group, or creation of a wiki.
 Use after action reviews to gather and make sense of important information from
organizational events.

88
Maintains relevant
cultural awareness
“Men build too many walls and not enough bridges.”

-Sir Isaac Newton
In today’s contemporary operational environment, it is critical for Army leaders to understand the
culture in which they operate - including awareness of partners, neutral parties, and adversaries. Army
leaders must be mindful of cultural factors that may influence members of their unit, multinational
partners, host nations and the local populace. Culturally astute leaders are able to more effectively
utilize resources and complete the mission.

 Studies issues such as language, values,  Fails to maintain an awareness of the
customs, ideas, beliefs, and patterns of impact culture factors can have on
thinking that influence self and others. outcomes.
 Takes advantage of all opportunities to  Relies on tactical solutions without
expand knowledge of different cultures consideration of cultural influences.
and languages, to include immersion,  Views other cultures as inferior to own
training, and self-study. culture.
 Stays up-to-date on cultural issues that  Makes little or no attempt to learn about
have contributed to past successes or the cultures of adversaries and allies.
shortcomings in working with
multinational partners and host nation
citizens.
 Stays aware of current events, particularly
those of international interest.
Underlying Causes
 Underestimates, or fails to recognize, the influence that culture can play in shaping a
person’s values, behavior, ideas, beliefs, and patterns of thinking.
 Too busy to learn from previous encounters in which cultural issues helped shape events.
 Personal way of thinking about culture and its influence on mission success is not aligned
with current Army doctrine.
 Believes that forces from partner nations will think and act like U.S. forces.
89
Maintains relevant
cultural awareness
Feedback
 Connect with an individual with whom you are comfortable from a different culture and
discuss the social norms, mores, and expectations of their culture. Have the individual
provide you with feedback on the degree of your cultural knowledge and sensitivity.
 Share what you have learned about other cultures with your peers and subordinates.
Encourage them to ask questions and provide insights related to your experiences.
 Take knowledge and skill tests as part of a formal language or culture-related course.
Study
 Read books and articles on cultural awareness and the role that cross-cultural
proficiency plays in influence and work across cultures, especially as it pertains to
military operations.
 Read novels or short stories placed in and written by authors from cultures in which you
are interested.
 Join a club or professional association that fosters and encourages cross-cultural contact
and understanding.
 Study a foreign language at a college, through a professional association, or through on-
line or other computer-based learning opportunities. Seek out information on the
accompanying cultural norms and expectations.
 Take courses or engage in independent study of cultural anthropology, comparative
religion, and other similar culture-spanning topics.
 Set aside a few hours each week dedicated to reading the news, paying particular
attention to areas where America has national interests.
Practice
 Consider the cultural backgrounds of your subordinates. Think about how a
subordinate’s particular background or past experiences could be leveraged to increase
the understanding and awareness of others and to accomplish the mission..
 Take advantage of cultural and language training courses and other learning
opportunities.
 Discuss current cultural issues with your subordinates and with other unit leaders. What
impact do current issues have on the effectiveness of your section or unit? What impact
could they have in the future?
 Consider the historical evolution of other cultures and the functions that different
elements of the culture serve in preserving the society.
 Make a personal inventory of your own opinions and create actionable steps to
eliminate any barriers you face that impede your greater understanding of people who
are different from you.

 Prepares Self: Maintains relevant geopolitical awareness
 Communicates: Is sensitive to cultural factors in communication
90
Maintains relevant
geopolitical awareness
“No country can act wisely simultaneously in every part of the globe at every moment of time.”
-Henry Kissinger
Today’s military leaders are expected to operate worldwide, in a variety of physical and cultural
environments. To be prepared for worldwide deployment, military leaders must stay up to date on
events and national policies around the world that may affect U.S. national interests and potentially lead
to military intervention. This requires an understanding of U.S. interests, an appreciation of international
political and military processes, and the active pursuit and study of relevant news and information from
around the world.

 Learns about societies, news, and events  Demonstrates lack of awareness or
outside the U.S. through reading and self- concern for geopolitical issues and their
study. relevance to military operations.
 Is able to describe the impact that the U.S.  Views military solutions as involving only
has on other countries. the application of military power.
 Applies understanding of Army influences  Views countries as disconnected rather
on other countries, multinational partners, than mutually influencing components of
and opposing forces in support of the a global system.
mission.
 Understands factors that influence conflict
and peacekeeping, peace enforcing, and
peacemaking missions.
 Communicates geopolitical awareness and
insights to team members and
subordinates.
 Explains the implications and possible
outcomes of geopolitical events.
Underlying Causes
 Unwilling or unskilled in the use of influence and negotiation to achieve mission objectives.
 Embraces a limited and simplistic view of the scope of military objectives and methods.
 Unaware of the influence and intricacies of the global political network.
 Has trouble relating to other cultures or believes that his/her own culture is superior.
 Views political issues, considerations, and behaviors as unsavory.
91
Maintains relevant
geopolitical awareness
Feedback
 Discuss geopolitical events with knowledgeable individuals to test your perceptions and
understanding of related facts and implications.
 When employing after action reviews to examine the effectiveness of mission
performance or training events related to peacekeeping, peace enforcing, and
peacemaking, examine the actual or likely political outcomes of decisions and unit’s
actions.
 Meet with your team to brainstorm creative solutions to any challenges your unit is
facing or likely to face because of geopolitical events.
Study
 Get in the habit of reading newspapers, news magazines, or online news sources. Make
a point to seek out news on societal and political issues around the world.
 Research the cultures, physical resources, geography, histories, aspirations, policies, and
geopolitical climates of the countries that are likely to affect U.S. national interests.
 Consider how other nations and cultures are reacting to current geopolitical events.
How are other militaries acting or reacting?
Practice
 Lead others in group discussions on current geopolitical events. Consider questions

such as: What driving factors are causing international conflicts? What cultures are
involved? What role might the Army play in mitigating or resolving these conflicts?
 When making military decisions or planning military operations, consider how the
methods and outcomes may affect U.S. interests and international perceptions.

 Prepares Self: Maintains relevant cultural awareness
 Communicates: Is sensitive to cultural factors in communication
92
Maintains self awareness:
employs self understanding and
recognizes impact on others
“Each of us is led, some of us are leaders. The competence we demand in our leaders must be our model when we lead.
Where are you?”
-General Glen K. Otis
Self-aware leaders know themselves, including their traits, feelings and behaviors. Self-aware leaders
recognize their strengths and weaknesses across a range of environments and progressively leverage this
knowledge to develop a clear, honest picture of capabilities and limitations. In addition, leaders must be
flexible and adaptable by constantly assessing abilities and limitations in the context of mission
requirements or tasks.

 Actively evaluates one’s strengths and  Unclear on personal and professional
weaknesses. values, priorities, and objectives.
 Learns from mistakes and makes  Is uncomfortable with the status quo; no
corrections; learns form experience. developmental direction or goals.
 Considers feedback on performance,  Not attentive to the reaction of others.
outcomes associated with actions, and  Completes tasks and moves on without
actions taken by others to achieve similar reflecting on what went well and what
goals. could go better next time.
 Determines personal goals and creates a  Not interested in or rejects feedback from
path to achieve those goals. others or from just some others (e.g.,
 Develops capabilities and seeks subordinates or peers).
opportunities to improve in areas in need
of development.
 Understands self motivation under various
task conditions.
Underlying Causes
 Fearful of identifying personal weaknesses or the effort required to resolve them.
 Does not think personal improvement is necessary.
 Disconnected or aloof from team members and subordinates.
 Not practiced or in the habit of self observation, analysis, and reflection.
 Has personal blind spots or biases that block or distort self-observation, analysis, and
reflection.
93
Maintains self awareness:
employs self understanding and
recognizes impact on others
Feedback
 Seek feedback openly and actively by sitting down and informally talking with your team
members and subordinates.
 Take a multi-source (360-degree) assessment, such as the Army’s Multi-Source
Assessment and Feedback (MSAF) instrument.
 Discuss one of your recent accomplishments or set-backs with a coach, friend, or other
trusted individual who can provide you with honest feedback and encouragement.
 Analyze your behaviors, performance, interests, etc. to identify your strengths and
weaknesses. Share them with a trusted family member or associate and ask for their
feedback.
Study  Keep a journal of your experiences. Reflect on situations where you are both successful
and unsuccessful. Write about events in your daily routine and describe what happened,
how you reacted, how others reacted, and why. What can you learn about yourself
based on what you did and how you felt?
 Self-analyze the gaps between your actual self and your desired self. Investigate ways
that you can close those gaps using training, coaching, mentoring, books, and other
learning materials.
 Analyze the actions of others in a variety of events. Think about the events and
situations leading to the events, behaviors and their apparent motives during the
events, and consequences or outcomes.
 Take time for personal reflection during your daily routine. Consider your recent
thoughts and behaviors and how they relate to your values, priorities, and goals.
Practice  Take a multi-source (360-degree) assessment, such as the Army’s Multi-Source

Assessment and Feedback (MSAF) instrument. Multi-source assessments collect data
from peers, subordinates, superiors, and you to provide information on your strengths
and developmental needs.
 Create an individual development plan (IDP) that identifies your strengths and
weaknesses and the activities that you will practice to achieve your objectives. Use the
Army’s Individual Development Planning (IDP) Guide to think about how you will identify
and build on your strengths and developmental needs.
 After important meetings or encounters, reflect on your statements and behaviors and
their apparent effect on others. Reflect on your reactions to statements and behaviors.
 Find a coach to guide you through self-improvement. Good coaches know how to
effectively collect and digest feedback and make it relevant and specific to you.

