Fm 6 22 leader development

Definitions And Core Competencies U1IP

As a starting point, review the federal government guidelines of the core competencies of an executive leader. These qualifications are defined in OPM’s Guide to Senior Executive Service Qualifications (see phase resources). Review the competencies that are defined in the phase resource FM 622: Leader Development

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Complete the following for this assignment:

Compare and contrast similarities and differences in the leadership competencies.
Compose your own list of the 5 most important leadership competencies, and justify your answer.
Formulate your own theory of the profile of a person who would have mastered the 5 competencies that you selected (based on experience, gifts, situations, academic achievements, mentoring, nature versus nurture, etc.). Use resources to effectively support your statements.
1 to 2 pages, apa format, scholarly references.

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*FM 6-22

Distribution Restriction: Approved for public release; distribution unlimited.

*This publication supersedes FM 6-22, dated 12 October 2006.

i

Field Manual No. 6-22

Headquarters Department of the Army

Washington, DC,

Leader Development Contents

Page

PREFACE............................................................................................................... v

ACKNOWLEDGEMENTS .....................................

INTRODUCTION ................................................................................................... vi

Chapter 1 LEADER DEVELOPMENT ................................................................................ 1-1 Tenets of Army Leader Development ................................................................. 1-1 The Challenge for Leader Development ............................................................ 1-2 Leadership Requirements .................................................................................. 1-3 Cohesive and Effective Teams ........................................................................... 1-5 Growth Across Levels of Leadership and by Cohorts ........................................ 1-7 Transitions across Organizational Levels ........................................................... 1-8

Chapter 2 PROGRAM DEVELOPMENT ............................................................................ 2-1 Unit Leader Development Programs .................................................................. 2-2 Evaluation of Leader Development Programs.................................................. 2-18

Chapter 3 FUNDAMENTALS OF DEVELOPMENT ........................................................... 3-1 Section I – Setting Conditions ........................................................................ 3-2 Learning Environment ........................................................................................ 3-3 Knowledge of Subordinates................................................................................ 3-6 Section II – Providing Feedback ..................................................................... 3-8 Observation Planning ......................................................................................... 3-8 Accurate Observations and Assessments .......................................................... 3-8 Feedback Delivery ............................................................................................ 3-11 Section III – Enhancing Learning .................................................................. 3-16 Leader Role Models ......................................................................................... 3-17 Mentorship ........................................................................................................ 3-17 Guided Discovery Learning .............................................................................. 3-22 Coaching........................................................................................................... 3-25 Study ................................................................................................................. 3-26 Section IV – Creating Opportunities ............................................................. 3-28 Challenging Experiences .................................................................................. 3-29 Leader Selection ............................................................................................... 3-30 Leader Succession ........................................................................................... 3-31 Career Development and Management ........................................................... 3-32

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ii FM 6-22

Chapter 4 SELF-DEVELOPMENT ...................................................................................... 4-1 Strengths and Developmental Needs Determination ..........................................4-1 Goal Setting ........................................................................................................4-5 Self-enhanced Learning ......................................................................................4-9 Learning in Action .............................................................................................4-16

Chapter 5 UNIQUE ASPECTS FOR DEVELOPMENT ....................................................... 5-1 Character ............................................................................................................5-1 Judgment and Problem Solving ..........................................................................5-2 Adaptability ..........................................................................................................5-7

Chapter 6 LEADER PERFORMANCE INDICATORS......................................................... 6-1 Accurate and Descriptive Observations ..............................................................6-1 Application of the Performance Indicators ..........................................................6-1

