commander’s handbook for unit leader development · commander’s handbook for unit leader ......

DEVELOPMENTCommander’s Handbook for Unit Leader

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For further information or comments on this handbook, contact the Combined Arms Center, Center for Army Leadership at

(913) 758-3160 or http://usacac.army.mil/CAC2/.

Preface

Today’s fast-paced, deployment-focused Army demands that a commander’s first priority is a trained and ready unit. Leader development makes a substantial contribution to a unit’s ability to train effectively and accomplish its mission. Yet commanders across the Army acknowledge the constant challenge to effectively implement unit leader development.

This handbook is designed to provide commanders with an efficient and effective way to develop leaders. The handbook supports this goal by:

• TranslatingArmyleaderfeedbackfordevelopingleadersintoquickapplications

• Prioritizingleaderdevelopmentactivitiesunderconditionsoflimitedresources

• Integratingunitleaderdevelopmentintoalreadyoccurringday-to-dayactivities

• IntegratingFM6-22leaderattributesandcompetenciesconsistentlyacrossArmyleaderdevelopment doctrine

This handbook draws on the input of successful Army commanders and non-commissioned officers, recent Army leadership studies, research on effective practices from the private and public sectors, and applicable Army regulations and doctrine. An online and downloadable version of this handbook is available on the Center for Army Leadership’s Army Knowledge Online (AKO) Web page. Any feedback on this handbook can also be sent to the Center for Army Leadership via the previously referenced Web page.

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©2007,2009UnitedStatesGovernment,asrepresentedbytheSecretaryoftheArmy.Allrightsreserved.

Table of Contents

1. Effective,Efficient,andInspiredEffectiveMethodsofUnitLeaderDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

EfficientImplementationofUnitLeaderDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

PersonalInspirationforUnitLeaderDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2. SettheConditions ModelLeadershipThatEncouragesDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

FosteraLearningEnvironmentforDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Know Your Subordinate Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

3. ProvideFeedback Planned Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Accurate Observation and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Leadership Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

FeedbackandCounseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

4. IntegrateLearningApply Learning Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

LeverageLeaderRoleModelsWithinYourUnit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

FosterMentorshipinYourCommand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Training/ProfessionalDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Reflect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

5. Create a LegacyCreateChallengingJobExperiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Sharpen Leader Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Plan Leader Succession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

ImplementLeaderDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

EvaluatetheEffectivenessofLeaderDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Appendix–BlankApplications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

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Your efforts to implement unit leader development will yield better results if the focus is on methodsthathavealreadyproveneffective.Efficientimplementationisachievedbyintegratingleaderdevelopmentintoday-to-dayactivities,andbycreatinganexpectationthateveryleaderin your command implements the methods of this handbook with their subordinate leaders. Discoverandrecountsourcesofinspirationandmotivationforinvestinginleaderdevelopment.Thishandbookwillhelpyouandyourleaderssuccessfullymeettheroutineandextraordinaryleadership challenges in your command.

EffectiveMethodsofUnitLeaderDevelopmentLeadersdevelopfromacombinationofnewchallengesandexperiences,newknowledge,andtimeforreflection.LeaderdevelopmentintheArmyisadeliberate,continuous,sequential,andprogressiveprocess,groundedinArmyvalues(FM7-0).TheresultisSoldiersandcivilianswho are competent and confident leaders capable of decisive action. The operational (unit) assignmentisthemosteffectivesettingforleaderdevelopment.Inleaderdevelopmentsurveys,captainsandmajorsrankedleadingaunitalongwithpersonalexamplesandmentoringasthethreemosteffectivewaystheirleadershipqualitiesaredeveloped.Theconsensusamongprivatesectorleaderdevelopmentprofessionalsisthatafull70percentofleaderdevelopmentoccursonthejob,20percentfromotherpeople(leaders,mentors),and10percentfromtrainingcourses.

Theorganizationandcontentofthishandbookprovideyouwithkeyprinciples,TTPs,andapplications to implement the most effective methods of leader development.

•First–Setconditionsforleaderdevelopment. Personally model behaviors that encourage leader development, create an environment that encourages on-the-job learning, and get to know the leaders within your command.

•Second–Providefeedbackonaleader’sactions.Immediate,shortburstsoffeedbackon actual leadership actions enhance leader development in operational assignments.

•Third–IntegrateLearning. Leverage leaders who are role models in your unit.Encouragementoring,training,reflection,andstudy.Learningfromotherleadersisoneofthemosteffectiveandefficientmethods of development.

1. Effective,Efficient,andInspired

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•Fourth–Createalegacy.Modifyjobassignmentstochallengeleaders.Bedeliberateabouttheselectionandsuccessionofleaders.Integrateleaderdevelopmentacrossday-to-dayunitactivities.Evaluateitseffectiveness.

Providingafirst,second,third,andfourthpriorityreflectsthefactthatunitcommandersarenotalways going to be able to implement every section of this handbook. Also, some methods of leader development provide a commander with more return in performance for less investment of resources.

ApplicationWhatarethemosteffectivemethodsofleaderdevelopmentyouhavepersonallyexperienced,observed, or implemented in the past? List them here to remind you to make them a part of your command’s unit leader development.

Effective,Efficient,andInspired

Ask the leaders in your unit to describe their most valuable leader development experience.Givethemafewdaystothinkaboutitbeforetheyrespond.Havethembrieflywritetheexperiencedownortellittoagroupoftheirpeers.Usetheirexperiencestohelpprioritizeyourimplementation.

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EfficientImplementationofUnitLeaderDevelopmentAs the commander, you are by regulation held accountable for unit leader development. To implement it efficiently, however, you need to delegate specific responsibilities to others. Responsibilityforleaderdevelopmentcutsacrossleaderandstaffroles.Ifleftunclear,everyoneandnoonewilltakeresponsibilityforit.Someexamplesofrolesandresponsibilitiesforunitleader development:

•Eachleaderimplementsthemethodsdescribedinthishandbookwithhisorhersubordinateleaders.

•Themostseniorwarrantofficer,non-commissionedofficer,andcivilianleadersinyourcommand take ownership for their cohorts’ leader development.

•Personnelstaffsupportleaderselection,assignment,andsuccession.

•Operationsstaffplanandresourceleadercertification,training,andeducation.

•Eachservingleader(aswellasthosewhoaspiretopositionsofleadership)takesresponsibility for his or her own leader development.

•Executiveofficer/secondincommandoverseestheeffectivenessevaluationofunitleaderdevelopment.

You will also need to clarify leader development roles and responsibilities with your higher commander, personnel and operations staff, and senior cohort leaders. These individuals will directly and indirectly impact the efficiency and effectiveness of unit leader development.

Readthroughtherestofthishandbookbeforeassigningandclarifyingrolesforleaderdevelopment. Unit leader development that is integrated into day-to-day activities (the approachofthishandbook)maybedifferentfromwhatyouhaveexperiencedinthepast.Itmaycauseyoutorethinktherolesandresponsibilitiesofindividualsinyourcommand.

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Application:Efficientimplementationofunitleaderdevelopmentdependsonacleardelineationofresponsibilities across leaders and staff both within and outside of your command. Use the UnitLeaderDevelopmentRolesandResponsibilitiesWorksheettowriteoutyournotesontheresponsibilities for leader development in your command.

Effective,Efficient,andInspired

UnitLeaderDevelopmentRolesandResponsibilities

Position Roles&Responsibilities

EachLeader

Set the conditions for leader development at the unit echelon. Observe, assess, and provide feedback to subordinate leaders. Train/hold subordinate leaders accountable for their leader development responsibili-ties.Identifyrolemodelsfromwhootherleaderswilllearn.Beamentor.Integrateleadertraining,reflection,andstudyintoday-to-dayactivities.Evaluateef-fectiveness of leader development. Take responsibility for own leader development: be self-aware, assess own actions, and adapt leader actions at own initiative. CreateandimplementanIndividualDevelopmentPlan.

OperationsPlan and implement new leader orientation and certifica-tion.Designateleaderrolemodelsfornewleaderorien-tation, certification, and ongoing training responsibilities.

PersonnelProvidequalifiedleadersforopenleadershippositions.Advisecommanderonleaderselectioncriteria.Manageand track leader succession.

Senior Cohort Leader (CSM/1SG/Sr.WO/Sr.Civilian)

Set the conditions for leader development across the cohort. Work with the commander and operations to implement leader training that is collectively needed by thecohort.Establishcriteriaforcohortrolemodels.Nominatecohortrolemodelstooperations.Evaluateleader training. Advise commander and personnel staff on the selection, education and training, and appropriate careerpathsuccessionofcohortleaders.Beamentor.

XO/COS/Second in Command

ConvenesLeaderDevelopmentCounciltosynchronizeleader development initiatives across command, cohort, andstaffresponsibilities.Develops,implements,andreports on the effectiveness of unit leader development. Beamentor.

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PersonalInspirationforUnitLeaderDevelopmentThe road to effective unit leader development is paved with good intentions. As a commander you may start out with a plan, but it canquicklybeovercomebyevents.To maintain the momentum of unit leader development, identify sources of purpose, motivation, and inspiration tostayontask.Forstarters,theArmypromotes three reasons for leader development:

1. To sustain and improve the immediate performance of your command. Betterleaderstranslateintobetterperforming teams and units, and better units accomplish their mission.

2.Toimprovethelong-andshort-termperformanceoftheArmy.Betterprepared leaders will be better equippedtofulfilltheArmy’sleadership needs in the future.

3.Forthewell-beingoftheindividualleader.LeaderdevelopmentwillletgoodleadersknowthattheyarevaluedbytheArmyandfulfilltheirdesiretoexpandtheircapabilitiestomeettheirpersonal goals.

BeyondtheArmy’spurposestatements,itisyourpersonalexperienceswithleadersandleaderdevelopment that provide inspiration:

•Anexceptionalleader,peer,orsubordinatewhodeliberately puts you in challenging situations to grow and learn

•Aleadershiphardshipthatpreviousleaderdevelopmentexperiencespreparedyoufor

•Aleaderwhodidnotvalueleaderdevelopmentandthenegativeconsequencesithadonleaderandunit performance

•Leaderswho,attheirowninitiative,tookresponsibility for their own development

Communicatefrequentlythepurpose and reasons for leader development to your command. Pass on the stories of your personalexperienceswithleaders and leader development and why they are a source of inspiration for you.

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ApplicationWrite out your sources of personal inspiration for investing in unit leader development. Use the notes to communicate them to others and remind yourself of the importance of unit leader development when events threaten its implementation.

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One of the most effective and efficient ways to promote leader development throughout your command is to set the right conditions for it tooccur.Experiencedcommanderssaythereare three key components to creating an environment that promotes leader development. The most important is that you, the commander, arearolemodelforleaderdevelopment.Next,you should establish a climate that encourages leaders to take risks, grow, and develop on their own initiative. Third, get to know the leaders within yourcommandasindividualswithuniqueskills,abilities,backgrounds, and goals.