 Prepares Self: Analyzes and organizes information to create knowledge; Maintains mental and
physical health and well-being
 Creates a Positive Environment/Fosters esprit de corps: Demonstrates care for follower well-being
 Develops Others: Facilitates ongoing development
94
Prepares Self
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Military History." Asia Pacific Journal of Management, 26 (2009): 617-42.
Barton, Frederick, and Karin, Hippel. Mixed Blessings: U.S. Government Engagement with Religion in
Conflict-prone Settings. Washington D.C.: Center for Strategic and International Studies, 2007.
Bellamy, Alex J., Williams, Paul, and Griffin, Stuart. Understanding Peacekeeping. Cambridge, UK:
Polity, 2004.
Blascovich, Jim, and Hartel, Christine. Human Behavior in Military Contexts. Washington, DC: National
Academies, 2008.
Britt, Thomas W., Adler, Amy B. and Castro, Carl Andrew. Military Life: the Psychology of Serving in
Peace and Combat. Westport, Conn.: Praeger Security International, 2006.
Cranwell-Ward, Jane, Bacon, Andrea, and Mackie, Rosie. Inspiring Leadership: Staying Afloat in
Turbulent Times. Australia: Thomson, 2002.
Daly, Peter H., Watkins, Michael, and Reavis, Cate. The First 90 Days in Government: Critical Success
Strategies for New Public Managers at All Levels. Boston, Mass.: Harvard Business School, 2006.
Day, David V., Harrison, Michelle M., and Halpin, Stanley M. An Integrative Approach to Leader
Development: Connecting Adult Development, Identity, and Expertise. New York: Taylor & Frances
Group, 2009.
Dixon, Diane L. "Achieving Results Through Transformational Leadership." The Journal of Nursing
Administration, 29 (1999): 17-21.
Leonard, Henry A. Something Old, Something New: Army Leader Development in a Dynamic
Environment. Santa Monica, CA: RAND, 2006.
McCann, Carol, and Pigeau, Ross. The Human in Command: Exploring the Modern Military Experience.
New York: Kluwer Academic/Plenum, 2000.
Moïsi, Dominique. The Geopolitics of Emotion: How Cultures of Fear, Humiliation, and Hope Are
Reshaping the World. New York: Doubleday, 2009.
Moran, Robert T., Harris, Philip R., and Moran, Sarah V. Managing Cultural Differences: Global
Leadership Strategies for the 21st Century. Amsterdam: Elsevier Butterworth-Heinemann, 2007.
Zenger, John H., and Folkman, Joe. "Chapter 9: A Case Study in Leadership Development- The US
Marine Corps." The Extraordinary Leader: Turning Good Managers into Great Leaders. New York:
McGraw-Hill, 2009.
95
Develops Others
Leaders encourage and support others to grow as individuals and teams. They facilitate the achievement of
organizational goals through assisting others to develop. They prepare others to assume new positions elsewhere
in the organization, making the organization more versatile and productive.
Component Page #
Assesses developmental needs of others 97
Counsels, coaches, and mentors 99
Facilitates ongoing development 101
Builds team or group skills and processes 103
96
Assesses developmental
needs of others
“The greatest leader in the world could never win a campaign unless he understood the men he had to lead.”
-General Omar Bradley
Active monitoring and evaluation of your subordinates allows you to have a greater knowledge of their
capabilities—including their strengths and limitations. This knowledge not only can be used to optimize
Soldier and unit performance (via improved staffing decisions) it demonstrates to Soldiers that you care
about their performance and their development. Investing time and resources into your team members’
and subordinates’ developmental needs fosters enhanced well-being for the individual and leads to
improved unit and Army performance as a whole.

 Identifies team member and subordinate  Gathers information about a subordinate’s
“internal drivers” and uses those performance from only one source or at
motivators to analyze developmental only a few points in time.
needs.  Assesses Soldiers on a small number of
 Gathers information about a subordinate’s performance dimensions or competencies
development needs from multiple sources. or those performance dimensions that are
 Reviews assessments or reports pertaining most important/salient to the leader.
to a subordinate’s interests or capabilities.  Reviews only one completed assessment
 Observes and monitors subordinates under or report.
different conditions (e.g., situation in  Takes notice of subordinates only when he
which he/she is challenged, where he/she or she is challenged.
excels).  Generalizes subordinates’ leadership
 Helps subordinate to develop an IDP. patterns and strengths and weaknesses
based on limited observation.
Underlying Causes
 Does not allocate the necessary time to get to know subordinates and understand their
developmental needs.
 Too busy to actively monitor subordinate performance on the full range of performance
dimensions/competencies.
 Lacks a clear understanding of the subordinates’ job requirements.
 Uncomfortable delivering constructive feedback.
 Time pressures hinder ability to provide immediate feedback.
 Views an individual’s continuous development as a low-ranking priority.
97
Assesses developmental
needs of others
Feedback
 Hold development discussions with subordinates at least once every three months.
Integrate these discussions into the normal duty hours.
 Communicate to people that their work is important, even if it just means saying a
simple, “thank you – I appreciate your hard work.”
 Be open and tactfully forthright with people when discriminating between the
developmental needs of subordinates. Make decisions in the best interest of the Army.
 Elicit input and feedback from NCOs as well as Junior Officers on the developmental
needs of your unit or team.
Study
 Become familiar with personal and career goals of subordinate leaders, as appropriate.
 Become knowledgeable of the roles, responsibilities, and requirements of subordinates’
jobs with which you are less familiar. This allows you to have a better understanding of
what “right looks like” so you can better evaluate your Soldiers.
 During the normal work day, analyze your organization or unit’s overall approach to
managing multiple priorities. How does this approach affect your subordinates and their
developmental needs?
 Observe the behaviors of another leader as he or she analyzes the current
developmental needs of a subordinate. Analyze the communication skills he or she uses.
Record the types of questions asked, language used, time spent listening vs. delivering
feedback, and the balance between positive and negative feedback.
 Read a reference book and/or learn from resources listed at the end of this section.
Practice
 Allocate time during the duty day to help your subordinates create and implement an
individual development plan. Be sure to have subordinates identify only one or two
concrete goals at a time in order to build confidence and decrease frustration with
vague, overly-ambitious goals.
 Set up an “office hour” each week during which subordinates can freely come to talk
with you about their developmental needs
 Spend time each day “among your Soldiers” so you have a chance to observe their
performance first-hand, talk with them about their jobs, give immediate feedback, and
talk w/ NCOs and Junior Officers who are in a good position to observe Soldier
performance. This demonstrates to Soldiers that their performance is a priority.

98
Counsels, coaches,
and mentors
“If your actions inspire others to dream more, learn more, do more, and become more, you are a leader.”
-John Quincy Adams
Counseling, coaching, and mentoring stand as the principal ways by which you provide others with
knowledge and feedback. Counseling occurs when you review with the subordinate his or her
demonstrated performance and potential; coaching occurs when you guide another’s development in
new or existing skills during the practice of those skills; and mentoring occurs when you have greater
experience than a mentee and provide guidance and advice to assist the mentee in his or her
professional growth.

 Sets up regular counseling, coaching, or  Inconsistently or infrequently sets up
mentoring sessions with subordinates. counseling sessions.
 Clearly defines the purpose of a  Counsels or mentors only those
counseling, coaching, or mentoring subordinates who are considered to have
session. the most potential.
 Encourages subordinates through actions  Uses a “one size fits all” mentality when
while guiding them. designing counseling, coaching, and
 Helps an individual understand his or her mentoring sessions.
current level of performance and instructs  Fails to provide coaching and feedback
and guides them on how to reach the next during the workday—provides feedback
level of knowledge and skill. only during scheduled sessions.
 Candidly discusses a subordinate’s  Avoids providing negative feedback.
strengths and weaknesses and the courses  Talks at subordinates instead of with
of action to improve strengths and address subordinates.
weaknesses.  Displays personal biases (e.g., likes,
dislikes, prejudices) and judges too rashly.
Underlying Causes
 So busy with other duties (i.e., completing the mission) that coaching, counseling, and
mentoring take on a lower priority.
 Insufficient time is allocated on the calendar for counseling, coaching, and mentoring
sessions.
 Does not see value in spending time and resources on counseling, coaching, or mentoring
subordinates who are perceived as having little potential.
 Desire to avoid personal conflict with subordinates; difficulty telling subordinates things they
may not want to hear.
 Does not want to impose on subordinates’ time with frequent follow-up calls or emails.
99
Counsels, coaches,
and mentors
Feedback
 Ask peers about helpful training or learning materials they have been exposed to in this
area, whether it is civilian or military. Determine what they specifically found to be
beneficial about the training or learning material.
 Find out the attitudes that subordinates in your unit hold towards counseling, coaching,
and mentoring. If these practices are viewed negatively or as resources for the weak, set
out a plan for changing that perception.
 Contact other units and find out how they have instituted and structured their
counseling, coaching, or mentoring programs. Document this information and share it
with your unit.
 Have a discussion with someone you have counseled, coached, or mentored in the past.
Ask them to provide feedback on what you did right and what you could improve on.
Study  Identify individuals who served as counselors, coaches, and mentors to you. Document
the actions they took to help you develop; identify those actions that were beneficial
and analyze why that was the case.
 Study and read about counseling, coaching, or mentoring relationships in other, non-
Army fields. Identify the qualities that counselors, coaches, and mentors in these fields
exhibit, and then determine how you can best apply them within your unit.
 Next time you counsel, coach, or mentor a subordinate, take a moment following the
session to record what you did and how the subordinate reacted. Reflect your actions
and the responses of the subordinate and attempt to identify actions that you could
have taken to improve the counseling, coaching, or mentoring session.
 Actively observe how other leaders provide effective (or ineffective) coaching and
feedback to Soldiers during the work day. Determine what the leader could have done
to improve the effectiveness of the coaching or feedback.
Practice  Schedule time on your calendar to regularly contact subordinates you counsel, coach, or
mentor to check-in and support their development. Consider sending an email as simple
as “How’s everything going? Let’s catch up.”
 Seek out on-the-job or in-the-moment opportunities to reinforce or coach on specific
issues, making links to broader developmental goals for that individual.
 Emphasize to your subordinates the benefits of taking time to engage in developmental
activities. Focus on the benefits it provides to both your unit and to the Army.
 Spend time “walking around your unit” each day. This provides you with the opportunity
to observe and providing immediate feedback and coaching to your subordinates.
 Facilitate a unit culture that values feedback and coaching by evaluating your
subordinate leaders (e.g., Junior NCOs and Junior Officers) on the feedback and
coaching that they provide to Soldiers.