Chapter 7 LEARNING AND DEVELOPMENT ACTIVITIES ............................................... 7-1 Capability Evaluation and Expansion ..................................................................7-1 Developmental Activities .....................................................................................7-2 Leads Others .......................................................................................................7-5 Builds Trust .......................................................................................................7-10 Extends Influence Beyond the Chain of Command ..........................................7-12 Leads by Example .............................................................................................7-15 Communicates ..................................................................................................7-23 Creates a Positive Environment/Fosters Esprit de Corps................................. 7-28 Prepares Self ....................................................................................................7-38 Develops Others ...............................................................................................7-46 Stewards the Profession ...................................................................................7-51 Gets Results ......................................................................................................7-53

GLOSSARY .......................................................................................... Glossary-1

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

INDEX ......................................................................................................... Index-1

Figures Introductory Figure 1. Integrating diagram ............................................................................... vii Figure 1-1. Army leadership requirements model .................................................................. 1-4 Figure 1-2. Army team building process model ..................................................................... 1-6 Figure 2-1. Example unit leader development program outline ............................................. 2-8 Figure 2-2. Example unit leader development program ......................................................... 2-9 Figure 2-3. Example battalion NCO development program ................................................. 2-12 Figure 2-4. Example battalion platoon sergeant development program .............................. 2-13 Figure 2-5. Example battalion leader development program for lieutenants ....................... 2-15 Figure 2-6. Example unit leader development scorecard .................................................... 2-19 Figure 3-1. Fundamentals of developing leaders .................................................................. 3-2 Figure 3-2. Example IDP ........................................................................................................ 3-7 Figure 3-3. Example SOAR feedback notes ........................................................................ 3-10 Figure 4-1. Example of self-development goal development ................................................. 4-8

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Tables Table 1-1. Principles of mission command linkage to Army leadership requirements ...........1-5 Table 1-2. Signs of ineffective and effective teams ................................................................1-7 Table 2-1. Goals and end states of the leader development plan ..........................................2-4 Table 2-2. Enablers for learning .............................................................................................2-5 Table 2-3. Developmental activities and opportunities ...........................................................2-6 Table 3-1. Learning principles ................................................................................................3-5 Table 3-2. Mentor roles and responsibilities .........................................................................3-18 Table 5-1. Examples of reflective questions ...........................................................................5-3 Table 5-2. Example questions to focus thinking .....................................................................5-5 Table 5-3. Skills and characteristics of adaptability ................................................................5-7 Table 6-1. Framing the Army Values, empathy, Warrior/Service ethos, and discipline .........6-3 Table 6-2. Framing presence ................................................................................................. 6-4 Table 6-3. Framing intellect ....................................................................................................6-5 Table 6-4. Framing leads ........................................................................................................6-6 Table 6-5. Framing develops ..................................................................................................6-7 Table 6-6. Framing achieves ..................................................................................................6-8 Table 7-1. Identification of developmental goal ......................................................................7-1 Table 7-2. Methods to implement developmental activities ...................................................7-2 Table 7-3. Evaluation model ...................................................................................................7-3 Table 7-4. Leadership competencies and actions listing .......................................................7-4 Table 7-5. Uses appropriate methods of influence to energize others...................................7-6 Table 7-6. Provides purpose ..................................................................................................7-7 Table 7-7. Enforces standards ...............................................................................................7-8 Table 7-8. Balances mission and welfare of followers ...........................................................7-9 Table 7-9. Sets personal example for trust ..........................................................................7-10 Table 7-10. Takes direct actions to build trust ......................................................................7-11 Table 7-11. Sustains a climate of trust .................................................................................7-12 Table 7-12. Understands sphere, means, and limits of influence ........................................7-13 Table 7-13. Negotiates, builds consensus, and resolves conflict .........................................7-14 Table 7-14. Displays Army Values .......................................................................................7-16 Table 7-15. Displays empathy ..............................................................................................7-17 Table 7-16. Exemplifies the Warrior Ethos/Service Ethos ...................................................7-18 Table 7-17. Applies discipline ...............................................................................................7-19 Table 7-18. Leads with confidence in adverse situations .....................................................7-20 Table 7-19. Demonstrates tactical and technical competence .............................................7-21 Table 7-20. Understands and models conceptual skills .......................................................7-22 Table 7-21. Seeks diverse ideas and points of view ............................................................7-23 Table 7-22. Listens actively ..................................................................................................7-24 Table 7-23. Creates shared understanding ..........................................................................7-25 Table 7-24. Employs engaging communication techniques .................................................7-26