Setting the conditions for leader development is merely performing your job in ways that signal leaders and Soldiers throughout your command that leader development is highly important.Itcanhaveabigimpactinreturnforminimaltimeandresourceinvestmentonyour part.

ModelLeadershipThat EncouragesDevelopmentSettingtheexampleorbeingarolemodelforleaderdevelopmentisessential.Successfulcommanders identified the following observable leader acts to be what encourages leader development in others. Likewise, a commander who does not demonstrate these behaviors sends the message that leader development is not valued or important. What message are you sending throughout your command? Are you a leader:

• With empathy?Doyouputyourselfinthesituationsofothers;relatingtotheirchallenges?

• Who is composed and confident?Doyouspeakopenlyaboutyourleadershipmistakesand lessons learned?

• Who promotes innovation?Canleadersdebatewithyou,exchangingissuesandchallenging each others’ perspectives?

• Who communicates?Doyouactivelylistentowhatothershavetosay?

• Who creates a positive environment?Doyouenjoybeingaleaderanddoesyourexamplemotivatesubordinateleaderstoaspiretoit?

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• Who is constantly developing yourself? Are you observed engaged in learning? Are you prepared to meet mission challenges as they arise?

• Who knows and develops your subordinate leaders?Doyouknowtheirstrengths,weaknesses,goals,andlifeactivitiesthatextendbeyondtheworkday?Areyouwillingtoserveas a teacher and mentor?

Successful commanders also noted that when these acts were not modeled by the commander, unit leader development was ineffective.

Set the Conditions

Beespeciallyawareofhowyoureactduringtimesofcrisis.Leaderbehavioratthattimeis remembered and sends a strong message about what you truly believe and value. Collect your thoughts before making off-the-cuff remarks. Ask yourself what you want lessexperiencedleaderstolearnfromyourreactiontoacrisis.Whatdoyouwantthemtobe like when they face a similar situation?

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ApplicationUse this assessment tool to learn whether your behavior communicates support for leader development. Ask peers and subordinates to rate you or ask your command sergeant major or first sergeant to watch for these behaviors in you for a couple of weeks. Then ask them to report back ontheirfindings.SeeFM6-22formoreinformationontheseleaderattributesandcompetencies.

LeadershipThatEncouragesDevelopment

Place an X in the column that represents how oftenyouengageineachbehavior.Evaluateyour behavior as accurately as you can.

ThelasttimeIengagedinthiswas:Not

Within the Past Year


Within the Past

Quarter

Within the Past

Month

Within the Past

Week

ActionstoSettheExampleforDevelopment

Developsselfandengagesinlearning

Reinforcesguidancegiventoothersthroughownactions

Doesnotexpectotherstodowhats/hewouldnotdo

Improvesabilitiestointeractinterpersonally

Serves as a mentor to others outside the chain of command

Ispositive,encouraging,andrealisticallyoptimistic

ActionstoDevelopLeaders

Takes time to get to know and understand subordinates

Inspirespeopletodotheirbest

Assesses strengths/developmental needs of subordinates

Takes leaders aside and discusses lessons learned/feedback

Reviewsjobperformancewithsubordinatestoassistintheir growthMakestaskandassignmentdecisionsbasedinpartondevelopmental needs

Encouragessubordinatestoengageinself-studyandtraining opportunitiesActionstoCreateaLearningEnvironment

Communicatesanexpectationofcontinuouslearning

Encouragesopenandcandidcommunications

Engagesleadersincriticalthinking,challengesthemtoshift perspectiveSpeaks openly of own leadership mistakes and what s/he learned from them

Accepts that leaders will make mistakes

Fostersteamwork,cohesion,cooperation,andloyalty

Sets/maintainshighexpectationsforindividualsandteams

Encouragesinnovationandnewwaysofdoingthings

Reviewthebehaviorsyouhavenotexhibitedrecentlyandidentifywhathaskeptyoufromdoingsomoreoften.

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FosteraLearningEnvironmentforDevelopmentYour unit’s environment for learning communicates to leaders whether or not development is encouraged.Doesyourunitenvironment:

• Encouragelearning?Doyourleadersfeelfreetoaskthemselveswhatwentrightandwronginplanningandexecutinganoperation?Istheretolerancefordiscussingmistakes?

• Promote learning from mistakes? When mistakes are made, do you focus on assigning blame, or on why the mistakes were made and how to reduce the likelihood of a reoccurrence?

• Encourageinnovation? Are leaders restricted to operating strictly according to standing operating procedures? Are ideas from leaders dismissed in favor of tried and true practices?

• Allow for risk taking? Are you willing to accept the ups and downs in unit performance that come with trying new ideas?

• Encourageeffectivedecisionmaking? Are leaders well informed when they make important decisions, and do they consider the relevant consequencesforSoldiersandthemission?

Mistakesoccurinallunitsandoperatingenvironments.Fostera learning environment by acknowledging that honest mistakes come with challenging missions. Tell your leaders about a time you took on a risky, challenging mission. Recountthemistakesyoumadeintrying to accomplish it. Wrap up the discussion with what you learned fromtheexperience.

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ApplicationUsetheTigerTeamImplementationtooltopromotelearningwhilegeneratinginnovativesolutionstocriticalproblemsoropportunities.ByrotatingdifferentleadersthroughtheTigerTeamexperience,youcreateagentsofinnovationandlearningthroughoutyourcommand.Theunitcommander’s role is critical to the Tiger Team’s success. You must be willing to let a free-roaming team work autonomously around stovepiped functions and the unit chain of command. And you must be comfortable with the risk that comes with implementing Tiger Team recommendations onthespot.Ifyouare,theTigerTeamconceptwillencourageaclimateoflearning,development,and innovation across your command.

TigerTeamImplementationToolAction Notes/Guidance

IDproblem/opportunitywithcriticalmission/Soldier impact

IEDexplosionskillingSoldiersandCivilians.AOisnotsecure.

BriefchainofcommandonTigerTeam authority and process

Bypasseschainofcommand;directcoordinationauthority;IDtemporaryreplacementsforTigerTeam.

Select cross-functional team based onexpertise,innovativethinking,and self-motivation

WOGetty(EOD);SSGBanks(MP);MAJJohns(CA);CPTRyan(ALPHACmdr);CPLWills(IN);WOShaw(MI);Jim–In-terAgency;MSGBlank(SF)

IdentifyTigerTeamfacilitator(s);clarify their roles/responsibilities.

CPTRyan(ALFHA),WOGetty(EOD)–meetwiththem0800–0900Cmdr’shooch.

Isolate/protectTeamfromoperational responsibilities

CSM/ISG:Takeoffofdutyrostersfornext40hours.Al-locateS-3PlansfacilitytoTigerTeamnext40hours.

Provide Team with reach-back capability/access to knowledge

SIGO:EquipwithS-3Plans;linktoCALL;TACSAT;eight(8)laptops

Authorizedirectcoordinationwithhigher/adjacentexperts

S-3:Messagetohigher,lower,adjacent,andsupportingunits

Establishquickdeadlinesforresults 72-hourIPR.Recommendation(s)in40hours.

Reportdirectlytocommanderwithsolution

Presentation initially to me followed by chain of command, higher Cdr.

FacilitatesolutionimplementationAppoint Lead Cdr/Staff for solution implementation. Provide lead with 4 Tiger Team members for an additional40hourstoinitiateimplementation.

AARTigerTeamprocessScheduleAARafterweeks1and2;S-3facilitatesandrecords.Inviteoutsideexpertsconsulted.

Announcesolutions,recognizeTigerTeam members and supporting personnel. Officially disband.

CDR/XO:Atendofweek1andweek2.CommandandstaffMeeting;visiteachsubordinateunitandpersonallydisseminate.

Note:TheconceptofaTigerTeamistakenfrom“‘AdaptorDie’:TheImperativeforaCultureofInnovationintheUnitedStatesArmy,”byBGDavidA.FastabendandMr.RobertH.Simpson.Introductionby GeneralPeterJ.Schoomaker,ChiefofStaff,Army.Army,February2004.

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Know Your Subordinate Leaders Foreffectiveleaderdevelopment,youneedtobuildarelationshipwitheachofyoursubordinateleaders as an individual. Learn and interact with them outside of their daily duty performance—gettoknowtheirbackgroundsandexperiences.Youmaydiscoverspecialskillsandexperiencesthatcanbeusedtosupportuniquemissionrequirements.Moregenerally,gettingtoknowyourleaderscommunicatesthatyouhaveagenuineinterestinthemasuniquepersons.Thisbuildsconfidence and generates trust. Trust is key to having candid talks with leaders about their developmentneeds—thesubjectofthenextsectionofthishandbook.

There are boundaries to what you ought to know about the personal lives of the leaders inyourcommand.Everyonehasaprivatesidetotheirlivesthattheywouldrathernotshare or have made public knowledge. To avoid crossing this line, do not ask direct questionsaboutanindividual’spersonallife.Merelyinteractwithyourleadersinvariedon- and off-duty situations. You will get to know them, and just as important, they will get to know you!

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GettingtoKnow:______________________________________________ Name of Subordinate Leader

Use this note card to begin to get to know the subordinate leaders in your command. Use the blank space to take notes on items as you learn them. The notes will serve as convenient reminders.Foritemsyoudonotknow,considerlearningthemtobettergettoknowthisleader.

Professional goals and priorities:

Lead his platoon through a deployment. Learn how to deploy sniper teams. Wants to be a recon platoon leader.

Key challenges in current assignment:

PreparingSoldiersfordeployment;inexperiencedsquadleaders.

Personal leadership strengths and development needs:

Strength–leadsothers;Need–developothers.

Satisfaction with work and the Army profession:

Somewhatfrustratedwithinexperiencedsubordinates.

Relationshipwithpeersandsubordinates:

Welllikedbyfellowjuniorofficers;needstobuildtrustingrelationshipswith NCOs and junior enlisted.

2LTTenhoff,(PL-3rdplatoon)

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ApplicationUsetheGettingToKnowtooltowritedownkeyinformationoneachsubordinateleader.Forleaders with a number of blank entries, take action to get to know them better.

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Set the Conditions

Feelingsaboutbossandourworkrelationship:

Reluctanttoadmitmistakesandaskforhelp.

Previousassignmentsandcareerexperiences:

None.

Importantfamilymembers:

Notmarried;closetoparentsandgrandparents

Housinglocationandtransportationtowork:

Recentlypurchasedhouseoff-post;ridesmotorcycletocompanyarea.

Uniqueskills(beyondmilitary):

Need to find out

Maininterestsoutsideofwork:

Bigfootballfan;workingonhisHarley.

Personal stressors:

Hashighperformanceexpectationsbutsubordinatesnotthereyet.Worries too much about competing for recon plt job.