 Creates a Positive Environment/Fosters esprit de corps: Creates a learning environment
 Develops Others: Assesses developmental needs of others; Facilitates ongoing development
100
Facilitates ongoing
development
“The education of a man is never completed until he dies.”

-General Robert E. Lee
As a lifelong learning institution, the Army seeks to continuously shape and develop their leaders (you)
who learn and adapt as conditions and operating environments evolve. As a leader, you must instill in
your subordinates a thirst for knowledge and continued development, and then must support them
throughout the process.

 Maintains awareness of existing individual  Fails to stay up-to-date on individual and
and organizational development programs. organizational development programs.
 Nominates and encourages subordinates  Displays ambivalence towards
to take advantage of developmental opportunities for self development.
opportunities.  Selects only some subordinates to take
 Arranges training opportunities as needed advantage of developmental
that help subordinates to improve self- opportunities.
awareness, confidence, and competence.  Adopts an “I’ll do it all” mentality—failing
 Pushes tasks and decisions down to the to identify tasks that may be delegated.
lowest practical level in order to develop  Ignores barriers to development.
subordinates’ capabilities and decision-
making confidence.
 Identifies and removes barriers to
development.
 Provides subordinates with (or directs
them to) the necessary resources for
development.
Underlying Causes
 Unable to devote the needed time to staying up-to-date on individual and organizational
development programs.
 Feels that the organization will suffer if too many members are engaged in developmental
activities.
 Feels that individual development should be left up to the individual.
 Believes that mission or task effectiveness might suffer if tasks are delegated.
 Is not personally affected by developmental barriers so treats them as if they do not exist.
101
Facilitates ongoing
development
Feedback
 Ask members of your unit to help you identify any barriers to development that exist.
Request that they provide recommendations for eliminating the identified barriers.
 Talk with subordinates you counsel, coach, or mentor. Ask what you can do to support their
development, and what you can do better to support the development of the unit.
 Have a conversation with one of your superiors about how well you are supporting
development. Then ask them to share successful tips and tricks they have learned.
 Talk with a leader from another organization about ways in which he or she facilitates
ongoing development. Share what you learned with your unit.
 Ask trusted members of your unit how supportive they think you and leadership are of: 1)
Soldier training and development activities that take place during the workday, and 2)
Soldier self development that takes place outside the workday.
Study  Allocate time to research the development programs that are available to your subordinates
and learn specifics about them. Then recommend specific programs to individuals based on
their developmental needs.
 Investigate the development practices of other organizations (the Air Force, private sector
companies) and incorporate techniques they use into the Army, if possible.
 Add leader development indicators to the unit quarterly training brief. Have subordinate
units track and report on indicators of the “health” of leader development similar to other
key unit systems (e.g., training, maintenance, budget).
Practice  Encourage subordinate leaders of the same position to form a community-of-practice group
and allocate training time to support them. Provide each group with an opportunity to
present recommendations from their group to your command or leadership team.
 Encourage your subordinates to hold others accountable for self-development , inquiring
after development goals, and actions and providing targeted feedback.
 Encourage other leaders and your subordinates to use reflective journaling. Emphasize how
it leads to a greater self-awareness and as a reference for passing along lessons learned to
others during times of transition or promotion.
 Hold brown bag lunches about various leadership development topics. Solicit input from
other leaders and subordinates regarding topics they’d like to learn more about. Ask for
volunteers to present during the sessions.
 Have a subordinate leader assist you in completing a task or making a decision in order to
build his or her confidence and competence.
 Encourage subordinates to support one another (as peers) during the implementation of
their IDPs.

Encourages subordinates to exercise initiative, accept responsibility, and take ownership
 Develops Others: Coaches, counsels, and mentors; Facilitates ongoing development
102
Builds team or group skills
and processes
“Coming together is a beginning, keeping together is progress, and working together is success.”
-Henry Ford
Building team or group skills and processes means that you inspire, motivate, and guide others toward
accomplishing a common goal through cooperative efforts. Effective cooperation and communication
within (and between) teams facilitates unit success. Indeed, no single Soldier, squad, platoon, company,
brigade, or battalion ever won a war; it was the collaboration and teamwork among Soldiers at and
between each of those levels that enabled mission success.

 Presents challenging assignments that  Presents assignments that do not stretch
require team or group interaction and the team or group beyond their respective
cooperation. comfort zones.
 Sustains and improves the relationships  Provides minimal resources and support.
among team or group members.  Focuses on the group dynamics without
 Facilitates effective and ongoing spending time on intra-group dynamics
communication between team members. and relationships.
 Provides realistic, mission-oriented  Focuses on the efforts and successes of
training. individual subordinates.
 Provides feedback on team processes.  Conducts training exercises, but never
 Emphasizes the importance of working provides teamwork-specific feedback.
together to achieve a “common purpose.”  Fails to prioritize team goals above
individual goals.
Underlying Causes
 Does not have the time or desire to help teams accomplish challenging assignments.
 More comfortable and experience teaching through lecture than through experiential
activities.
 Unaware of the importance of providing teamwork-specific feedback.
 Feels that encouraging individual achievement is a more effective motivator than providing
feedback and targeting motivation to groups or teams.
 Does not communicate the importance of teamwork.
103
Builds team or group skills
and processes
Feedback
 Ask your subordinates about activities they engage in outside of the Army that require
teamwork. Then compile these examples, and share any best practices with the unit.
 Use an open-ended questionnaire to survey your unit and determine how well you are
supporting teambuilding and the improvement of group skills and processes. Use the
answers to determine what is working well, what is not working, and how to enhance
team performance.
 Following a training exercise, incorporate feedback specifically related to teamwork and
skill-building as part of your review.
 Whenever you conduct a training exercise, ensure that you reference the teamwork
lessons learned when speaking with your unit. Reinforce lessons-learned during staff
and all-hands meeting to ensure your unit remembers the role of teamwork in the
activities they complete.
Study  Assess how well you interact with other leaders as part of a team. Although the
command structure specifies the individual who accountable/responsible within an
Army “team,” ask yourself whether you soliciting input from lower-ranking members of
your team and making them feel like their input is valued.
 Observe another leader engaging in a team-building exercise with his or her unit. Record
the types of activities they perform, and how the leader delivers feedback about what
teams did well and what they need to improve upon.
 Study how teamwork and team-building is used in other organizations or in other fields
(e.g., sports teams, business organizations). Then document tips and strategies that
stand out to you that could be adapted for use within your unit.
Practice  Promote discussions in your unit about teamwork. Encourage your subordinates to
share their views on what a team is, and the similarities and differences between
teamwork and other types of collaboration (e.g., partnerships).
 Conduct frequent problem solving or brainstorming sessions with groups of
subordinates (it is beneficial to change the composition of this group depending upon
the problems/tasks being discussed) to identify unit challenges/tasks, potential courses
of action and strengths, weaknesses, and likely consequences associated with each.
 Emphasize to squads, platoons, or other “teams” in your unit the fact that teamwork
involves shared responsibility. There can be no blaming a “bad team” for not
accomplishing a goal – each member of a team contributes to the success or failure.
 Dedicate time to develop Army-specific, realistic, and mission-oriented team-building
exercises for your unit.

and loyalty (esprit de corps); Encourages open and candid communications; Sets and maintains
high expectations for individuals and teams
104
Develops Others
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Clients. New York: Wiley, 2007.
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Dunham, Alton and Spurgeon, Karen. The Motivation Factor: The Invisible Barriers to Organizational
Effectiveness. In Williams, G.H., Brennan, J.A., & Deitterick, D. (Eds.), Perspectives on Leadership (pp.
66-77). Fort Belvoir, VA: Army Management Staff College, 2008.
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50 Top Executive Coaches Reveal Their Secrets. New York: Wiley, 2004.
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Successful Executives Develop on the Job. Lexington, MA: Lexington Books, 1988.
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Leadership Development. 2nd ed. San Francisco, California: Jossey-Bass, 2004.
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Coaching: 50 Top Executive Coaches Reveal their Secrets. Hoboken, New Jersey: Wiley, 2005.
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Others. Minneapolis, MN: Personal Decisions International, 1996.
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Publishers, 1989.
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(Eds.), Perspectives on Leadership (pp. 66-77). Fort Belvoir, VA: Army Management Staff College,
2008.
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2006.
Kloster, Teresa Wedding , and Swire, Wendy Sherwin. Anytime Coaching: Unleashing Employee
Performance. Vienna, VA: Management Concepts, 2009.
U.S., Department of the Army. ADRP 6-22, Army Leadership. Washington, DC: Government Printing
Office, 2006.
105
Stewards the Profession
The Army requires its leaders to think beyond their current team, mission, and direct chain of leadership in order
to plan for the future. Leaders steward the profession when they act to improve the organization even when the
effects may not be realized until after their tenure. Stewarding the profession is about lifelong learning, a
commitment to an effective future organization, and developing others.
Within this competency are two components:
Component Page #
Supports professional and personal growth 107
Improves the organization 109
106
Supports professional
and personal growth
“Leadership and learning are indispensable to each other.”

-John F. Kennedy
Supporting institutional-based development means that you should focus on your personal and
subordinate development at both the macro- and micro-levels: leaders are responsible for the
development of the Army as an institution (i.e., the macro-level), and for the development of each
subordinate as an individual (i.e., the micro-level). By supporting the development of each subordinate,
leaders strengthen the Army organization as a whole and ensure that it produces multi-skilled leaders,
capable of adapting and excelling in today’s constantly changing strategic environment.