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Table 7-25. Sensitive to cultural factors in communication .................................................. 7-27 Table 7-26. Fosters teamwork, cohesion, cooperation, and loyalty .................................... 7-29 Table 7-27. Encourages fairness and inclusiveness ........................................................... 7-30 Table 7-28. Encourages open and candid communications ................................................ 7-31 Table 7-29. Creates a learning environment ....................................................................... 7-32 Table 7-30. Encourages subordinates ................................................................................. 7-34 Table 7-31. Demonstrates care for follower well-being ....................................................... 7-35 Table 7-32. Anticipates people’s duty needs ....................................................................... 7-36 Table 7-33. Sets and maintains high expectations for individuals and teams ..................... 7-37 Table 7-34. Maintains mental and physical health and well-being ...................................... 7-39 Table 7-35. Expands knowledge of technical, technological, and tactical areas ................. 7-40 Table 7-36. Expands conceptual and interpersonal capabilities ......................................... 7-41 Table 7-37. Analyzes and organizes information to create knowledge ............................... 7-42 Table 7-38. Maintains relevant cultural awareness ............................................................. 7-43 Table 7-39. Maintains relevant geopolitical awareness ....................................................... 7-44 Table 7-40. Maintains self-awareness ................................................................................. 7-45 Table 7-41. Assesses developmental needs of others ........................................................ 7-46 Table 7-42. Counsels, coaches, and mentors ..................................................................... 7-47 Table 7-43. Facilitates ongoing development ...................................................................... 7-48 Table 7-44. Builds team skills and processes ...................................................................... 7-50 Table 7-45. Supports professional and personal growth ..................................................... 7-51 Table 7-46. Improves the organization ................................................................................ 7-52 Table 7-47. Prioritizes, organizes, and coordinates taskings .............................................. 7-54 Table 7-48. Identifies and accounts for capabilities and commitment to task ..................... 7-55 Table 7-49. Designates, clarifies, and deconflicts duties and responsibilities ..................... 7-56 Table 7-50. Identifies, contends for, allocates, and manages resources ............................ 7-57 Table 7-51. Removes work obstacles .................................................................................. 7-58 Table 7-52. Recognizes and rewards good performance .................................................... 7-59 Table 7-53. Seeks, recognizes, and takes advantage of opportunities ............................... 7-60 Table 7-54. Makes feedback part of work processes .......................................................... 7-61 Table 7-55. Executes plans to accomplish the mission ....................................................... 7-62 Table 7-56. Identifies and adjusts to external influences ..................................................... 7-63

FM 6-22 v

Preface FM 6-22 Leader Development provides a doctrinal framework covering methods for leaders to develop other leaders, improve their organizations, build teams, and develop themselves.

The principal audience for FM 6-22 is all leaders, military and civilian, with an application focus at the operational and tactical levels. Trainers and educators throughout the Army will also use this manual.

Commanders, staffs, and subordinates ensure their decisions and actions comply with applicable U.S., international, and, in some cases, host-nation laws and regulations. Commanders at all levels ensure their Soldiers operate in accordance with the law of war and the rules of engagement (see FM 27-10).

FM 6-22 uses joint terms where applicable. Selected joint and Army terms and definitions appear in both the glossary and the text. Terms for which FM 6-22 is the proponent publication (the authority) are marked with an asterisk (*) in the glossary. Definitions for which FM 6-22 is the proponent publication are boldfaced in the text. For other definitions shown in the text, the term is italicized and the number of the proponent publication follows the definition.

This publication incorporates copyrighted material.