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3. ProvideFeedback

Your ability to provide feedback to your subordinate leaders will significantly contribute to their development.Itwillenhanceandacceleratelearningfromtheday-to-dayworkexperience—themost valued and effective environment for leader development. Timely, accurate feedback should also translate into better leader performance, which will in turn have an impact on unit performance and mission success. Providing accurate feedback starts with planned observation and accurate assessment.

Planned ObservationThe first step to having a legitimate role in your subordinates’ leader development is to observe them. To make the most productive use of your time, plan to:

• Seethemchallengedbyadevelopmentalneed

• Seethemexcelbyapplyingapersonalstrength

• Observetheiractionsduringcriticaltimesofunitperformance

• Seethemreachtheirlimitsofstrengthandendurance

• Observedecisionmaking

• ObservetheirimpactonsubordinateleadersandSoldiers

• Seethemrelaxedandavailableforconversation

Donotdrawalastingimpressionofaleaderfromasingleobservation.Itusuallytakesmultiple observations before a pattern of behavior emerges. Take time to gather information from others who are observing the same leader, as different people pay attention to different aspects of leadership.

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ApplicationUsetheDailyLeaderObservationPlanner,alongwithaunittrainingschedule,toidentifythemostproductive times to observe how a leader acts and responds (behavior).

ProvideFeedback

DailyLeaderObservationPlanner

Date:_______________

Observation Window Name of Leader Situation to Observe

0100

0200

0300

0400

0500

0600 1 LT Conta Leading unit PT0700

0800

0900

1000 MSGHirst DeploymentbrieftoLTCBenzer1100

1200

1300

1400

1500

1600 SFCDixon VehicleInspectionsStandards1700

1800

1900

2000 MAJJones AirAssaultGo/NoDecision2100

2200

2300 CPT Alt RaidonSuspectedCache2400

13 October

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Accurate Observation and Assessment Next,employanaccuratewayoftakingleaderobservationsandassessingthemacrossyourcommand.Effectivecommandersareconstantlyoutobservingtraining,participatinginoperations,andinteractingwithsubordinateleadersandtheirunits.UsetheSOARcard(sectionapplication)tocaptureyourobservationsandassessment.Itisaquick,accurate,andcompleteway to take notes that makes for an effective feedback session.

• Situation/Conditions of the observation and assessment

• Observation of the leader behavior and its impact on the mission and/or Soldiers

• AssociatethebehaviorwiththeArmyCoreLeaderCompetencyModel(seeFM6-22); Assess level of proficiency

• Reinforcethebehaviorthroughpraiseorcorrection;Recommended action agreed upon to sustain or improve leader performance

Ask the observed leader for a self-assessment before providing yourviews.Dothisbyfirstrecounting back to the leader the firsttwopartsofSOAR(Situationand Observation). Then ask the leader to provide an assessment and recommendation. This TTP reinforces three important leader development principles:

1) Leader self-assessment and self-awareness

2)Individualleaderresponsibilityfor leader development

3) Leader ownership of the recommendation

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ApplicationUseSOARtoremindyouwhatinformationtocapturewhileobservingaleader.Bydoingso,yourfeedbacktotheleaderwillbemoreaccurateandaction-oriented.MaintainingandreviewingSOARcardsarealsogreatwaystoprepareforacounselingsession.

SOARObservation&AssessmentToolSituation: Describethesituation/conditionsoftheassessment

2LTTenhoffleadsnightconvoyopns.LTsupervises4NCOsand18enlistedSoldiers;5vehicles.Observation: Describebehaviorandimpactonmissionand/or Soldiers.

ThoroughOPORD—briefedspecifics;asked for brief-back to ensure understanding;missedturnandgotlost;didnotaskothersforassistance;lostconfidence;convoylate with resupply.

Associate&Assess:IdentifyFM6-22competency(seepage19);assessproficiency.

Communicates—strength;

LeadsbyExample— development need

GetsResults— development need

Reinforce&Recommend:Noteappropriatefeedback,praise,orcorrection.Recommendedactiontosustain/improve leader behavior.

Reiteratestrengthasensuringsharedunderstanding. AARthemissed-turnincident. Recommendshadowofotherconvoyoperations. RecommendAARwithNCOstoworkbetterwiththem;learnwhentoask for help.

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Leadership AssessmentThe Army possesses a number of tools and measures for unit readiness and performance. Quarterly training briefs are full of these metrics, and leaders generally receive continual feedback on their units’ performance. This type of performance assessment and feedback, however, does not provide leaders with an assessment of their leadership behaviors. Leadership assessment:

• Speakstotheleaderbehaviorsthatcontributedtothe unit’s performance

• Ispartperceptionandreality,withrealitybestconfirmed by multiple sources

• Isaccomplishedthroughtwo-waycommunicationbetween leader and led

• HasacommonlanguagedefinedbythedoctrinallanguageofFM6-22,Army Leadership

Often you will not directly observe the leadership behavior of a subordinate leader, but will observe or receive a report of unit performance. Leader assessment inthissituationrequiresyoutocommunicate the performance indicator to the subordinate leader. Then, together, move the discussion to the causes of the unit performance. Ask thequestion,“Whatpartdidyour leadership play in the performance of the unit?”

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ApplicationUsetheGroupDiscussionofLeaderCompetencyModeltotrainyourleadersinleadershipassessmentandthedoctrinallanguageofFM6-22,Army Leadership.

GroupDiscussionofLeaderCompetencyModelLearningfromeachother’sexperiencescanbeinvaluable.Thepurposeofthisdiscussionistogiveleaderstheopportunitytosharetheirexperiencesintermsoftheleadercompetencies.

ArmyCoreLeaderCompetencyModel(FM6-22)

Lead

Leads OthersExtendsInfluenceBeyondChainofCommand

LeadsbyExample Communicates

Provide purpose, motivation, inspiration. Enforcestandards.Balancemissionandwelfare of Soldiers.

Buildtrustoutsidelines of authority. Understand sphere, means, and limits of influence. Negotiate, build consensus, resolve conflict.

Displaycharacter. Lead with confidence in adverse conditions. Demonstratecompetence.

Listen actively. State goals for action. Ensuresharedunderstanding.

Develop

Creates a Positive Environment Prepares Self DevelopsLeaders

Set the conditions for positive climate. Buildteamworkandcohesion. Encourageinitiative.Demonstratecareforpeople.

Bepreparedforexpectedandunexpectedchallenges. Expandknowledge.Maintain self-awareness.

Assess developmental needs. Developonthejob. Support professional and personal growth. Helppeoplelearn. Counsel, coach, and mentor. Buildteamskillsandprocesses.

Achieve

GetsResults

Provide direction, guidance, and priorities. Developandexecuteplans. Accomplish tasks consistently.

DiscussionQuestionsChooseacompetencyanddiscussthelistedbehaviorsthatsupportit.Describeasituationinwhich you or someone you observed demonstrated this competency well.• Whatactionsdidtheytake?• Whatwastheoutcome?• Whydoyouconsiderthisagooddemonstrationofthecompetency?

Describeasituationinwhichyouorsomeoneyouobserveddidnotdemonstratethiscompetency well, but could have.• Whatactionsdidtheytake?• Whatwastheoutcome?• Whatactionswouldhavebeenmoreeffective?

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FeedbackandCounselingWhenexperiencedcommanderswereaskedtoreflectbackontheirownleaderdevelopment,they placed high importance on day-to-day, two-way communication with their commander. As a result, they encourage serving commanders to do the same with their subordinates. Today’s juniorleadersalsodesireconstructivefeedbackmorefrequentlythanjuniorleadersinthepast.This means you will be less effective if you wait until there is time for a sit-down counseling session to provide feedback. To impact leaders, provide feedback as soon as possible after a leaderbehaviorisobservedbyusingtheSOARtool.

Day-to-dayfeedbackalsomakessittingdownwithsubordinateleadersfordevelopmentalcounseling much easier, as you and the subordinate leader will agree on the assessment of his or her strengths and developmental needs. Still, many leaders find it difficult to sit down with a subordinateleaderandengageindevelopmentalcounseling.AppendixB,Counseling,FM6-22providesextensiveguidelinesoncounseling.CoursewarethatcoversDevelopmentalCounselingisavailablefromtheCombinedArmsCenterwebsitehttp://usacac.army.mil/CAC2/.

When a leader’s developmental needs and strengths go without feedback:

• Teamandunitperformancewillnotbeoptimal.

• Otherspickuptheslackandgrowtoresentit;leavetheunit.

• Leadersexertagreatdealofenergywithnothingtoshowforit.

• Leaderscontinueonacareerpathforwhichtheyareill-suited.

• Thedevelopmentalneedcontinuesandsomeoneelsehastodealwithit.

• Soldiersarekilled;missionsfail.

ApplicationDay-to-dayfeedbackisimportanttoensureimprovedleaderandunitperformance.Usethefollowing“howto”exampletoguideyourdeliveryoffeedback.

HowtoGiveFeedbackin60SecondsorLessSituation: Commander walks in on a patrol debriefing that one of his company commanders is conducting. There is a break in the debriefing. Commander approaches CPT Phillips outside the debriefing room.

Commander provides brief description of the situation:“CaptainPhillips,Iwasinthebackofthe room a minute ago while you were debriefing 1st platoon. Let’s talk for a minute.”

Commander describes the leader behavior observed:“WhenIcamein,SergeantJoneswasdescribingthesuspectshehaddetained.Hisdescriptionswereverygeneral.YetwhenIlooked

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over at you, you remained silent, kept looking at your watch,andscribblingnotesinanotebook.AmIcorrectinwhatIsaw?”

Answer by CPT Phillips:“Yessir,you’reright.Ihaveanoperationsorderwithanotherpatrolin30minutes.Iwaswriting up my notes for that order instead of listening to Sergeant Jones.”

ReplybyCommander: “Jim, that kind of behavior is not thestandardexpectedoftheseniorleaderconductinga patrol debriefing. As the senior debriefer, you need to demonstrateactivelistening.Ifwedon’thearwhattheseyoung sergeants are telling us, we lose out on valuable intelligence. What should you be doing while Sergeant Jones is talking?”

Answer by CPT Phillips: “Sir,Ishouldputmynotebookdown and pay attention to what Sergeant Jones is saying.”

ReplybyCommander: “That’s a good start. Also, ask a fewquestionstoconfirmwhatSergeantJonesissayingandprobeformoredetails.Hesaidthesuspectswerenotfromthelocalarea.Youshouldhavepickeduponthat.FromtheexcitementinSergeantJones’svoice,Ithinkheknowsthesuspectsareuptosomething,buthewasn’tsurejustwhat.”

ReplybyCPTPhillips:“Roger,sir,I’llgetbackintothedebriefingrightnowandtrythatout.”