 Encourages subordinates to pursue  Does not allow subordinates to attend
institutional learning opportunities and institutional training/educational
gives them time to attend training. opportunities.
 Provides information about institutional  Fails to stay up-to-date on individual and
training and career progression to organizational development programs.
subordinates.  Shows little personal interest in helping
 Maintains resources related to institutional subordinates pursue institutional
development. development opportunities.
 Participates in discussions across units to  Tells subordinates to go find their own
see the types of learning opportunities learning opportunities.
they recommend to their team members  Sends an implicit message sent to
and subordinates. subordinates… “self development and
 Updates team members and subordinates organizational development are what
on learning opportunities that will occur. Soldiers should be focusing
upon...institutional training and education
is a luxury.”
Underlying Causes of Insufficient Growth

 Providing Soldiers time to attend institutional training and development seems is perceived
as too large of a drain on the unit.
 Leader is too busy accomplishing the mission or task to be spending time thinking about the
long-term developmental needs of subordinates.
 Belief that individual development should be left up to the individual and performed on his/
her own time.
 Belief that subordinates should “learn by doing” rather than via institutional training.
107
Supports professional
and personal growth
Feedback
 Ask trusted subordinates of your unit to help you identify barriers to development.
Request that they provide recommendations for eliminating the identified barriers.
 Have a conversation with one of your superiors about how well you are supporting
development. Ask them to share tips and strategies that they have found to be
effective.
 Talk with a leader from another organization about ways in which he or she facilitates
Soldier participation in institutional training and development activities without
compromising unit effectiveness.
 Talk to subordinates about the benefits of institutional-based development. They will be
able to meet and network with others outside their chain of command and share ideas
and best practices from their unit.
Study
 Think back to the last few times you nominated someone to take advantage of a
developmental opportunity. Analyze your reasons for nominating them and the type of
opportunities for which you nominated them. Look for patterns or potential biases.
 Ensure that you have set aside an appropriate amount of time to investigate available
Army developmental opportunities so you are able talk about development with your
team members and subordinates.
 Remember that development does not equal training. Review opportunities for
coaching, conference attendance, and scenario participation to provide your team
members and subordinates with a diverse set of activities.
 Solicit input from supervisors and peers on effectively managing Soldier attendance in
institutional training and development while maintaining unit effectiveness.
Practice
 Identify key leadership positions in your command for which you should conduct and
manage succession planning. Chart the timing and sequencing of subordinates into and
out of leadership positions in your unit, and schedule your subordinates in institutional
training programs accordingly.
 Maintain an institutional development resource binder, in which you compile resources
related to development that are offered by the Army. This could include counseling,
coaching, and/or mentoring programs or opportunities; training courses offered; etc.
 Send out periodic reminders to your subordinates to enroll in training. List selected
offerings that are happening in the next few months, and identify who should enroll.
 Create a calendar of Army-based training opportunities and post it in a central location.
 Act as an institutional champion by encouraging your team members and subordinates
to attend training opportunities.

 Develops Others: Fosters job development, job challenge, and job enrichment; Facilitates ongoing
development
108
Improves the organization
“A leader’s job is to look into the future and see the organization, not as it is, but as it should be.”
-Jack Welch
Leaders demonstrate stewardship when they act to improve the organization for not only the present
but also the future Army. Acting to improve the organization involves prioritizing and managing people
and resources when the impacts may not be immediately evident. Leaders who steward the profession
have a lasting concern over how their decisions impact the organization’s future.

 Demonstrates commitment to the  Fails to take time to develop others.
organization and to others by attitude,  Takes an apathetic posture to the future
beliefs, and behaviors. of the unit and the Army.
 Is future-thinking, articulates a future for  Fails to articulate a vision for the future
the organization.  Appears overly self-focused.
 Possesses the leadership characteristics of  Does not seem concerned about unit
self-sacrifice and vision. morale.
 Prioritizes the future of the organization  Fails to be conscientious in decision-
beyond his/her immediate, personal goals. making.
 Considers the impact of decisions carefully.
Underlying Causes of Poor Stewardship

 Overly focused on self and personal ambitions.
 Fear of the unknown, an unwillingness to shape the future.
 Lack of vision; narrow focus.
 Impulsive.
 Impatient to cultivate slow-growing positive effects.
109
Improves the organization
Feedback
 Seek informal feedback constantly from subordinates on the impact of decisions.
Understand how your decisions reverberate down the chain of command.
 Seek counsel from mentors and trusted peers. Ask them what they do to ensure the
future success of the unit beyond their tenure. Describe your own actions and get
feedback.
 Hold informal, periodic meetings with subordinates to discuss the vision of the unit. Get
feedback on current policies and practices to implement that vision, and possible
roadblocks.
Study  Study the actions of leaders you admire. Note the approaches they take to improve the
organization (e.g., support growth through leader development). Consider how you
might implement a similar approach in your own unit.
 Study the nature of your unit in its present state. Consider: What are the major
differences between your unit now and how you envision your unit to be in the future?
Improving the organization is about narrowing that gap.
 Study Army policy and guidance such as the Army Learning Concept for 2015, which
outlines a vision for the future Army. Begin to prepare for the future by measuring the
gap between your current unit state, and what your unit will need to be in the future.
Then, determine what actions should be taken.
Practice
 Have a vision for the future of your unit. Regularly communicate that future in staff
meetings and via other outlets such as newsletters and emails.
 Make decisions beneficial to the unit, particularly where the rewards might not
immediately available within your tenure as leader.
 Invest in people. Supporting personal and professional growth is directly linked to
improving the organization.

 Stewards the Profession: Supports professional and personal growth.
communications; Creates a learning environment; Sets and maintains high expectations for
individuals and teams
 Prepares Self: Maintains self-awareness: employs self-understanding and recognizes impact on
others
110
Stewards the Profession
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2002.
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Essential Guide to Setting Direction and Taking Action. San Francisco: Jossey-Bass, 1999.
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Administration, 29 (1999): 17-21.
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Leaders. New York: McGraw-Hill, 2002.
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Hughes, Richard & Beatty, Katherine. (2005). Becoming a strategic leader: Your role in your
organization’s enduring success. Jossey-Bass.
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Pamphlet 525-8-2. Washington, D.C.: U.S. Government Printing Office
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Office, 2012.
Weitzel, S. R. (2000). Feedback that works: How to build and deliver your message. Greensboro, NC:
The Center for Creative Leadership
111
Gets Results
A leader’s ultimate purpose is to accomplish organizational results. A leader gets results by providing guidance
and managing resources as well as performing the other leader competencies. This competency is focused on
consistent and ethical task accomplishment through the supervising, managing, monitoring, and controlling of the
work. Taken together, the components below require initiative on the part of the leader to solve problems and
accomplish the mission.
Within this competency are 10 components:
Component Page #
Prioritizes, organizes, and coordinates taskings for teams or other organizational 113
structures/groups
Identifies and accounts for individual and group capabilities and commitment to 115
task
Designates, clarifies, and deconflicts roles 117
Identifies, contends for, allocates, and manages resources 119
Removes work barriers 121
Recognizes and rewards good performance 123
Seeks, recognizes, and takes advantage of opportunities to improve performance 125
Makes feedback part of work processes 127
Executes plans to accomplish the mission 129
Identifies and adjusts to external influences on the mission and organization 131
112
Prioritizes, organizes, and
coordinates taskings for teams or
other organizational structures/groups
“Trained commanders produce the best results under mission-type orders. They need three things: what is to be accomplished;
the coordinating factors necessary; and what help he can expect from you and others and how to get it.”
-General Bruce Clarke
Leaders are responsible for coordinating all of the simultaneous undertakings of their team or unit and
ensuring that subordinates are properly resourced in order to complete the mission. Army leaders must
be detailed planners who actively organize and communicate priorities to their team in order to ensure
task execution in the right place, at the right time, within the right operating environment.

 Breaks down work into process steps or  Operates “in the moment” without
tasks. deliberate thought of how to complete
 Accurately scopes out length, sequence, the task at hand.
and difficulty of work tasks to achieve the  Fails to identify “road blocks” that delay or
desired outcome. prevent task accomplishment.
 Sets goals and clear objectives that are  Does not develop a plan of action when
specific, measurable, and time bound. coordinating tasks across teams and
 Develops schedules and task assignments groups.
and organizes teams and individuals to  Reassigns tasks and assignments to
accomplish tasks. different teams or groups without
 Facilitates subordinate and team task evaluating the impact of the team’s
accomplishment without over-specification existing workload and priorities.
and micromanagement.  Closely and excessively controls the work
of subordinate staff.
Underlying Causes
 Functions as a part of the reactionary environment; does not seek to be proactive.
 Does not hold a clear sense of desired outcomes.
 Procrastinates; manages time ineffectively.
 Operates in isolation from others; does not effectively delegate.
 Does not take time to see how all of the moving pieces fit together as a whole.
113
Prioritizes, organizes, and
coordinates taskings for teams or
other organizational structures/groups
Feedback
 Ask trusted peers or superiors for an assessment of your judgment and planning skills.
Request a recommendation on ways to improve.
 Get a back-brief from subordinates after issuing directions, a warning order, or an
operations order.
 Seek feedback on how you influence others in a way that promotes accomplishment of
the organization’s purpose or mission. Ask others how effective you are at providing
purpose, direction, and motivation to team members.
 While planning and coordinating, continually ask yourself, “Who else needs to (or
should) know about this?” Keep them informed.
 After completing a series of tasks, request feedback from individuals and groups on
what went well and what could have been improved.
Study  Review the steps of the military decision making process (MDMP) as you start planning
work for an upcoming project or assignment.
 Reflect on the mission, goals, and commanders vision for your organization and the next
higher organization. How do these influence prioritization of tasks?
 Assess the skills, talents, capabilities, values, personalities, motivations, and needs of
members of your work group or team. Leverage this information to make decisions
about task assignments, responsibilities, and how much latitude or supervision to give.
 Observe leaders who appear to effectively manage multiple tasks. Ask them if you can
meet to discuss the practices they use to ensure success. Reflect upon how you may be
able to incorporate some practices to help you manage multiple tasks and priorities.
Practice  When starting a new task, define responsibilities and expectations by providing clear
guidance on what needs to be accomplished, the parameters for getting it done, and
expectations for the outcome. Then ask others for feedback and concerns about task
accomplishment. Ensure understanding by asking for a brief back from key members.
 When faced with multiple tasks, develop a project plan that details how tasks will be
executed. Consider resources available (including time), the level of support (personnel),
and potential barriers. Before starting, prioritize each task and convey to the team.
 Develop the sequence of the tasks that are dependant upon one another. List tasks in
the order of an optimal progression to prioritize what must be accomplished first.
 Set up a process to monitor progress on a task or project against a project plan.
 Anticipate the potential problems that may arise during the execution of a task. During
the planning phase, determine ways to prevent the problems from occurring or how to
resolve them effectively and efficiently should they occur.