FM 6-22 applies to the Active Army, Army National Guard/Army National Guard of the United States, and United States Army Reserve unless otherwise stated.

The proponent of FM 6-22 is Headquarters, U.S. Army Training and Doctrine Command. The preparing agency is the Center for Army Leadership, U.S. Army Combined Arms Center—Mission Command Center of Excellence. Send comments and recommendations on DA Form 2028 (Recommended Changes to Publications and Blank Forms) to Center for Army Leadership, ATTN: ATZL-MCV-R, 290 Stimson Avenue, Fort Leavenworth, KS 66027-1293; by e-mail to usarmy.leavenworth.tradoc.mbx.6-22@mail.mil; or submit an electronic DA Form 2028.

LIVING DOCTRINE Bringing Doctrine to Life

The Army is committed to delivering doctrine to our Soldiers and civilians through the various media used in everyday life. FM 6-22 is available in an eReader format for download to commercial mobile devices from the Army Publishing Directorate (www.apd.army.mil). A platform-neutral application (LeaderMap) has also been developed to augment the content of the manual with additional multi-media material. LeaderMap is available thru the Central Army Registry (www.adtdl.army.mil) and can be found by typing LeaderMap into the search function after signing in. A fully enhanced interactive version of FM 6-22 for commercial devices will be available at the Army Training Network (https://atn.army.mil/). The fully enhanced interactive version integrates video, audio, and interactivity to enhance the overall learning and reading experience. An announcement will be made Armywide as soon as the interactive version is fielded.

Acknowledgements This manual contains copyrighted material as indicated:

Chapter 2, paragraphs 2-6, 2-7, and 2-28 and the example scorecard; Chapter 3, paragraphs 3-4–3-5, 3-7–3-9, 3-11–3-13,4, 3-20–3-34, 3-57–3-60, 3-106, 3-117–3-122, 3-124–3-126, 3-134–3-136, and special callout texts within these paragraphs; and chapter 4, paragraphs 4-57–4-59 and the personal after action review (AAR) on page 4-12 come from Commander’s Handbook for Unit Leader Development, Copyright © 2007 United States Government, as represented by the Secretary of the Army. All rights reserved.

Chapter 4, paragraphs 4-8–4-15, 4-19–4-57, and 4-61–4-74 and the analysis exercises on pages 4-4 and 4-5 come from Self-Development Handbook, Copyright © 2008 United States Government, as represented by the Secretary of the Army. All rights reserved.

vi FM 6-22

Introduction Army leaders are the competitive advantage the Army possesses that technology cannot replace nor be substituted by advanced weaponry and platforms. Today’s Army demands trained and ready units with agile, proficient leaders. Developing our leaders is integral to our institutional success today and tomorrow. It is an important investment to make for the future of the Army because it builds trust in relationships and units, prepares leaders for future uncertainty, and is critical to readiness and our Army’s success. Leader development programs must recognize, produce, and reward leaders who are inquisitive, creative, adaptable, and capable of exercising mission command. Leaders exhibit commitment to developing subordinates through execution of their professional responsibility to teach, counsel, coach, and mentor subordinates. Successful, robust leader development programs incorporate accountability, engagement, and commitment; create agile and competent leaders; produce stronger organizations and teams; and increase expertise by reducing gaps between knowledge and resources.

Leader development involves multiple practices that ensure people have the opportunities to fulfill their goals and that the Army has capable leaders in position and ready for the future. The practices include recruiting, accessions, training, education, assigning, promoting, broadening, and retaining the best leaders, while challenging them over time with greater responsibility, authority, and accountability. Army leaders assume progressively broader responsibilities across direct, organizational, and strategic levels of leadership.

FM 6-22 integrates doctrine, experience, and best practices by drawing upon applicable Army doctrine and regulations, input of successful Army commanders and noncommissioned officers, recent Army leadership studies, and research on effective practices from the private and public sectors.