ProvideFeedback

Providing feedback on every observed act or response (behavior) will overwhelm asubordinateleader.Focusyour feedback on a few key behaviors that, if changed, will contribute the most to improved leader and unit performance.Havingafocusfor improvement will also motivate the subordinate leader to change.

TTP

DA67-9-1 OERSupportForm

DA2166-8-1 NCOER SupportForm

DA4856 CounselingForm

TheArmyCoreLeaderCompetencyModel(FM6-22)

Lead







Develop



Bepreparedforexpectedandunexpectedchallenges;Expandknowledge;Maintainself-awareness

Assess developmental needs. Developonthejob. Support professional and personal growth. Helppeoplelearn. Counsel, coach and mentor. Buildteamskillsandprocesses.

Achieve

GetsResults



Describeasituationinwhichyouorsomeoneyouobserveddidnotdemonstratethiscompetencywell, but could have.• Whatactionsdidtheytake?• Whatwastheoutcome?• Whatactionswouldhavebeenmoreeffective?

SOARObservation&AssessmentTool

Situation:Describethesituation/conditionsoftheassessment

Observation:Describebehaviorandimpactonmissionand/or Soldiers.

Associate&Assess:IdentifyFM6-22competency;assessproficiency.

Reinforce&Recommend:Noteappropriatefeedback,praiseorcorrection.Recommendedactiontosustain/improve leader behavior.

SOAR:AMulti-Purpose Counseling Tool

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4. IntegrateLearning

The previous two sections of this handbook helped you set the conditions for leader development and systematically observe, assess, and provide feedback to leaders in your command. This sectionfocusesonwaystointegratelearningintoleaders’day-to-dayactivities.Becauseleadersvaryintheirskillandexperiencelevel,aneffectiveandefficientwayforthemtolearnisdirectlyfrom those who are the standard setters (or role models) within your command. Leaders also learnthroughmentoring,training,reflection,andstudy.Eachoftheselearningmethodscanbeintegrated alongside unit collective training.

Tobeginthissection,westartwiththeoverarchingprinciplesoflearningrequiredforleaderstoactually learn from the methods described in this section.

Apply Learning Principles Underlyingallmethodsoflearningarefundamentalprinciples.Maximumlearningwilloccurwhen you apply the principles of stimulating intellect, shaping learner motivation, and providing experience.

1. Stimulate intellect: • Withasettingconducivetolearning

(temperature, tempo) • Withtherightlearningmedia(e.g.,

role-playing, discussion, simulation) • Bychallengingcurrentcapabilities

2. Shapemotivation: • Withlearningthatwillhaveanimpactonleader/unit

performance • Byintegratinglearnerexperiencesintothelearning • Byexpectinglearnerstodrawonaninnerdrivetolearn

3. Provideexperience: • Withrepetitionandpracticeacrossvaryingconditions • Throughinteractionwithrolemodelsandmentors • Fromfeedbackandreflection • Bystudyingotherleaders

Theresultwillbemaximumlearningandperformancewithlearnerswhoareactivelyengagedinlearning,quicklyretainandrecallinformation,andreadilytransferlearningtonovelsituations.

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ApplicationUsethisquestionnairetoplan,conduct,andevaluateunitleaderlearninginterventions.Provideyour suggested improvements to the lead trainer or training operations.

IntegrateLearning

Indeterminingwhatyoursubordinateleadersneedtolearn,surveythemonthetopthreeskillsinwhichtheymostneedtobecomeproficienttoimproveunitperformance.Indoingso,you will motivate them and increase their reception to the leader skills they need to learn.

TTP

Learning Principles Questionnaire

Subject:________________________________StimulateIntellect Assessment/Howtoimprove

learning:Isthetempooflearningmaintaininglearnerattention? Shorten lecture

Are the physical conditions (temperature, lighting) sufficient to maintain learner attention?

Train in shade

Are the learning media (role play, rehearse/practice, simulation, discussion, lecture) appropriate for the task to be learned?

Add discussion

Dothecontentandstandardforlearningchallenge/stretchlearnersbeyondtheircurrentlevelofskillandexperience?

Yes—o.k.

ShapeMotivationIsthelearninghighlyrelevant/willithaveanimpactonunitperformance? On improving leaders for the larger Army? Yes—needed topic

Aretheexperiencesofleadersatthelearningobjectivedrawnupon? No—why not?Areleadersencouragedtobringuptheirexperiencesduringthelearning?Aretheseexperiencesintegratedintothelearning? No—discussexperiences

Doleaderslookforwardtolearningopportunities? YesInspiteofchallenges/limitations,doleadersseektomakethebestofa learning opportunity? Yes

Are leaders dissatisfied with their present level of learning and always looking to improve and learn? Yes

ProvideExperienceDoeslearningincludesufficientrepetitionandpractice? Increaserepetition

Are the conditions/situations of practice varied? Varyconditions

Dothelearningconditionsreplicateon-the-jobconditions? Need more variety

Areexpertsatthetask(rolemodels,mentors)employedtoenhancelearning?

Useexperiencedleadersto assist

Doleaderslearnfromfeedbackandreflection? Yes

Doesthelearningdrawonthestudyofpreviousleaders/historicalexamples?

Incl.CPTJonesexperience

Doesthelearningincludeatestoftheleader’sleveloflearning? Yes

Doesthetestemployedfullyandaccuratelyassessleaderlearning? Varyconditionsoftest

IEDdetectionDTG23Aug1400

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LeverageLeaderRoleModelsWithinYourUnitRolemodelsarethoseleaderswhoarethestandardsettersinyourcommand.Theirexampleofleadership is what you want other leaders to aspire to and replicate. A leader may also be a role modelintermsofattributeorcompetency.Forexample,aleaderwithinyourcommandmaybeespecially talented in an area of tactical domain knowledge.

Leveraging role models for leader development is an efficient use of time and resources. They are an ever-present resource right within your command. Start out by identifying role models for each key position (company commander, platoon sergeant). You may also want to identify role modelspossessingspecialskillsthatotherleadersneedtomaster.Resourceyourrolemodelswith a strong “second in charge” to free them up for the added responsibilities you are giving them.Createopportunitiesforlessexperiencedleaderstointeractwithunitrolemodels.Forexample,assign:

• Arolemodeltonewleadersfortheirreceptionandintegration

• Arolemodeltocoachaleaderinaskillforwhichs/hehasspecialexpertise

• Rolemodelstorununitleadercertification

• Aninexperiencedleadertoshadowarolemodelforaperiodoftime

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IntegrateLearning

The5-MinuteJobShadow

Pull a subordinate leader into your office and share a part of your work that will make themabetterleader.Tomakethemostoftheexperience:

• Communicatethesituation,decision,orissue

• Conveytheimportanceofactingappropriatelyormakingtherightdecision

• Describepossibleconsequences,second-andthird-ordereffects

• Discussyourdecision/actionsandreasoningbehindthem

TTP

ApplicationUsetheLeverageRoleModeltooltoidentifyhowyouwillemployrolemodelsbyleadershippositionandareaofexpertise.

LeverageRoleModel(RM)for:____________________________________ LeaderPosition/DomainofExpertise

Name WaystoLeverageRM SupporttoProvideRM

SSGWaysCertify new SL on combat patrols

Take off of duty roster

SSGRogersHaveincomingSLshadowhim during pre-combat checks

ExtendhisSqd’sprecombat check time to allow for learning

SSGRicks

Provide welcome briefingtoallnewSL–communicate performance expectations

ListonNCOERasadditional duty

SquadLeaders(SL)

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FosterMentorshipinYourCommandMentorshipisthevoluntarydevelopmentalrelationshipthatexistsbetweenapersonofgreaterexperienceandapersonoflesserexperience;itischaracterizedbymutualtrustandrespect(AR600-100).Thebasicideaistogetleaderswithmoreexperiencetopassthatexperienceontolessexperiencedleaders.Commandersshouldencourageleaderstoparticipateinmentorship,yetstaytruetomentoringbeingavoluntaryexperience.Refrainfromappointingmentorsorformally matching leaders with mentors. The mentoring relationship is one in which the participants self-select each other.

Fostermentorshipby:

• Educatingtherolemodelswithinyourcommandontheresponsibilitiesofamentor

• Educatingthelessexperiencedleadersontheirresponsibilitiestowardamentor

• Beingamentor,andparticipatinginrolemodelmentoring

• Invitingmoreexperiencedleaderstovisityourunitandsharetheirexperiences

• EncouraginglearningfromWeb-basedsources

ApplicationUsethe“BeaMentor”checklisttoencouragetheformationofmentoringrelationships.

Moresenior,experiencedleaderswillvisityourunitfromtimetotime.Workintimeforthemtomeetwithagroupoflessexperiencedleaders.Providesomestructuretothisgroupmentoringexperiencebyhavingthelessexperiencedleadersgeneratequestionsinadvance.Communicateyourintenttothemoreexperiencedleadersandprovidethemwiththequestions.

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PotentialMenteesName Current Position

RobWilliams Plt LdrSteve Stanford A Co XO MelissaJennings S-2

Note: Circle the individuals you end up mentoring

PlannedActionforBecomingaMentor/MaintainingMentoringRelationship

IdentifyownexperienceareasSet up initial meetings with candidates

AssessmatchbetweenmyexpertiseandtheirneedsAssess work demands and time for mentoring Followupwithcandidates–committoonementoringrelationshipReferothercandidatestopotentialmentors

BeaMentor

KeyRolesandResponsibilities

Provides:

Candid feedback about perceived strengths and developmental needs

Encouragementandmotivation

Advice on dealing with roadblocks

Guidanceonsettinggoalsandperiodicallyreviewsprogress

Shares: Experiencesthatcontributedtohis/herownsuccess

An understanding of the Army, its mission, and formal and informal operating processes

Encourages:

Moreefficientandproductiveperformance

Appropriate training and developmental opportunities

Sense of self-awareness, self-confidence, and adaptability

Serves:

As a confidant, counselor, guide, and adviser

As a sounding board for career development ideas/opportunities

As a resource for enhancing personal and professional attributes

*DerivedfromDAPAM690-46MentoringforCivilianMembersoftheForce

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Training/ProfessionalDevelopmentOfficerandNCOprofessionaldevelopment(OPD/NCOPD)isthebringingtogetherofacommand’sleaders for a specific developmental purpose. Leaders responding to Army-wide surveys repeatedly report that training and professional development for officers and NCOs are inconsistently applied. OnereasonisthataneffectiveOPD/NCOPDprogrammeansdifferentthingstodifferentleaders.FivecommonapplicationsofOPD/NCOPDinclude:

1.Mission-essentialleadertasktrainingwhenacommonneedexistsacrossthecommand

2.Orientation/educationsessionsrequiredbytheArmy(e.g.,EqualOpportunity,Safety)

3.Cohesion-buildingactivitiesthatfosterespritdecorps(e.g.,adiningin;sports)

4.Opportunitiesforthecommander/CSMtopersonallyemphasizekeyguidancetoallleaders

5.Educationsessionsonleadercareerpathtopics(assignments,schooling,promotions)

All of these applications fulfill the training and development needs of the leaders within your command.ToimplementOPD/NCOPDeffectively,invokethefollowingguidelines:

•LinktrainingandprofessionaldevelopmenttothethreeArmypurposesforleaderdevelopment(seePersonalInspirationforUnitLeaderDevelopment).