 Gets Results: Identifies and accounts for capabilities and commitment to task; Identifies and adjusts
to external influences on the mission or organization
 Creates a Positive Environment/Fosters esprit de corps: Anticipates people’s on-the-job needs
114
Identifies and accounts for
individual and group capabilities
and commitment to task
“Remember also that one of the requisite studies for an officer is man. Where your analytical geometry will serve you once, a
knowledge of men will serve you daily. As a commander, to get the right man in the right place is one of the questions of
success or defeat.”
-Admiral David G. Farragut
Matching individuals and groups to a task can be a challenging undertaking, particularly when it comes to
analyzing the capabilities of a unit or organization. Having a clear understanding of the task at hand is
important in order to identify both individual and group capabilities and developmental needs. In
addition, it is important for leaders to understand a team’s individual interests in order to effectively use
their knowledge, skills, and abilities as well as work towards their developmental needs.

 Considers duty positions, capabilities, and  Assigns tasks without accounting for
developmental needs when assigning individuals’ interests and abilities.
tasks.  Resources projects without getting a clear
 Conducts an assessment of skills, commitment that tasks will be completed
capabilities, and developmental needs within the timetable required.
when beginning a new task or assuming a  Delegates under the assumption that all
new position. staff hold the same level of capability and
 Assigns individuals or groups to tasks so commitment.
that their skills match the task or project  Does not match project needs with
requirements. individual interests and developmental
needs.
 Assumes that subordinate lack of
commitment to a task means they are
disinterested.
Underlying Causes
 Assumes individuals possess similar levels of capability and commitment.
 Too busy to stay apprised of personnel capabilities and commitment levels.
 Too busy to adequately assess the job and role requirements of subordinate staff when
assuming a new leadership position.
 Is unaware of both individual and group interests and developmental needs.
 Does not see the benefit in following up with staff on their progress toward completing a
task.
115
Identifies and accounts for
individual and group capabilities
and commitment to task
Feedback
 Talk with others who may know your subordinates and have them provide insight about
their skills and interests. Check their perceptions against your own assessment.
 Ask peers and subordinates about their commitment to performing a task. Don’t assume
their level of commitment or interest.
 Observe your own behavior on how you manage workloads and lead subordinates. Be as
objective as you can. Assess if you match individuals with tasks and projects that
interest them and match their capabilities. Get feedback from others and compare to
your self assessment.
Study
 When assuming a new leadership position, develop knowledge and expertise regarding
the job and role requirements of each position under your leadership. Begin to
document the degree to which current staff capabilities and commitment match those
required by each job.
 Observe your subordinates at work. Evaluate their capabilities and motivations.
 Assess the skills, talents, capabilities, motivations, and needs of members of your team
or group. Leverage this information to make decisions about task assignments,
responsibilities, and how much latitude or supervision to give.
 Evaluate the skill sets needed to complete a project and match the skills with the
capabilities and level of commitment of team members available to work on the project.
Practice
 The next time routine task requirements present themselves, have subordinates rotate
through different roles to identify their skills, capabilities, and developmental needs.
 Pair up individuals with greater and lesser skills so team members will have the benefit
of teaching and learning from each other.
 Match individuals to tasks or projects by assigning team members with complementary
skills to work together to ensure all skill requirements are met.
 Reallocate resources on a task or assignment to ensure that people do not become
complacent. Make work assignments to train team members to be multifunctional.

 Gets Results: Prioritizes, organizes, and coordinates taskings for teams or other organizations
groups/structures; Identifies and adjusts to external influences on the mission and organization
 Creates a Positive Environment/Fosters esprit de corps: Anticipates people’s on-the-job needs; Sets
and maintains high expectations for individuals and teams
116
Designates, clarifies, and
deconflicts roles
“When things go wrong in your command, start searching for the reason in increasingly large
concentric circles around your desk.”
-General Bruce Clarke
Designating, clarifying, and deconflicting roles is an important leadership behavior because it improves a
team’s satisfaction and performance by removing ambiguity and confusion related to who’s supposed to
do what, at what time, and in what location. Designating, clarifying, and deconflicting roles also improves
a team’s motivation and commitment as it ensures that team members know their role in achieving the
end result.

 Explains to subordinates how their role  Provides subordinates with competing
supports the organization’s goals and demands or contradictory messages about
relates to the work of others. their role.
 Establishes and employs procedures for  Maintains a “sink or swim” attitude.
monitoring, coordinating, and regulating  Doesn’t define and clearly communicates
subordinates’ actions and activities. roles, desired outcomes, and goals to
 Informs subordinates of the expectations subordinates or team members.
of their work, particularly when they are  Assigns tasks without determining if work
taking on a new role. is within the scope of an individual’s
 Successfully resolves subordinate conflicts abilities.
or disagreements regarding job tasks or  Refuses to be involved in subordinate
roles. conflicts and disagreements about “who
 Clearly outlines responsibilities and desired does what.”
outcomes when starting a task.
Underlying Causes
 Does not conceptualize how contributions of team members should fit together.
 Unable to see the benefit of providing a clear message or guidance on role expectations.
 Over-tasked (or under-tasked) and not able to allocate distinct work roles.
 Lacks knowledge of job requirements and personnel capabilities when assigning work.
 Uninterested in managing work or people.
117
Designates, clarifies, and
deconflicts roles
Feedback
 Survey subordinates to see if they are experiencing “role overload” or “role under-load.”
Do some subordinates have too much work while others have too little work that is
routine and boring?
 Ask subordinates if they are experiencing role conflict? Attempt to identify the causes.
 Capitalize on existing group communication mechanisms such as staff meetings, weekly
status reports, and informal check-ins. Use these opportunities to assess and gain
feedback on role clarity and shared understanding of responsibilities.
 After defining roles and duties for a new operation or process, ask for feedback on how
well the roles are defined and distinctive before making assignments.
Study  Analyze the working relationships, processes, and outcomes of individuals and teams to
identify potential role conflict or stress.
 Consider one or two of your subordinates and how they perform their work. Are the
expectations of their role in line with their abilities?
 Evaluate a current performance problem with an individual or team and consider
whether the problem is related to unclear or overlapping roles and responsibilities.
 Examine the goals and desired end states your team is currently pursuing. Are current
work assignments appropriate given the requirements of the broader mission?
 Study the workload shouldered by members of your team. Is there a balance in the
duties and tasks? Do some individuals have roles that are responsible for too much
work or not enough work?
Practice  When assigning tasks or projects, make a list of those who will contribute to each of the
defined objectives and what specifically they will do to complete the team’s task.
 Meet individually with subordinates who appear to be unclear on their role or expected
duties. Discuss and clarify their role, how it differs from other roles, and how they
collectively contribute to the desired outcome.
 When placing a subordinate in a new role or increasing their level of responsibility,
proactively help him/her identify the requirements of their role. Help the subordinate
create a plan of action on how he/she will fulfill the expectations.
 When tasks are handed-off from one person or team to another, clarifies or redefine the
objectives, as needed.
 Ask subordinates or team members to list the duties and responsibilities associated with
their current roles. Review the lists and confirm the accuracy to each subordinate. As
needed, redefine or clarify the expectations of each role.

and loyalty (esprit de corps)
118
Identifies, contends for, allocates,
and manages resources
“Ordinary people think merely of spending time. Great people think of using it.”
-Author Unknown
One of a leader’s main responsibilities is to accomplish the assigned mission using the available resources
in the most effective and efficient way possible. Some Army leaders specialize in managing single
categories of resources, such as ammunition, food, or finances, but everyone has an interest in seeing
that all categories of resources are provided and used wisely by their teams. A leader’s resources are
more than physical materials, and include manpower, money, and time.

 Allocates adequate time, money, and  Wastes time, money, material, and
personnel for task completion. individual productivity.
 Keeps track of people, equipment,  Inconsistently allocates resources to
material, and other resources. others; plays favorites.
 Gets things done with less; figures out  Allocates resources without a good
more effective and efficient ways to understanding or evaluation of what and
accomplish work. when resources are needed.
 Allocates resources in an objective way by  Does not track resource usage nor
evaluating priorities and needs that are communicate status to superiors,
presented by the situation. subordinates, or others who have a need
 Negotiates with others when it is necessary or interest to know.
to allocate resources.  Hesitates to make important resource
decisions.
Underlying Causes
 Relies heavily on managing a single specialty, such as personnel or finance, but does not have
a comprehensive understanding of other resources.
 Is disorganized and does not have or use good resource tracking systems.
 Feels pressured or obligated to allocate resources to a certain priority.
 Does not know how to fit the pieces together and create alignment among objectives,
activities, and outcomes.
 Is slow in making decisions, even with adequate facts and information.
119
Identifies, contends for, allocates,
and manages resources
Feedback
 After task completion, get input on how resources were used. Did the resources
advance the mission of the unit or organization? Were the resources squandered or
used in ineffective ways?
 Communicate openly with superiors, subordinates or others by holding periodic check-
in meetings to discuss the current status of the project or task. Include agenda bullets
such as: budget tracking, personnel constraints, and timeline risks.
 Discuss project or task milestones with team members and determine if they have the
resources they need to deliver on their work.
 Hold an after action review to analyze how your team managed resources on a recent
project or task. Identify strengths and areas for improvement for next time.
Study
 Study how resources are planned and allocated in other units and organizations. Decide
how you could apply other approaches to your work.
 Examine how you handle situations and reactions from individuals who may feel their
requests for resources were not handled fairly or effectively. Develop key points on your
reasons for allocating resources and prepare to discuss them with individuals.
 Identify project milestones and evaluate the status of resources against the milestone
and baseline. If resources are not on target, evaluate if they need to be reallocated.
 Study resource allocations (personnel, cost, time, money, and materials) you will need in
the planning phase of a mission or tasking. Identify who controls the resources.
 Study how you and others spend time. What types of tasks are the biggest “time
wasters?” Are any of these of lesser importance or criticality, and do they adversely
impact the task at hand? Look for more efficient ways to utilize your time.
Practice
 First, identify the individuals who will contribute to a project or task objective and
exactly what they will do. Next, identify the resources they will need (e.g., time,
equipment, training) to complete their project or task objectives and how these
resources will best be allocated.
 Reallocate resources on a task or assignment to ensure that workload is balanced across
the team. Reallocate workload, as necessary with the goal of developing team members
into multifunctional operators.
 Practice “resource leveling” when allocating resources to ensure a steady level of
staffing, resource spending, and no “crunched” deadlines.