FM 6-22 provides Army leaders with information on effective leader development methods by: Translating Army leader feedback into quick applications. Prioritizing leader development activities under conditions of limited resources. Integrating unit leader development into already occurring day-to-day activities. Integrating ADRP 6-22 leader attributes and competencies consistently across Army leader development doctrine.

FM 6-22 contains seven chapters that describe the Army’s view on identifying and executing collective and individual leader development needs:

Chapter 1 discusses the tenets of Army leader development, the purpose of developing leaders to practice the mission command philosophy, building teams, and development transitions across organizational levels.

Chapter 2 discusses the creation of unit leader development programs.

Chapter 3 addresses the fundamentals for developing leaders in units by setting conditions, providing feedback, and enhancing learning while creating opportunities.

Chapter 4 provides information on the self-development process including strengths and developmental needs determination and goal setting.

Chapter 5 discusses character, judgment and problem solving, and adaptability as situational leader demands.

Chapter 6 provides information on leader performance indicators to enable observations and feedback.

Chapter 7 provides recommended learning and developmental activities.

The References section includes pertinent links to recommended leader development readings and Web sites.

Introductory figure 1 illustrates how the information within this manual fits together.

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Introductory Figure 1. Integrating diagram

FM 6-22 1-1

Chapter 1

Leader Development 1-1. The Army depends upon itself to develop adaptable leaders able to achieve mission accomplishment in dynamic, unstable, and complex environments. A robust, holistic leader development program is essential. Through a mix of education, training, and experience, Army leader development processes produce and sustain agile, adaptive, and innovative leaders who act with boldness and initiative in dynamic, complex situations to execute missions according to doctrine, orders, and training. Furthermore, it also produces leaders that possess the integrity and willingness to act in the absence of orders, when existing orders, doctrine or their own experience no longer fit the situation, or when unforeseen opportunities or threats arise. Properly designed leader development programs develop trusted leaders of character, competence, and commitment. The goal is to develop Army leaders who clearly provide purpose, direction, motivation, and vision to their teams and subordinates while executing missions to support their commander’s intent. Leaders at all levels need to be prepared to understand the strategic context for execution and success of any mission.

1-2. Leader development is fundamental to our Army—leader development is the deliberate, continuous, sequential, and progressive process—founded in Army values—that grows Soldiers and Army Civilians into competent and confident leaders capable of decisive action. Leader development is achieved through the life- long synthesis of the knowledge, skills, and experiences gained through the training and education opportunities in the institutional, operational, and self-development domains (AR 350-1). A key component of leader development is remaining focused on the professionalism of our leaders and those they lead. By developing and promoting a professional force, the Army develops trust on several levels: between Soldiers; between Soldiers and leaders; between Soldiers and Army Civilians; between the Soldiers, their families and the Army; and between the Army and the American people. This is why the Army is committed to providing quality institutions of education and training along with challenging experiences throughout a career.

TENETS OF ARMY LEADER DEVELOPMENT 1-3. The tenets of Army leader development provide the essential principles that have made the Army successful at developing its leaders. The tenets also provide a backdrop for the Army principles of unit training (see ADRP 7-0). The overarching tenets of Army leader development are—

Strong commitment by the Army, superiors, and individuals to leader development. Clear purpose for what, when, and how to develop leadership. Supportive relationships and culture of learning. Three mutually supportive domains (institutional, operational, and self-development) that enable education, training, and experience. Providing, accepting, and acting upon candid assessment and feedback.

1-4. Development of people is an Army priority. Commitment represents intention and engagement from the individual, from supportive leaders, and from the Army. Beyond their directed responsibility to develop subordinates, leaders want to serve in an organization that values camaraderie and teamwork and improves the capabilities of others. Leaders have a directed responsibility to develop their subordinates; accountability for implementation follows responsibility. Leaders must be committed to the development of others and themselves. Teams change and organizations change when individuals choose to engage and improve.