•Clearlycommunicatepurposeandrelevance.

•Gatherallleaderstogetheronlywhendoingsoisthemost effective learning method.

•ConsiderallfiveapplicationsasintegraltoOPD/NCOPD.

ApplicationIdentifythepurposeandmethodbywhichyouwillimplementthefiveapplicationsofanOPD/NCOPDprogram within your command.

To provide leaders with an in-depth perspective on a mission-essential task for your command (e.g., security patrol, convoy operations), lead the task yourself and have your subordinate leaders perform the roles of Soldiers. You and they will be much more effective at supervising it, having practiced executingthetaskattheSoldierlevel yourselves.

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ReflectTo help leaders learn from their on-the-job experiences,provideopportunitiesforthemtopause,reflect,andprocesstheexperienceforwhatwaslearned.Reflectingonanexperience:

• Keepsleadersfromrepeatingthesamemistakes

• Takesintoconsiderationsecond-ordereffectsinfuture decisionmaking

• Helpsleaderstolinktheiractionswiththeresultingimpact on unit performance

Leaders are often the busiest peopleintheunit;theirworkingenvironment can be chaotic and filled with noise and activity. See to it that there are times and places for leaders to go tocontemplateandreflectinrelativequiet,suchasaroomorquietplacewithinyourareaofoperation.

TTP

PurposeandMethodforTrainingandProfessionalDevelopment

Application Purpose Method

LeaderMissionEssentialTaskList Training

IncreaseIEDDetectionReportingProcedures

OPDUpdate SOP

MandatoryArmy TrainingRequirements

EEORiskAssessment

Unit TrainingBnLevelOPD

BuildLeaderCohesion/Esprit

DeCorps

NCO&OfficerCohesionEspritDeCorps

SoftballGameDiningOut

IssueCommandGuidance

AccidentalDischargeMid-TourLeavePolicy

NCOPDMemo

LeaderCareer PathEducation

ChangestoNCOESNCOPromotionBoard

OPD&NCOPDExistingSOP

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ApplicationUsetheguidelinesforthePersonalAfterActionReview(AAR)andReflectiveJournalingtoimplementandencouragereflectioninyourcommand.

PersonalAARApersonalAARisanin-depthself-assessmentofhowleadershipcontributestotaskandunitperformance.LeadersshouldconducttheirownpersonalAARsafterataskiscomplete,orevenwhile it is playing out, by asking themselves:

1. What happened and what were the consequences?

2.Howweremyleaderactionssupposedtoinfluencethesituation?

3. What were the direct results/consequencesofmyleaderactions?

4.Howdidmyactionsbenefit/hinderunitmission accomplishment?

5.HowshouldIchangemyleaderactionsforbetterresultsnexttime?

6.WhatdidIlearn?

AgoodtimetoencouragepersonalAARsisfollowingtheunitAARprocess.TheunitAARwill clarify for the leader “what happened” and accurately assess mission accomplish-ment. Commanders can reinforce personal AARsby:

• WalkinglessexperiencedleadersthroughthepersonalAAR

• AskingleaderswhattheylearnedfromtheirpersonalAARs

• TellingsubordinateleaderstheoutcomeoftheirpersonalAARs

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ReflectiveJournalingA journal may be used to track and record the occurrence, actions, and outcomes of various situations.ReflectivejournalinggoesbeyondapersonalAARtoincludeperiodicentriesonself-awarenessofpersonalstrengths,weaknesses,values,feelingsandperceptions,andquestionsand ideas about leadership situations. A leader may track his/her successes and lessons learned by documenting specific tasks that were led, what actions were taken, the outcome of those actions, and what was learned. The journal may then be used as a reference for leaders as they pass along lessons learned to others. Key leader references may also be recorded in the journal.

Samplereflectivejournalingquestionsinclude:

1. What is the best thing that happened today/this week?

2.Whatisthemostdifficult/satisfyingpartofmywork?Why?

3.WhatdoIthinkismymostvaluable/valuedcontribution?

4.Whatcompliments/criticismshaveIreceivedlately?WhatdidIlearnfromthem?

5.WhatdidIlearnasaresultofarecentdisappointmentorfailure?

6.Howdorecentexperiencesconnecttomylong-termgoals?

7.WhatriskshaveItaken(oravoidedtaking)lately?

Individualleadersshoulddecidewhethertosharetheirjournal’scontentwiththeirimmediateleaderorothers.Commanderscanreinforcereflectivejournalingby:

• Carryingajournalandbeingseenwriting

• Citinglessonslearnedwhilereferringtojournalentries

• Providingtimeforaleadertoreflectandwritedownhis/herlessonslearned

• Providingleaderswithajournalandapersonalnoteencouragingthemtouseit

• Askingleaderstowriteorrecountastoryofakeyleaderchallengeandusethestoriestopassonlessonslearnedtolessexperiencedleaders

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StudyLeaderdevelopmentinyourcommandshouldrequireeachleadertoseekoutsourcesofknowledge and opportunities to grow and learn at his/her own initiative.Ifyourpersonalinvolvementandunitresourceswerealwaysprerequisitesforleaderdevelopment,itwouldbealimitedeffortindeed.Setanexpectationthatleadersaretospendtimetogrowandlearnontheirown.Leaderswithinyourcommandshouldbetheoriginatorsofuniquewaysofstudyingtheirchosen profession and identifying ways to improve the unit.

ApplicationA command reading program is one way to foster self-study. Yet recent survey results indicate commanders must make the reading relevant, provide a purpose, and follow up. Use the following study tool to relate readings specifically to leadership and leader development. The study tool format can be used to present a short lesson on leadership to other members of the command.

Encouragesubordinateleadersofthe same position or similar rank to form a community-of-practice group thatfostersexcellence.Providethegroups reach-back capability to Web-based forums. Provide each group with an opportunity to present recommendations for new methods to your command leadership team.

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IntegrateLearning

Study Tool

Book/Article/Reference: We were Soldiers Once and Young

Name of Leader: LTCHalMoore

Position: BattalionCommander

Describetheleader’senvironment/situation.

Vietnam.HelicopteredBattalionintoLZX-Ray.

Attacked by overwhelming number of North

VietnamRegulars.Cutofffromreinforcements.

FormedperimeterdefenseoftheLZ.

Who was the leader leading?

1/7thCavBattalion.Officers,NCOs,Soldiersof

his battalion. Well trained but this was their first

encounterwithNVRegulars.

Howdidtheleaderattempttoinfluencethesituation/people? (UseFM6-22LeadershipRequirementsModellanguage)

WarriorEthos–neverquit;nevergiveup;personal

stamina.Tactical–keptenemyoffbalancewith

counterattacksandshiftingofforces;maintained

integrityofLZtopermitresupplyandevacof

wounded.Leadbyexample–tookpersonalriskto

circulate among the front lines. Personally engaged

enemy.

What were the positive and negative outcomes?

Therestofhisunitfollowedhisexample;

persisted;maintainedLZinspiteofoverwhelming

odds.Destroyednumerousenemy.1/7Cav

eventuallyextractedfromLZ.

What were the leader’s strengths and development needs?

Strengths–WarriorEthos;TacticalExpertise;

Innovative.

What lessons from this leader’sexperiencecanweapply immediately and/or down the road?

Train hard and realistically. Lead the way when

thereisuncertaintyandhighrisk.Besmart—use

innovative tactics.

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5. Create a Legacy

Whom you select for key positions of leadership and how you shape the responsibilities of those jobs will have implications for leader development far beyond your time in command. Your integration of leader development efforts into a cohesive, integrated plan will establish operating normsthatlastwellafteryourdeparture.Takingleaderdevelopmenttothislevelrequiresaninvestment on your part, but will leave a lasting legacy of trained and ready leaders for the Army of tomorrow.

CreateChallengingJobExperiencesAll Army job assignments inherently provide a degree of developmental challenge. Leader developmentwillhappeninyourcommandevenifyoudonothingatall.Developmentcanbedramatically increased, however, by creating the right challenges in a job for a particular leader. As a result:

• Thefullpotentialoftheleaderwillberealizedandappliedtounitperformance.

• Inexperiencedleaderswillnotbeputinjobswherethedemandsallbutguaranteefailure.

• Ill-equippedleaderswillbesupported,sustainingunitperformance.

• Thechallengeswillpropelleaderstoaccomplishmorethantheythoughtpossible,buildingconfidence.

Some missions or circumstances may not offer key developmental opportunities. You may need toshapejobresponsibilitiestoallowaleadertoenhancehis/herleadershipskills.Besuretotakeintoconsiderationunitmissiondemandsbeforechangingaleader’sjobrequirements.

Bedeliberateaboutwhowithinyourcommandisplacedinspecialmissionsandassignments.Experiencedleadersimplicitlyknowthedefiningtasksforaleaderearlyinanassignment.Bedeliberateaboutidentifyingthesetasksandensuringeachleadergainsexperienceinthem.Youmayalsobeforcedtoassignleaderstojobsforwhichtheydonothavetherequisiteskillsandexperience.Here,too,youshouldconsidermodifyingthejoband/orprovidingsupport.

Donotassumethateachleaderdevelopswithinthesametimeframe.Bewillingtoadjusttheamount of time each leader stays in a position while weighing the impact on:

• Unitperformance

• Stabilityoftheleadershipteam

• Adjacent-unit,higher,andArmyleadershipneeds

• Theleader’swell-beingandpersonalgrowth

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BringyoursupportingHumanResourcesCommand(HRC)staffintothesediscussionsasyourdecisions have implications beyond your command.

Create a Legacy

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Varytheconditionsunderwhicheach leader performs his/her job or task. Leaders should also have the opportunity to influence subordinates who have different levels of expertiseaswellasindividualswho are not within their chain of command (e.g., civilians, other units, coalition forces).

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ApplicationUsetheAssignmentDemandsAssessmenttooltoassessthereadinessofaleaderforkeyjobdemands.Usethistooltoaddjobdemandsforpurposesofleaderdevelopment.Iftheleaderhasnoexperienceinthedemand,identifythesupports/hewillneedtomaintainunitperformance.