 Gets Results: Removes work barriers; Identifies and accounts for capabilities and commitment to
task
conflict
120
Removes work barriers
“I have spent many years of my life in opposition, and I rather like the role.”
-Eleanor Roosevelt
A work barrier is anything that stands in the way of getting the job done. Army leaders must either
remove or find a way to overcome a wide variety of work barriers including resource shortages;
competing or conflicting tasks or obligations; personnel issues; new requirements, regulations, or
policies; lack of integration among different branches of an organization; and a failure to synchronize and
coordinate efforts.

 Declines tasking requests that would  Accepts tasking requests from superiors/
overburden the unit or distract it from its leadership that distract or overburden the
primary mission. unit or organization.
 Is proactive in recognizing and resolving  Leaves subordinates to figure out ways to
scheduling conflicts and resource and deal with completing or conflicting tasks.
personnel challenges.  Does not recognize or take action to
 Gets input on effective solutions and work- address work barriers when they first
arounds to overcome work barriers. appear.
 Continually checks in with trusted  Does not maintain close coordination/
subordinates to keep a “finger on the contact with trusted subordinates; loses
pulse” of the unit and make sure they are touch with unit.
not overburdened.
Underlying Causes
 Wants to please, impress, and create a positive impression to superiors; is afraid to say no to
taskings or requests.
 Lacks focus. Works on issues as they come up.
 Is a procrastinator. Puts off addressing a work barrier until it becomes a crisis.
 Sees problem situations as insurmountable, not as challenges that can be overcome.
 Is resistant to handle or deal with a work barrier, particularly in terms of discussing it with
superiors or leaders at a higher level.
 Has a short-term view. Does not see how current problems or barriers can impact getting
long-term results.
121
Removes work barriers
Feedback
 After identifying a work barrier, talk to subordinates and find out more details about the
work barrier and how it affects their role and their ability to complete the mission.
 Identify a work barrier that is affecting your group or team. Meet with a superior or
peers to discuss potential solutions. Ask for feedback on the how likely each solution is
to be successful.
 Brainstorm creative ways to mitigate, buffer, and reduce the effect of the work barrier
with your team or unit. Have subordinates provide their own ideas and feedback.
 Get feedback on your original project or work plan. At the point where you encountered
a work barrier, find out what resources you will need moving forward and where you
can obtain them.
 Get input from others on your personal effectiveness in removing or reducing a work
barrier. What did you do that worked well? What could you have done to be more
effective?
Study
 Document a potential “ripple effect” of new requirements or taskings on your work unit
to see if your mission, work or goals are still achievable.
 Identify who will be affected by a new requirement or work barrier. Document how
each entity could be affected and possible solutions to minimize unintended outcomes.
 Conduct a broader analysis of a work problem or barrier to understand who (e.g. other
units, stakeholders) could be affected. Identify individuals or groups from whom you
could request support and what they could provide.
Practice
 Set up a process to monitor progress against plans. Search for new and innovative ways
to help reduce, avoid, and overcome work barriers.
 Prioritize tasks in terms of their importance and/or relation to the mission. Be willing to
accept that some lower priority tasks may need to be deferred to a later date.
 Be open to suggestions from others that offer alternative actions and solutions to
address a work barrier.
 Actively seek the counsel of senior subordinates to identify current and potential work
barriers and ways to overcome (or remove) these barriers.

 Gets Results: Designates, clarifies, and deconflicts roles
 Leads by Example: Leads with confidence in adverse situations
122
Recognizes and rewards
good performance
“In command and leadership many qualities, attributes, and techniques are required—including drive, force, judgment,
perception, and others. But nothing can replace the inspiration and lift that comes from commending a job well done.”
-Major General Aubrey “Red” Newman
Rewards are usually intended as incentives to influence the behavior of others so that they will perform
in ways that are desirable and beneficial to the organization. They serve as a benefit to Army leaders and
team members who work to achieve more than is normally expected. Rewards are often closely tied to
both motivation and morale and can make a unit or organization a place where its members strive to
achieve results.

 Deflects credit and/or praise to those  Takes credit for unit or team
subordinates most responsible for unit accomplishments and successes.
successes.  Creates and promulgates an environment
 Recognizes individual and team that accepts favoritism.
accomplishment and provides rewards  Recognizes only failures or poor
appropriately. performance.
 Gives clear and specific performance  Rewards only individuals and does not
feedback to staff so they understand why recognize team accomplishments.
they are being recognized.  Does not see a relationship between
 Takes into account how people want to be positive recognition, motivation, and
recognized and their motivations. morale.
 Knows the Army’s performance systems
and explores other reward systems.
 Looks for ways to build on team and
individual successes.
Underlying Causes
 Is unaware of the value of recognition and reward for good work as part of leadership.
 Unable to see the link between reward and recognition and increased performance or
productivity.
 Pays little attention to monitoring or observing subordinates.
 Does not treat people as individuals or recognize that different individuals may be motivated
by different types of rewards and recognition.
123
Recognizes and rewards
good performance
Feedback
 Get feedback from subordinates to see if they understand the performance standards
for their work.
 Recognize that “rewards” are unique to each individual, so it is important to understand
what specific motivators are particularly “rewarding” for each individual.
 Self assess your approach to rewarding and recognizing subordinates and others.
Observe factors like how often success is recognized, who is recognized, and the types
of rewards used. Try to think outside the obvious “rewards” box (i.e., time off, pay
increases, etc.)
 Before recognizing an individual or team, discuss your justification and rationale for the
reward with a trusted leader who is familiar with the situation. Ask for feedback on your
justification and rationale.
 Ask subordinates to share their reaction upon receiving a reward. Did they understand
and agree with the performance standards and rationale for the reward? Did they think
the reward was appropriate given the accomplishment?
Study
 Observe subordinates to determine the factors that motivate them. Because different
subordinates are motivated by different things, document what you believe motivates
each of your staff. Consider how you can reward individuals and teams.
 Ensure that you are rewarding the desired behavior. For example, organizations often
stress the importance of teamwork but reward exemplary individuals rather than teams.
 Create a matrix that matches members of your team or workgroup and the types of
rewards that they value most.
 Analyze whether an accomplishment was due to one individual, a number of individuals,
or a team.
 Identify someone in your organization that appears to successfully reward and recognize
superior performance. How does their behavior compare to yours in terms of providing
rewards and recognition?
Practice  Reward high achievement rather than routine work. Devise rewards that are
appropriate for both individuals and teams.
 Create rewards or incentives that boost subordinate morale and motivation. Consider
granting time off, recognizing birthdays, and planning team events.
 Regularly walk around the work areas to observe productivity, provide feedback, and
praise when appropriate.
 Provide “on-the-spot” praise or awards for work that exceeds expectation.
 Reward instances where subordinates demonstrate innovative thought and creativity in
their approach, even if it is not successful. This conveys to others that these attributes
are valued.

 Gets Results: Makes feedback part of work processes
 Creates a Positive Environment/Fosters esprit de corps: Sets and maintains high expectations for
124
Seeks, recognizes, and takes
advantage of opportunities to
improve performance
“You don’t concentrate on risks. You concentrate on results.

No risk is too great to prevent the necessary job from getting done.”
-Chuck Yeager
The individual who recognizes and takes advantage of opportunities to improve performance is a strong
critical thinker who recognizes each completed task as a learning experience that can be improved upon
in the future. Army leaders must simultaneously be proactive and reflective in order to seize and take
advantage of opportunities when they are presented.

 Employs skills and an approach that is  Never asks those around him or her how
tailored to the situation at hand. processes, conditions, or situations could
 Gains the support from individuals outside be improved.
of the work unit when new or different  Manages without seeing the bigger
skills are needed. picture, how activities fit together, and
 Is open to improvement ideas from others how to align objectives and activities with
and sees how new approaches can outcomes.
improve the unit or organization’s  Tries to complete too many tasks at one
performance. time and does not budget time for
 Knows the strengths and limitations of planning and reflection.
staff, and can project how to leverage
strengths to improve performance.
 Conducts after action reviews to look at
what worked and what could be improved.
Underlying Causes
 Uncomfortable taking risks; does not like to propose alternative solutions for fear of failure.
 Prefers the current routine or status quo; hesitant to implement change.
 Does not identify and track the current and future states of projects and tasks.
 Is too busy to devote time to consider or implement ways to improve performance.
 Is unaware of the opportunities to improve performance that exist.
125
Seeks, recognizes, and takes
advantage of opportunities to
improve performance
Feedback
 After completion of a particular project or task, hold an after action review. Specifically
identify and discuss ways to improve performance the next time.
 Hold meetings with team members to discuss opportunities to improve performance.
Ask individuals to develop a problem they think is impacting performance. Get feedback
before recommending improvements.
 Self assess the recent contributions of your team or workgroup toward the unit or
organization’s mission. Ask yourself “what small change would make the greatest
difference? What time is available to make a change? What types of changes do I have
the most leverage to affect? What will I commit to?”
 Discuss with others what you can do to improve performance. Learn about actions taken
by others that worked and others that didn’t work.
 If you have an individual performance problem in your unit or organization, meet with
the individual to identify the reasons behind the problem. Get specific feedback from
the individual on the specific steps they will take to correct the problem and improve.
Study  Create a project plan that documents what needs to happen throughout the project
lifecycle to anticipate where action will be needed and how to achieve the desired
outcome.
 Research the best method for developing strategies to achieve tasks. Discuss possible
solutions with peers and senior subordinates.
 Write an improvement plan for your unit or organization and outline how certain
internal practices could be improved. Evaluate the plan with input from others.
 Analyze the “ideal” state of your unit or organization and what success should look like.
 Develop a visual map for a process. Decide if the steps are sequenced appropriately or if
intermediate steps are needed. Look for loop holes or barriers in the process.
Practice  Utilize communication tools such as Sharepoint and Army Knowledge Online to share
available information with group members on opportunities to improve performance.
 Provide subordinates with regular and consistent feedback on their strengths, where
they meet the standard, and their developmental needs.
 Try a new approach to improve the performance of others, and see how it works. Adjust
the approach, as needed, after getting feedback.
 Remember there are no bad ideas. Ask comprehensive questions that are well thought
out to gauge how realistic an idea is and how easy or difficult it will be to implement.
 Conduct periodic brainstorming sessions with groups of subordinates to identify
common or recurring problems and likely causes of these problems. Brainstorm
potential solutions and reinforce the expression of creative ideas and solutions.

 Gets Results: Makes feedback part of work processes
 Creates a Positive Environment/Fosters esprit de corps: Sets and maintains high expectations for
individuals and teams
126
Makes feedback part of
work processes
“Feedback is the breakfast of champions.”

-Ken Blanchard
Consistent and regular feedback has multiple benefits. First, feedback helps a person improve at their job
by identifying specific areas in which they excel as well as those in need of improvement. Feedback also
helps to gauge subordinate engagement, motivation, and morale. In addition, the exchange of feedback
keeps leaders informed on an organization’s collective strengths and weaknesses.

 Gives and seeks accurate and timely  Critiques a subordinate’s personal
feedback. characteristics and not their work
 Uses feedback to modify duties, tasks, and behaviors.
procedures where appropriate.  Provides feedback infrequently or only
 Provides regular, ongoing feedback and during official performance reviews.
coaching to subordinates to increase their  Tends to provide only positive feedback—
awareness of performance. or only negative feedback.
 Uses assessment techniques and  Does not provide the subordinate with
evaluation tools, such as AARs, to identify clear feedback on what success looks like.
lessons learned and facilitate continuous  Provides feedback without consideration
improvement. for an appropriate setting or time.
 Information and data from AARs and other
evaluation tools is ignored or is not
incorporated into modifications of tasks or
procedures.
Underlying Causes
 Overworked and unable to find the time to give feedback.
 Unaware of the relationships between frequent and consistent feedback, subordinate
motivation and morale, and improving performance.
 Feels uncomfortable providing negative feedback or discussing areas for improvement.
 Believes feedback should be corrective (e.g., about what is not working) rather than what a
subordinate is doing well.
 Lacks knowledge in how to deliver constructive feedback to guide subordinates toward
success.
127
Makes feedback part of
work processes
Feedback
 Get feedback from your subordinates on the frequency and quality of the performance
feedback you provide to them. Determine if subordinates find your feedback to be helpful
and provided in a timely manner. Are they using it to modify their behaviors?
 Informally gain input from your team or work group after completing a task or project.
Collect the input first without offering feedback. Leverage information in a formal AAR.
 Self assess the frequency and quality of feedback you provide. Notice how often you give
feedback, to whom and when, and indications of how it was received. Seek the counsel of a
trusted senior subordinate to verify and validate your self assessment.
 Ensure that your subordinates understand what you communicate by using a feedback loop
or asking a question such as “How will you implement this on the job? What will you take
away from our discussion? What changes do you plan to make immediately?”
Study  Observe the actions of an individual who provides accurate, effective, and frequent
feedback. Watch their actions and how they deliver feedback. Determine if there are
aspects of their approach that you may be able to adopt and incorporate.
 Make a habit of observing your subordinates work to determine their strengths and areas in
need of improvement. Document and prioritize needs. Identify candidates for immediate
feedback and coaching.
 Study the principles and techniques of active listening.
 Study behaviors of your subordinates when you give them feedback. What non-verbal
behavior do they demonstrate? Determine if these behaviors demonstrate openness to your
feedback or reluctance to accept what they hear. Consider how you can adjust your
feedback approach to ensure receipt of the message.
 Take a course with situational exercises and role plays that have participants practice
delivering feedback. Giving feedback effectively is something that is learned by doing.
Practice  Use the seven pillars of effective feedback. Be constructive, objective, specific, timely,
considerate, future-oriented, and make sure that feedback is ongoing.
 Create a schedule outlining key project milestones. Provide feedback to your team members
and subordinates shortly following each of these milestones.
 Provide feedback that will improve tomorrow’s performance, not fix yesterday’s. Ensure
your feedback enables subordinates to determine their next steps for development.
 Practice giving praise for positive performance. Describe specific positive behaviors, their
results, and the impact on work products or team efforts.
 Identify unique situations, such as a typically high performing subordinate who is struggling
with one aspect of his or her job, and tailor your feedback accordingly. Hold a feedback
session and actively listen to the subordinate describe the situation.

 Gets Results: Recognizes and rewards good performance; Seeks, recognizes, and takes advantage of
opportunities to improve performance
128
Executes plans to
“Schools and their training offer better ways to do things, but only through experience are we able to capitalize on this
learning. The process of profiting from mistakes becomes a milestone in learning to become a more efficient soldier.”
-William G. Bainbridge
Proper execution of plans to accomplish the mission involves careful task management to ensure that
plans flow efficiently through the task lifecycle. This involves managing the scope, schedule, time, cost,
quality, risk, communications, human resources, and project integration. As effective executors of these
factors, Army leaders must be organized and clear in their requests of others, ensuring that all issues are
handled proactively and that the project is carefully monitored to ensure alignment with the desired
outcomes.

 Schedules activities to meet all  Over-reliance on personal contributions to
commitments in critical performance execute plans; ineffectively involves
areas. others.
 Notifies team members in advance when  Unaware of how various activities and
their support is required. tasks come together.
 Keeps track of task assignments and  Requests assistance from team members
suspenses. or those required to support task
 Adjusts assignments, if necessary. accomplishment “at the eleventh hour.”
 Evaluates work progress and  Rushes at the last minute to complete
accomplishments against plans. work and activities to achieve an
 Attends to details that impact the plan. objective; constantly “putting out fires.”
 Is disorganized; is unable to see factors
that impact plans.
Underlying Causes
 Lacks experience to track the current and future state of a project or tasking.
 Is unable or unwilling to plan for second and third order effects.
 Does not bring the multiple activities together at the right time to achieve objectives.
 Lacks ability to be creative and resourceful when problems arise.
 Does not actively and/or consistently use basic project management tools.
 Does not effectively delegate or seek assistance before a crisis develops.
129
Executes plans to
Feedback
 Ask trusted peers or superiors for their assessment of your judgment and planning skills
and discuss ways to improve.
 After putting subordinates to work on a task, get feedback on their progress through
observation, asking them directly, or asking others. Adjust roles or assignments as
needed.
 Monitor progress against objectives, progress against milestones, resource use and
costs, and human performance by compiling monthly reports that document each area.
 Seek feedback from superiors, peers, and subordinates on how well you notify them
when your projects are on target for completion or in need of support.
Study
 Observe other leaders who effectively develop project plans and are able to handle
multiple tasks efficiently. What aspects of their approach work well? What can you do to
adapt their approach when you multitask?
 Review all projects, mission tasks, and objectives to ensure that all have measurable,
specific, achievable outcomes. Identify resources (e.g., time, personnel, equipment)
required to achieve the outcome.
 Evaluate your ability to be flexible when unplanned events and problems develop.
Decide how ready you are to change direction or tactics.
 Study historical figures that successfully achieved high profile victories. Also read about
large-scale failures. What made these leaders successful or unsuccessful in
accomplishing the mission? What factors led to effective or ineffective planning and
follow-through?
 Research various project management tools and software to find resources that help
you to plan for and execute missions.
Practice
 Use a tracking system or electronic tools to monitor activities and schedules and
timetables.
 Be aware and recognize potential conflicts in the project plan before a problem occurs.
Take preventive action when you foresee complications to the project plan.
 Manage your time more effectively using a calendar, spreadsheet or Gantt chart to track
progress on a project.
 Share successful outcomes with others involved throughout the completion of a task.

 Gets Results: Prioritizes, organizes, and coordinates taskings for team or other organizations
structures/groups; Identifies, contends for, allocates, and manages resources
 Leads Others: Provides purpose, motivation, and inspiration; Balances mission and welfare of
followers
130
Identifies and adjusts to external
influences on the mission or
taskings and organization
“It is not genius which reveals to me suddenly and secretly what I should do in circumstances unexpected by others;
it is thought and meditation.”
-Napoleon Bonaparte
Being able to identify and adjust to external influences on the mission or taskings and organization
requires a certain degree of flexibility and adaptability. Using a logical and methodical process to
mentally document the changing environment is useful in making necessary adjustments to a plan. It also
serves to prevent the excessive expenditure of resources and unwanted changes in project or mission
timelines. Although a project or task may completely change course, it is important to analyze how the
current plan can be adapted to fit the circumstances.