NameofLeader____________________________________________________

JobAssignment____________________________________________________

AssignmentDemandsAssessment

AssignmentDemandsDemand

Part of this Job

LeaderReadyfor this Demand

Support Leader Needs to Succeed

Turn around: Unit/team has suffered a setback and is performing poorly. Yes Yes

CSM/MtrSgtre- establish standards

HighPerformanceculture:Expectationsofleaders are high. No

Innovation:Highlyskilledteamresponsiblefor new ideas. No

TaskForce/Matrix:Leadersmustinfluencepeople over whom they have no authority. Yes ? XO coaches on ‘how to’

Cross-Cultural Situation:Differingculturesmustbeinfluencedtoachievemission success.

No

StaffAssignment–Direct:Executessystems, procedures, and policies in support of unit.

YesAbility—yes;exp.—no

ShadowBestMaintofficerinDivision

StaffAssignment–Operational/Strategic:Designsandexecutessystems,procedures, and policies.

No

Confront Poor Performance: Need to improve or replace subordinates. Yes No XO coaches on ‘how to’

AchieveResults:Definable,demandingperformance measures. Yes ?

WO teaches mainte-nance indicators

AdditionalAssignmentDemands:

TechnicalExperienceYes

Some experience

Certify in inspection procedures

Adaptedfrom:McCall,M.W.Jr.,M.M.Lombardo,A.M.Morrison.TheLessonsofExperience:HowSuccessfulExecutivesDevelopontheJob.NewYork:TheFreePress,1988.

1LTRobertsMaintenanceOfficer

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Sharpen Leader SelectionFosteranattitudewithinyourunitthatleadershippositionsarenotnecessarilyautomaticappointments—that it is a privilege to serve in a leadership position and not an entitlement. To doso,workwithyoursupportingHRCstaff,higher,adjacent,andsubordinatecommanderstocreateapoolofqualifiedapplicants.

Next,completeasystematicreviewoftheirqualifications.Themoreessentialtheleadershipposition, the more thorough the selection process should be. Start by identifying criteria for the jobandusetheleasttime-intensivescreeningmethodsfirst.Eachstepinthescreening/selectionprocess should narrow the field of acceptable candidates:

• Conduct a career file review—identifyprerequisiteexperiencesandtraining;reviewfilesand rate candidates against career indicators.

• Obtain references/recommendations on the leader from trusted sources.

• Conductstructuredinterviewswiththeothercandidatesfortheposition; structure the interviews to assess values, attributes, and how the leader would respond to various key situations.

• Sample actual job capabilities by having the final candidates conduct a task that demonstratestheirqualificationsforthejob(e.g.,leadapatrol,leadaconvoy).

Ifcreatingapoolofqualifiedcandidatesisnotpossible,reverttotheAssignmentDemandsAssessment tool in the previous section to modify the job or provide support to available candidates.

Take the leadership team into consideration when selecting leaders.Forexample,pairatechnicallystrongwarrantofficerwith a tactically strong officer. Pair a strong operations officer with an intelligence officer willing to challenge the operational plan by forcefully presenting the enemy point of view. Pair an experiencedNCOwithaninexperiencedlieutenant.

TTP

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ApplicationUsetheLeadershipSelectionGuidancetooltoidentifythekeyqualificationsforselectingleadersfor key positions within your command.

LeadershipSelectionGuidancePositiontobefilled:__________________________________________________

Fillby(date):_________________Staysinjobthrough(date):_________________

Checktheboxesforselectionprocessestouseintheevaluationofcandidatesforthisposition.Thenidentifykeyrequirements.

q LeaderRequirements(writeinguidanceastowhatisimportantforthisleadershipposition)

RequirementsModelAttributes(refertoFM6-22)

LeaderofCharacter____________________________________________________

LeaderofPresence_____________________________________________________

LeaderwithIntellectualCapacity___________________________________________

LeadershipRequirementsModelCoreCompetencies

Leads:______________________________________________________________

Develops:____________________________________________________________

Achieves:____________________________________________________________

q PreviousLeadershipExperience/Training/Education(fromOfficerRecordBrief ORB/DAForm2-1)

WorkExperience______________________________________________________

Training/Certifications___________________________________________________

Education____________________________________________________________

Company XO

6/30/06 6/30/07

3

Displayofconfidenceisessential

Interpersonaltactunderstress

Buildstrustoutsidelinesofauthority

Provide direction, guidance, priorities

3

PLT Ldr

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q PerformanceAssessment&ReferenceCheck

PreviousOER/NCOERperformanceneededforsuccessinthisposition:

_____________________________________________________________________

PreviousSupervisorRecommendation_________________________________________

PreviousSeniorRaterRecommendation________________________________________

q Sample Job Capabilities

Task to assess Proficiency level needed

___________________ ____________________

Forkeyleadershippositions,conductdeliberateselection.

3

obtainfromCPTZak

obtain from LTC Smith

Create a Legacy

42

Plan Leader SuccessionPlanthesystematicreplacementofleaderswithinyourunitsothattrainedandqualifiedleadersare ready to assume vacancies, proven leaders move on to positions of greater responsibility, and marginal leaders are given opportunities to improve where high performance is not critical.

Understanding the Army’s projected career paths and timing for leader branches and specialties withinyourcommandisanimportantfactorinsuccessionplanning.Movingleadersintoandoutof positions should be a factor of:

• Unit performance. Keeping leaders in positions long enough so that their stability promotes high unit performance.

• Army need.ProvidingexperiencedleadershipbacktotheArmytofulfillitsrequirements.

• Individualleaderwell-being.Determiningwhentheleaderhasachievedgrowth/development goals and is ready to take on new responsibilities and challenges.

WorkwithyourHRCtoaccuratelypredictleadergainsandlossestotheunit.Besureto:

• Accountforleaderneedsforcareerand job-specific training prior to job assumption.

• Assessleadersduringtheirinitialassignmentstodrivesubsequentjob assignments.

• Leverageleadervacanciesthatare due to schooling, special assignment, or leave as leader developmentopportunities;assignlessexperiencedleaderstemporarily to the vacancies.

ApplicationUsetheIndividualPlanforLeaderAdvancementtooltoidentifyandassessaleader’scurrentjobcomparedtoananticipatedjob.Thiswillhelptoidentifygapsintheleader’sskillandexperiencefor the planned succession.

Identifythekeyleadershippositionsinyourcommand for which you should conduct and manage succession planning. Chart the timing andsequencingofleadersintoandoutofleadership positions in your unit. Account for prerequisiteschoolingandplanprimaryandalternate candidates for each position.

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IndividualPlanforLeaderAdvancement

Name:________________________________Date:________

CurrentPosition:______________________________________

KeyRoles/Responsibilities Proficiency

Responsibilitiesofthislevel/position(P=Proficient;A=Adequate;D=DevelopmentArea)

________________________________________________________________ ____

________________________________________________________________ ____

________________________________________________________________ ____

Plan/ActionstoAddressDevelopmentAreas:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

NextorPotentialPosition:____________________________________________________

Additional(New)Responsibilities Proficiency

Responsibilitiesaddedatthislevel (P=Proficient;A=Adequate;D=DevelopmentArea)

________________________________________________________________ ____

________________________________________________________________ ____

________________________________________________________________ ____

Plan/Actions to Prepare Leader for This Position:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

CPTRollins Dec06

Assistant S-3

Plan Training P

Delegate D

Write Operations Order A

PlanandExecuteUnitRehearsals

PlanandExecuteAirAssaultOperation

Company commander

LeadbyExample—Tacticalskills D

LeadOthers—BalancemissionandWelfareofSoldiers D

Send on Observer Controller Tasking

AssignRoleModel—BCompanyCdr

ShadowBCoCdrduringTacticalOperations

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ImplementLeaderDevelopmentThe ideas, TTPs, and applications provided in this handbook enable you to immediately implement unit leader development in your command:

• Setting the conditionsforleaderdevelopmentisdonebybeingtheexample,fosteringapositive climate, and getting to know your subordinate leaders.

• Providing feedback derived from careful observation and assessment of your subordinate leaders significantly contributes to their development.

• Integratinglearningtomaximizeperformanceinleaderdevelopmentisdonebystimulatingintellect,shapingmotivation,andprovidingexperience.

• Creating a legacyrequirescreatingchallengingjobassignmentsandselectingandassigningthe right leaders to positions.

Additional considerations important to implementing leader development in your command include:

• Identifyingwhere,withinthetrainingandHRCprocessesof your command, you can implement the methods for leader development described in this handbook

• Trainingandeducatingyour subordinate leaders in the methods of this handbook—you need them to implement leader development with their subordinate leaders as well

Unit leader development will not primarily consist of separate activities that are listed on your training scheduleasOPDorNCOPD.Rather,youandyoursubordinate leaders will be adjusting your day-to-day activities to:

• Provideobservation,assessment,andfeedback

• Leveragerolemodels

• Fostermentorship

• Integratereflectionandstudy

• Createdemandingjobassignments

• Deliberatelyselectleaders

• Planthesuccessionofleaders

• Onoccasion,identifythepurposeandmethodbywhich you will implement the five applications of anOPD/NCOPDprogram

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45

ApplicationThe diagram below will assist you in understanding where, within your daily activities, the methodsofthishandbookcanbeintegratedandapplied.ItalignstheelementsofFM7-1,LeaderDevelopmentActionPlan(LDAP)withtheCommander’sHandbookforUnitLeaderDevelopment methods of leader development.

LeaderDevelopmentActionPan

Set the Conditions

KeyElementsofLDAP PhasesofLDAP Commander’sHandbookMethods

Recordreview

Reception&Integration

Sharpen leader selection

Initialinterview Purpose,opportunity,roles&responsibilities,create challenging jobs

In-process/introduction Know your subordinate leaders

Unit certification program Leverage role models, train

Identifystrengths&weaknesses Systematic observation and assessment, feedback and counseling

Complete unit certification

Basic Competency

Training

Reflect,study,leveragerolemodels,train

Meetdutystandards Leadership assessment, systematic observation and assessment

Establishrelationships Leveragerolemodels;fostermentoring

Prioritizetrainingneeds Systematic observation and assessment, createchallengingjobexperiences,train

Identifyadditionalskills Plan leader succession

Draftdevelopmentalneeds Feedbackandcounseling

Developsustainmentplan

Leader Development&

Training Sustainment

Leadership assessment

Developtrainingplan Leverage role model, study, train

Plan for future development Plan leader succession and create challenging jobexperiences,train

Create self-development program Feedbackandcounseling,reflect,fostermentoring, study

EvaluateLeaderDevelopment

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EvaluatetheEffectivenessofLeaderDevelopmentDevelopingasetofformalandinformalindicatorsthataccuratelyassessthe“health”ofunitleader development in your command is essential.

Informal/Day-to-DayIndicators

• Leadersapproachyoutodiscusstheirstrengthsanddevelopmentneeds.

• Qualityleaderscontactyouaboutjoiningyourunit.

• Leadersseektostayinyourunitaslongaspossible.

• Higher/adjacentcommandsinquireaboutaddingleadersfromyourunittotheirpoolofapplicants for key leader positions.