 Knows how the unit or organization works  Jumps to decisions based on the first
and the purpose of key policies, practices, answer that comes to mind.
and procedures.  Continuous collecting information to help
 Gathers and analyzes relevant information make a decision until the window of
about the changing situation. opportunity has closed.
 Determines the causes, effects, and  Is rigid and inflexible; refuses to be open
contributing factors to problems. to alternative ways of thinking.
 Considers contingencies and their  Rejects the idea that external influences
consequences. can derail a mission or tasking.
 Maintains awareness of people and  Refuses to give up a course of action when
systems that could present barriers to the mission or tasking changes.
work accomplishment.
 Makes necessary, on-the-spot
adjustments.
Underlying Causes
 Believes that there is only one viable solution; does not consider multiple solutions to a
problem.
 Believes that leaders must be decisive and tends to make decisions prematurely.
 Is in search of the correct answers rather than the good enough solution; continues
collecting data to inform decision making well after the window of time the decision should
have been made.
 Does not operate well in high-stress situations.
 Feels wedded to the original plan; is fearful of changing or modifying the plan midstream.
131
Identifies and adjusts to external
influences on the mission or
taskings and organization
Feedback
 Brainstorm possible work-arounds to an external change as a group or team. Use the
input to consider alterative ways of adjusting to external influences.
 Talk with your superiors and peers about external factors that influence unit capabilities.
Solicit feedback on factors that influence subordinates’ ability to complete their work.
 Gain feedback from superiors, peers, or trusted subordinates on how well you
demonstrate flexibility to alternative ways of thinking. Use the feedback to decide how
you can become more open to new ideas.
 Request feedback from subordinates on how well you intervene and make adjustments
to their work. Do you provide appropriate and timely adjustments with clear direction?
Study  Identify new and emerging trends in your area of expertise, and research how the
change will affect your existing taskings and mission.
 Observe a unit that has undergone a major change due to an external factor, and
document how they handled it. Leverage effective approaches or best practices.
 Reflect upon times when external influences negatively affected your performance or
decision making or the performance of your team. How did you allow the external
influence to affect you or your team? What should you have done? Reflect upon times
when you dealt more effectively with external factors. Why were you successful?
Practice  If a mission or project is not on track, take a different action by devising creative
solutions or work-arounds. Be open to the idea that there may be a better way.
 Talk with others inside and outside your chain of command to stay current on external
influences (e.g., changes in leadership, tactics, techniques and procedures) that could
impact your mission or taskings. Key opportunities to share information include
attendance at conferences, conventions, institutional training courses, and TDY travel.
 Develop alternative strategies and solutions to accomplish an existing project or task.
This serves as a contingency plan in case unexpected outcomes occur.
 Practice maintaining your composure and managing your frustration when external
influences affect your work. Remain focused on a positive outcome.
 Form or expand partnership with peers or others who get things done within the unit or
organization. Brainstorm ideas with them on identifying ways to adjust to outside
influences that are currently impacting your tasks and projects, as well as those that
may impact tasks and projects in the future.

 Leads Others: Leads with confidence in adverse situations
 Extends Influence Beyond the Chain of Command: Understands sphere, means, and limits of
influence
 Leads by Example: Seeks diverse ideas and points of view
132
Gets Results
Allen, David. Getting Things Done: The Art of Stress-Free Productivity. New York: Penquin Books,
2003.
Bellman, Geoffrey M. Getting Things Done When You are Not in Charge. San Francisco: Berrett-
Koehler Publishers, Inc., 2001.
Burley-Allen, Madelyn. Listening: The Forgotten Skill. New York: John Wiley and Sons, 1995.
Buron, Raouel and McDonald-Mann, Dana. Giving Feedback to Subordinates. Center for Creative
Leadership, 1999.
Clarke, Bruce C. “Leadership, Commandership, Planning, and Success.” Military Review. July –
August 2002.
Conger, Jay A. The Leader’s Change Handbook: An Essential Guide to Setting Direction and Taking
Action. San Francisco: Jossey-Bass, Inc., 1999.
Folkman, Joseph R. and Zenger, John H. The Power of Feedback: 35 Principles for Turning
Feedback from Others into Personal and Professional Change. McGraw-Hill Companies, 2006.
Hamel, Gary. Leading the Revolution. Boston: Harvard Business Review School Press, 2002.
Koch, Richard. The 80/20 Principle: The Secret of Achieving More With Less. New York: Currency/
Doubleday, 1998.
Lencioni, Patrick. The Five Dysfunctions of a Team. New York: Wiley, 2002.
Nye, Roger H. The Challenge of Command. Wayne, NJ: Avery Publishing Group, 1986.
Peters, Tom. Thriving in Chaos. New York: Knopf, 1987.
Tichy, Noel M. The Leadership Engine. New York: HarperCollins, 2002.
U.S. Department of the Army. Nightmare on Wazir Street. Center for Army Lessons Learned
Newsletter. Fort Leavenworth, KS: Combined Arms Center, June 2008.
Weitzel, Sloan. Feedback that Works: How to Build and Deliver Your Message. Gardners Books,
2007.
133
Glossary
Competency is defined as a set or cluster of knowledge, skills, abilities, or other attributes required for
performance of a role, function, or activity. Army leadership doctrine (ADRP 6-22, Army Leadership)
describes ten core leadership competencies. These competencies are:
 Leads others
 Builds Trust
 Extends influence beyond the chain of command
 Leads by example
 Communicates
 Creates a positive environment/Fosters esprit de corps
 Prepares self
 Develops others
 Stewards the profession
 Gets results.
Desired Outcome is a clearly defined, concrete, expected result of your development process.
Developmental Activities are the specific actions of study, practice, and feedback you will identify and
undertake as part of the development process.
Developmental Need sets the direction for the development effort. The Developmental Need is
identified as specific competencies identified for development.
Leader (Leadership) Components are sub-elements of leader competencies. There are 50 components
described in ADRP-6-22, Army Leadership.
Need Indicators are examples that do not demonstrate the leader component.
Strength consists of a consistent pattern of behaving, thinking, or feeling that can be easily and
productively applied. A Strength includes natural talents, knowledge gained through learning, and skills
acquired through practice and experience.
Strength Indicators are indicators or behaviors associated with successful performance of a leader
component.
134
Leader Behavior Scale – Overall
Scale by Core Leader
Competencies
The Leader Behavior Scale has a set of ten Overall Leadership items. Each of the ten items maps to various competencies
and components described in the Leadership Requirements Model (ADRP 6-22) as shown below.
135
Index of Key Terms
Accountability, 71, 78
Adaptability, 49, 131
Calm under pressure, 43
Character, 39, 40, 43, 66
Collaboration, 15, 16, 25, 26, 50, 67, 78, 84, 88, 103, 104
Comprehensive fitness, 47, 69, 85
Critical thinking, 47, 69, 85
Cultural factors, 34, 36, 59, 60, 89
Engagement, 25, 127
External influence, 46, 85, 89, 90, 131, 132
Initiative, 14, 40, 68, 71, 72, 112
Influence, 14, 15, 16, 32, 33, 34, 35 36, 38, 40, 53, 59, 91, 114, 123
JIIM operations, 59
Lifelong learning, 73, 80, 87, 101
Mentors, 24, 64, 99, 100
Open to diverse ideas, 49, 50
Physical health, 73, 83
Problem solving, 44, 47, 48, 85, 86, 104
Profession of Arms, 24, 27, 106
Stewards the Profession, 106
Stress, 16, 21, 22, 42, 55, 68, 72, 73, 74, 76, 81, 82, 118, 124
Tactical competence, 45
Technical competence, 45
Trust, 24, 25, 26, 27, 28, 29, 30, 31, 63
136

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Army 360 / Multi-Source Assessment and Feedback (MSAF) program is operated by

Using the LDI Guide .................................................................................................................. 6

Competency: Leads Others ..................................................................................................... 14

Competency: Builds Trust ....................................................................................................... 24

Competency: Extends Influence Beyond the Chain of Command ............................................. 32

Competency: Leads by Example .............................................................................................. 38

Competency: Communicates .................................................................................................. 52

Competency: Creates a Positive Environment/Fosters esprit de corps ..................................... 62

Competency: Prepares Self ..................................................................................................... 80

Competency: Develops Others................................................................................................ 96

Competency: Stewards the Profession ................................................................................. 106

Competency: Gets Results .................................................................................................... 112

Glossary ............................................................................................................................... 134

Leader Behavior Scale—Overall Scale by Core Leader Competencies ..................................... 135

Index of Key Terms ............................................................................................................... 136

Army Leadership Requirements

LDI Guide Design

Understanding Leadership Strengths

Logic map from Army Leadership, ADP 6-22

In this Guide the first page representing each

 Strength Indicators. Behaviors and actions

The second page of each leader component offers

 Feedback. Sources and methods for obtaining

How the LDI Guide is Organized

LDI Guide Icons

Creates a Positive Environment/

Builds Trust Prepares Self

Extends Influences Beyond the

Leads by Example Stewards the Profession

Communicates Gets Results

Personalizing Developmental Activities

Consult... With friends, bosses, peers, subordinates, coaches, mentors, or other

Practice... A skill or behavior that needs improvement in a work situation or away

 Developmental Activity: What do I want to do?

Competency and Component: Develops Others— Fosters job development

Within this competency are four components:

Provides purpose, motivation, and inspiration 17

Balances mission and welfare of followers 21

Strength Indicators Need Indicators

For other developmental activities, refer to:

“Success demands singleness of purpose.”

Strength Indicators Need Indicators

For other developmental activities, refer to:

Strength Indicators Need Indicators

For other developmental activities, refer to:

Strength Indicators Need Indicators

For other developmental activities, refer to:

MSAF Virtual Improvement Center (VIC). https://msaf.army.mil/My360/VIC/Default.aspx

Takes direct actions to build trust 27

Sustains a climate of trust 29

Strength Indicators Need Indicators

Underlying Causes of Ineffective Behavioral Modeling

For other developmental activities, refer to:

Strength Indicators Need Indicators

Underlying Causes for Ineffective Actions

For other developmental activities, refer to:

Strength Indicators Need Indicators

Underlying Causes of Ineffective Unit Climate