• Soldiercommentsabouttheirleadersaregenerallypositive.

• Leadersacrossyourunitsupportoneanotherandseethemselvesasacohesivegroup.

• Leaderstrynewideasandtacticstoimproveperformance.

FormalPeriodicMetrics

• Morethanonehighlyqualifiedcandidateforeachkeyleaderposition.

• Surveysofsubordinatesindicatetheywouldfollowtheirleaderintocombat.

• Unitperformanceishigh.

• LeadersinapositiontoleavetheArmywhileunderyourcommandchoosetostay.

• Commandclimatesurveysindicategoodmoraleandclimate.

Addleaderdevelopmentindicatorstotheunitquarterlytrainingbrief.Havesubordinateunitstrackandreportonindicators of the “health” of leader development similar to other key unit systems (e.g., training, maintenance, budget). Refinethemeasurestothosethatmostaccuratelyindicatethe ”health” of unit leader development.

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47

ApplicationUsetheCommandUnitLeaderDevelopmentScorecardtoevaluateleaderdevelopmentinyourCommand.

CommandUnitLeaderDevelopmentScorecard

IndicatorsoftheHealthofUnitLeaderDevelopment

Status (Green,Amber, orRed)

Action Needed

A subordinate leader shared a challenge theyareexperiencingwithyou Red Share a personal challenge with them

Leader(s)expressedinterestinjoining your unit Green FollowupwithHRC

Leader(s)expressedadesiretostayinyour unit Amber 1–yes;1–no;talkw/ChainofCmd

Otherunitsrequestedaleaderfromyourunit Green CoCdrselected-General’sAide

Unsolicited Soldier comments about their leaders Amber TalkwithCSMaboutunitldrs

A new idea/innovation was implemented in your command Red ExecuteanActionLearningSequence

All key leader positions are filled/occupied Amber Reviewsuccessionplanfor1stSgts

Multiplequalifiedcandidatescompetedforlast leadership position vacancy Amber Talkw/CSMtoincreasePSGcandidates

Last leader with option to leave the Army was retained Amber InterviewCPTsoncareerintentions

Unit leader changes have little or no detrimental effect on unit performance Green Sustain job shadow

Initialperformanceofnewleadersishigh Green Sustain role models running certification

Overallunitperformanceishigh;nosub-unit is a consistent low performer Amber IncreaseunitvisitstoHHC

Leaders and their units demonstrate lessonslearned;fewrepeatmistakes Green SustainpersonalAARs

Notes: •Anamberorredindicatorratingsuggeststhatyoufurtherinvestigatetheindicator.Thecauseoftheindicator

may or may not be related to unit leader development. •Becarefulnottoreacttojustoneoccurrenceoftheindicator.Lookfortrendsovertimeandthoseindicatorsthatoccurfrequently.

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Appendix

BLANKAppl icat ions

USARMY

50·Commander’sHandbookforUnitLeaderDevelopment

Notes

Commander’sHandbookforUnitLeaderDevelopment·51

Filledinby:_______________________________________Date:_________

ApplicationWhatarethemosteffectivemethodsofleaderdevelopmentyouhavepersonallyexperienced,observed, or implemented in the past? List them here to remind you to make them a part of your command’s unit leader development.


Position Roles&Responsibilities

UnitLeaderDevelopmentRolesandResponsibilitiesEfficientimplementationofunitleaderdevelopmentdependsonacleardelineationofresponsibilities across leaders and staff both within and outside of your command. Use the UnitLeaderDevelopmentRolesandResponsibilitiesWorksheettowriteoutyournotesontheresponsibilities for leader development in your command.

Filledinby:_______________________________________Date:_________


Filledinby:_______________________________________Date:_________

ApplicationWrite out your sources of personal inspiration for investing in unit leader development. Use the notes to communicate them to others and remind yourself of the importance of unit leader development when events threaten its implementation.


Filledinby:_______________________________________Date:_________

LeadershipThatEncouragesDevelopmentUse this assessment tool to learn whether your behavior communicates support for leader development. Ask peers and subordinates to rate you or ask your command sergeant major or first sergeant to watch for these behaviors in you for a couple of weeks. Then ask them to report back ontheirfindings.SeeFM6-22formoreinformationontheseleaderattributesandcompetencies.

Place an X in the column that represents how oftenyouengageineachbehavior.Evaluateyour behavior as accurately as you can.

ThelasttimeIengagedinthiswas:Not



Within the Past

Quarter

Within the Past

Month

Within the Past

Week

ActionstoSettheExampleforDevelopment

Developsselfandengagesinlearning

Reinforcesguidancegiventoothersthroughownactions

Doesnotexpectotherstodowhats/hewouldnotdo

Improvesabilitiestointeractinterpersonally

Serves as a mentor to others outside the chain of command

Ispositive,encouraging,andrealisticallyoptimistic

ActionstoDevelopLeaders

Takes time to get to know and understand subordinates

Inspirespeopletodotheirbest

Assesses strengths/developmental needs of subordinates

Takes leaders aside and discusses lessons learned/feedback

Reviewsjobperformancewithsubordinatestoassistintheir growthMakestaskandassignmentdecisionsbasedinpartondevelopmental needs

Encouragessubordinatestoengageinself-studyandtraining opportunitiesActionstoCreateaLearningEnvironment

Communicatesanexpectationofcontinuouslearning

Encouragesopenandcandidcommunications

Engagesleadersincriticalthinking,challengesthemtoshift perspectiveSpeaks openly of own leadership mistakes and what s/he learned from them

Accepts that leaders will make mistakes

Fostersteamwork,cohesion,cooperation,andloyalty

Sets/maintainshighexpectationsforindividualsandteams

Encouragesinnovationandnewwaysofdoingthings

Reviewthebehaviorsyouhavenotexhibitedrecentlyandidentifywhathaskeptyoufromdoingsomoreoften.


Filledinby:_______________________________________Date:_________

Action Notes/Guidance

IDproblem/opportunitywithcriticalmission/Soldier impact

BriefchainofcommandonTigerTeam authority and process

Select cross-functional team based onexpertise,innovativethinking,and self-motivation

IdentifyTigerTeamfacilitator(s);clarify their roles/responsibilities.

Isolate/protectTeamfromoperational responsibilities

Provide Team with reach-back capability/access to knowledge

Authorizedirectcoordinationwithhigher/adjacentexperts

Establishquickdeadlinesforresults

ReportdirectlytoCommanderwithsolution

Facilitatesolutionimplementation

AARTigerTeamprocess

Announcesolutions,recognizeTigerTeam members and supporting personnel. Officially disband.

Note:Theconceptofa“TigerTeam”istakenfrom“‘AdaptorDie’:TheImperativeforaCultureofInnovationintheUnitedStatesArmy,”byBGDavidA.FastabendandMr.RobertH.Simpson.IntroductionbyGeneralPeterJ.Schoomaker, Chief of Staff, Army. Army,February2004.

TigerTeamImplementationToolUsetheTigerTeamImplementationtooltopromotelearningwhilegeneratinginnovativesolutionstocriticalproblemsoropportunities.ByrotatingdifferentleadersthroughtheTigerTeamexperience,youcreateagentsofinnovationandlearningthroughoutyourcommand.Theunitcommander’s role is critical to the Tiger Team’s success. You must be willing to let a free-roaming team work autonomously around stovepiped functions and the unit chain of command. And you must be comfortable with the risk that comes with implementing Tiger Team recommendations onthespot.Ifyouare,theTigerTeamconceptwillencourageaclimateoflearning,development,and innovation across your command.


Notes


Filledinby:_______________________________________Date:_________

GettingtoKnow:______________________________________________ Name of Subordinate Leader

Use this note card to begin to get to know the subordinate leaders in your command. Use the blank space to take notes on items as you learn them. The notes will serve as convenient reminders.Foritemsyoudonotknow,considerlearningthemtobettergettoknowthisleader.

Professional goals and priorities:

Key challenges in current assignment:

Personal leadership strengths and development needs:

Satisfaction with work and the Army profession:

Relationshipwithpeersandsubordinates:

GettingToKnowToolUsetheGettingToKnowtooltowritedownkeyinformationoneachsubordinateleader.Forleaders with a number of blank entries, take action to get to know them better.


Feelingsaboutbossandourworkrelationship:

Previousassignmentsandcareerexperiences:

Importantfamilymembers:

Housinglocationandtransportationtowork:

Uniqueskills(beyondmilitary):

Maininterestsoutsideofwork:

Personal stressors:


Filledinby:_______________________________________Date:_________

Observation Window Name of Leader Situation to Observe

0100

0200

0300

0400

0500

0600

0700

0800

0900

1000

1100

1200

1300

1400

1500

1600

1700

1800

1900

2000

2100

2200

2300

2400

DailyLeaderObservationPlannerUsetheDailyLeaderObservationPlanner,alongwithaunittrainingschedule,toidentifythemostproductive times to observe how a leader acts and responds (behavior).


Filledinby:_______________________________________Date:_________

Situation: Describethesituation/conditionsoftheassessment

Observation: Describebehaviorandimpactonmissionand/or Soldiers.

Associate&Assess:IdentifyFM6-22competency(seepage19);assessproficiency.

Reinforce&Recommend:Noteappropriatefeedback,praise,orcorrection.Recommendedactiontosustain/improve leader behavior.

SOARObservation&AssessmentToolUseSOARtoremindyouwhatinformationtocapturewhileobservingaleader.Bydoingso,yourfeedbacktotheleaderwillbemoreaccurateandaction-oriented.MaintainingandreviewingSOARcardsarealsoagreatwaytoprepareforacounselingsession.


Filledinby:_______________________________________Date:_________

Learningfromeachother’sexperiencescanbeinvaluable.Thepurposeofthisdiscussionistogiveleaderstheopportunitytosharetheirexperiencesintermsoftheleadercompetencies.

ArmyCoreLeaderCompetencyModel(FM6-22)

Lead




Buildtrustoutsidelines of authority. Understand sphere, means, and limits of influence. Negotiate, build consensus, resolve conflict.



Develop




Assess developmental needs. Developonthejob. Support professional and personal growth. Helppeoplelearn. Counsel, coach, and mentor. Buildteamskillsandprocesses.

Achieve

GetsResults



Describeasituationinwhichyouorsomeoneyouobserveddidnotdemonstratethiscompetency well, but could have.• Whatactionsdidtheytake?• Whatwastheoutcome?• Whatactionswouldhavebeenmoreeffective?

GroupDiscussionofLeaderCompetencyModelUsetheGroupDiscussionofLeaderCompetenciestotrainyourleadersinleadershipassessmentandthedoctrinallanguageofFM6-22,Army Leadership.


Filledinby:_______________________________________Date:_________

Subject:________________________________StimulateIntellect Assessment/Howtoimprove

learning:Isthetempooflearningmaintaininglearnerattention?

Are the physical conditions (temperature, lighting) sufficient to maintain learner attention? Are the learning media (role play, rehearse/practice, simulation, discussion, lecture) appropriate for the task to be learned?Dothecontentandstandardforlearningchallenge/stretchlearnersbeyondtheircurrentlevelofskillandexperience?ShapeMotivationIsthelearninghighlyrelevant/willithaveanimpactonunitperformance? On improving leaders for the larger Army?

Aretheexperiencesofleadersatthelearningobjectivedrawnupon?

Areleadersencouragedtobringuptheirexperiencesduringthelearning?Aretheseexperiencesintegratedintothelearning?

Doleaderslookforwardtolearningopportunities?

Inspiteofchallenges/limitations,doleadersseektomakethebestofa learning opportunity?Are leaders dissatisfied with their present level of learning and always looking to improve and learn?ProvideExperienceDoeslearningincludesufficientrepetitionandpractice?

Are the conditions/situations of practice varied?

Dothelearningconditionsreplicateon-the-jobconditions?

Areexpertsatthetask(rolemodels,mentors)employedtoenhancelearning?

Doleaderslearnfromfeedbackandreflection?

Doesthelearningdrawonthestudyofpreviousleaders/historicalexamples?

Doesthelearningincludeatestoftheleader’sleveloflearning?

Doesthetestemployedfullyandaccuratelyassessleaderlearning?

Learning Principles QuestionnaireUsethisquestionnairetoplan,conduct,andevaluateunitleaderlearninginterventions.Provideyour suggested improvements to the lead trainer or training operations.


Filledinby:_______________________________________Date:_________

LeverageRoleModel(RM)for:____________________________________ LeaderPosition/DomainofExpertise

Name WaystoLeverageRM SupporttoProvideRM

LeverageRoleModelToolUsetheLeverageRoleModeltooltoidentifyhowyouwillemployrolemodelsbyleadershippositionandareaofexpertise.


Filledinby:_______________________________________Date:_________

PotentialMenteesName Current Position

Note: Circle the individuals you end up mentoring

PlannedActionforBecomingaMentor/MaintainingMentoringRelationship

KeyRolesandResponsibilities

Provides:

Candid feedback about perceived strengths and developmental needs

Encouragementandmotivation

Advice on dealing with roadblocks

Guidanceonsettinggoalsandperiodicallyreviewsprogress

Shares: Experiencesthatcontributedtohis/herownsuccess

An understanding of the Army, its mission, and formal and informal operating processes

Encourages:

Moreefficientandproductiveperformance

Appropriate training and developmental opportunities

Sense of self-awareness, self-confidence, and adaptability

Serves:

As a confidant, counselor, guide, and adviser

As a sounding board for career development ideas/opportunities

As a resource for enhancing personal and professional attributes

*DerivedfromDAPAM690-46MentoringforCivilianMembersoftheForce

BeaMentorUsethe“BeaMentor”checklisttoencouragetheformationofmentoringrelationships.


Filledinby:_______________________________________Date:_________

Application Purpose Method

LeaderMissionEssentialTaskList Training

MandatoryArmy TrainingRequirements

BuildLeaderCohesion/EspritDe

Corps

IssueCommandGuidance

LeaderCareer PathEducation

PurposeandMethodforTrainingandProfessionalDevelopmentIdentifythepurposeandmethodbywhichyouwillimplementthefiveapplicationsofanOPD/NCOPDprogramwithinyourcommand.


Filledinby:_______________________________________Date:_________

Book/Article/Reference:

Name of Leader:

Position:

Describetheleader’senvironment/situation.

Who was the leader leading?

Howdidtheleaderattempttoinfluencethesituation/people? (UseFM6-22LeadershipRequirementsModellanguage)

What were the positive and negative outcomes?

What were the leader’s strengths and development needs?

What lessons from this leader’sexperiencecanweapply immediately and/or down the road?

Study ToolA command reading program is one way to foster self-study. Yet recent survey results indicate commanders must make the reading relevant, provide a purpose, and follow up. Use the following study tool to relate readings specifically to leadership and leader development. The study tool format can be used to present a short lesson on leadership to other members of the command.


Filledinby:_______________________________________Date:_________

AssignmentDemandsAssessmentUsetheAssignmentDemandsAssessmenttooltoassessthereadinessofaleaderforkeyjobdemands.Usethistooltoaddjobdemandsforpurposesofleaderdevelopment.Iftheleaderhasnoexperienceinthedemand,identifythesupports/hewillneedtomaintainunitperformance.

NameofLeader____________________________________________________

JobAssignment____________________________________________________

AssignmentDemandsDemand

Part of this Job

LeaderReadyfor this Demand

Support Leader Needs to Succeed

Turn around: Unit/team has suffered a setback and is performing poorly.

HighPerformanceculture:Expectationsofleaders are high.

Innovation:Highlyskilledteamresponsiblefor new ideas.

TaskForce/Matrix:Leadersmustinfluencepeople over whom they have no authority.

Cross-Cultural Situation:Differingculturesmustbeinfluencedtoachievemission success.

StaffAssignment–Direct:Executessystems, procedures, and policies in support of unit.

StaffAssignment–Operational/Strategic:Designsandexecutessystems,procedures, and policies.

Confront Poor Performance: Need to improve or replace subordinates.

AchieveResults:Definable,demandingperformance measures.

AdditionalAssignmentDemands:

Adaptedfrom:McCall,M.W.Jr.,M.M.Lombardo,A.M.Morrison.TheLessonsofExperience:HowSuccessfulExecutivesDevelopontheJob.NewYork:TheFreePress,1988.


Notes


Filledinby:_______________________________________Date:_________

LeadershipSelectionGuidanceUsetheLeadershipSelectionGuidancetooltoidentifythekeyqualificationsforselectingleadersfor key positions within your command.

Positiontobefilled:__________________________________________________

Fillby(date):_________________Staysinjobthrough(date):_________________

Checktheboxesforselectionprocessestouseintheevaluationofcandidatesforthisposition.Thenidentifykeyrequirements.

q LeaderRequirements(writeinguidanceastowhatisimportantforthisleadershipposition)

RequirementsModelAttributes(refertoFM6-22)

LeaderofCharacter____________________________________________________

LeaderofPresence_____________________________________________________

LeaderwithIntellectualCapacity___________________________________________

LeadershipRequirementsModelCoreCompetencies

Leads:______________________________________________________________

Develops:____________________________________________________________

Achieves:____________________________________________________________

q PreviousLeadershipExperience/Training/Education(fromOfficerRecordBrief ORB/DAForm2-1)

WorkExperience______________________________________________________

Training/Certifications___________________________________________________

Education____________________________________________________________


q PerformanceAssessment&ReferenceCheck

PreviousOER/NCOERperformanceneededforsuccessinthisposition:

_____________________________________________________________________

PreviousSupervisorRecommendation_________________________________________

PreviousSeniorRaterRecommendation________________________________________

q Sample Job Capabilities

Task to assess Proficiency level needed

___________________ ____________________

Notes_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


Filledinby:_______________________________________Date:_________

IndividualPlanforLeaderAdvancementUsetheIndividualPlanforLeaderAdvancementtooltoidentifyandassessaleader’scurrentjobcomparedtoananticipatedjob.Thiswillhelptoidentifygapsintheleader’sskillandexperiencefor the planned succession.

Name:________________________________Date:________

CurrentPosition:______________________________________

KeyRoles/Responsibilities ProficiencyResponsibilitiesofthislevel/position(P=Proficient;A=Adequate;D=DevelopmentArea)

________________________________________________________________ ____

________________________________________________________________ ____

________________________________________________________________ ____

Plan/ActionstoAddressDevelopmentAreas:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

NextorPotentialPosition:____________________________________________________

Additional(New)Responsibilities ProficiencyResponsibilitiesaddedatthislevel (P=Proficient;A=Adequate;D=DevelopmentArea)

________________________________________________________________ ____

________________________________________________________________ ____

________________________________________________________________ ____

Plan/Actions to Prepare Leader for This Position:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


Filledinby:_______________________________________Date:_________

LeaderDevelopmentActionPlanThe diagram below will assist you in understanding where, within your daily activities, the methodsofthishandbookcanbeintegratedandapplied.ItalignstheLeaderDevelopmentActionPlan(LDAP)withtheCommander’sHandbookforUnitLeaderDevelopment methods of leader development.

Set the Conditions

KeyElementsofLDAP PhasesofLDAP Commander’sHandbookMethods

Recordreview

Reception&Integration

Sharpen leader selection

Initialinterview Purpose,opportunity,roles&responsibilities,create challenging jobs

In-process/introduction Know your subordinate leaders

Unit certification program Leverage role models, train

Identifystrengths&weaknesses Systematic observation and assessment, feedback and counseling

Complete unit certification

Basic Competency

Training

Reflect,study,leveragerolemodels,train

Meetdutystandards Leadership assessment, systematic observation and assessment

Establishrelationships Leveragerolemodels;fostermentoring

Prioritizetrainingneeds Systematic observation and assessment, createchallengingjobexperiences,train

Identifyadditionalskills Plan leader succession

Draftdevelopmentalneeds Feedbackandcounseling

Developsustainmentplan

Leader Development&

Training Sustainment

Leadership assessment

Developtrainingplan Leverage role model, study, train

Plan for future development Plan leader succession and create challenging jobexperiences,train

Create self-development program Feedbackandcounseling,reflect,fostermentoring, study

EvaluateLeaderDevelopment


Filledinby:_______________________________________Date:_________

IndicatorsoftheHealthofUnitLeaderDevelopment

Status (Green,Amber, orRed)

Action Needed

A subordinate leader shared a challenge theyareexperiencingwithyou

Leader(s)expressedinterestinjoining your unit

Leader(s)expressedadesiretostayinyour unit

Otherunitsrequestedaleaderfromyourunit

Unsolicited Soldier comments about their leaders

A new idea/innovation was implemented in your command

All key leader positions are filled/occupied

Multiplequalifiedcandidatescompetedforlast leadership position vacancy

Last leader with option to leave the Army was retained

Unit leader changes have little or no detrimental effect on unit performance

Initialperformanceofnewleadersishigh

Overallunitperformanceishigh;nosub-unit is a consistent low performer

Leaders and their units demonstrate lessonslearned;fewrepeatmistakes

Notes:•Anamberorredindicatorratingsuggeststhatyoufurtherinvestigatetheindicator.Thecauseoftheindicator

may be unrelated to unit leader development. •Becarefulnottoreacttojustoneoccurrenceoftheindicator.Lookfortrendsovertimeandthoseindicatorsthatoccurfrequently.

CommandUnitLeaderDevelopmentScorecardUsetheCommandUnitLeaderDevelopmentScorecardtoevaluateleaderdevelopmentinyourCommand.


Notes

commander’s handbook for unit leader development · commander’s handbook for unit leader ......

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