1-5. Development depends on having clear purpose for what, when and how to develop. Good leader development is purposeful and goal-oriented. A clearly established purpose enables leaders to guide, assess, and accomplish development. The principles of leader development describe goals for what leaders need to be developed to do: leading by example, developing subordinates, creating a positive environment for learning, exercising the art and science of mission command, adaptive performance, critical and creative thinking, and knowing subordinates and their families. The core leader competencies and attributes identified

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in ADRP 6-22 and the Army Leader Development Strategy (ALDS) provide additional detail of what leaders need to be able to do.

1-6. Supportive relationships and a culture of learning recognize that for development to occur a willingness to engage with others must exist. This tenet relates to two of the principles of leader development: creating a learning environment and knowing subordinates and their families (see ADRP 7-0). Leaders, organizations, and the entire Army must set the conditions for development to occur. Leader development is a mindset incorporated into all organizational requirements and mission accomplishment. Leaders must balance leader development against organizational requirements and mission performance. In operational units and other organizations, development can occur concurrently with training and mission performance, especially when leaders create an environment that places real value and accountability on leader development activities and the Soldiers and civilians to be developed.

1-7. Development occurs through both formal systems and informal practices. Reception and integration, newcomer training, developmental tasks and assignments, individual and collective training, educational events, transition or succession planning, and broadening are all activities where development occurs and should be encouraged. Development involves experiential learning that is consistent with the principle of train as you fight. The performance of duties is always an opportunity for learning while doing. Any experience that shapes and improves performance enhances development.

1-8. Feedback is necessary to guide and gauge development. Formal and informal feedback based on observation and assessment provide information to confirm or increase self-awareness about developmental progress. The Army established performance monitoring, evaluation reports, coaching, mentoring, and growth counseling processes to engage leaders and individuals. Each is essential for development.

THE CHALLENGE FOR LEADER DEVELOPMENT 1-9. The Army must develop leaders comfortable making decisions with available information and prepared to underwrite the honest mistakes subordinates make when learning. These same leaders must also be capable of developing others to be adaptive, creative, professional, and disciplined to execute any mission. Leaders should place emphasis on holistic programs that range across grades from enlisted through senior officers and the Army Civilian Corps.

1-10. Developing leaders involves a holistic, comprehensive, and purposeful group of activities. More than any set of activities, success stems from a culture where leaders with a mindset and passion for developing others use daily opportunities to learn and teach. Leader development occurs at home station, in offices, laboratories, depots, maintenance bays, during exercises, and while deployed. Limited day-to-day interaction with their units and subordinates challenges Reserve Component leaders. At the same time, they benefit from the civilian skills of their subordinates. Reserve Component leaders should use the experience and leadership acquired by their Soldiers from their civilian careers and develop strategies that can be executed on-duty and off, keeping in mind the balance that must be achieved between their subordinate’s Army duties, civilian position, and family life. For all cohorts, the Army must sustain the continuous development of future leaders.

1-11. Successful leaders recognize that they must continually develop their subordinates by maximizing opportunities in the institutional, operational, and self-development domains. It is critical to the long-term sustainment of the Army. Leaders are responsible for ensuring their organizations develop subordinates, perform missions, apply doctrinally sound principles in training, and exercise stewardship of resources. Along with responsibility comes accountability. Accountability speaks to two levels: leaders held accountable for how well they have developed their subordinates and individuals held accountable for their own professional development.

1-12. The ALDS lays out the Army's vision, mission, and framework for leader development. The strategic vision emphasizes competence, commitment, character, skills, and attributes needed by Army leaders to prevail in unified land operations and leading the Army enterprise. The Army's leader development mission relies on training, education, and experience components to contribute to the development of leaders. The ALDS also identifies the ends, ways and means for the leader development process. Will and time applied to development are the essential means for success, and this is why a professional culture and individual mindsets committed to development are important. The ALDS starts with leaders at all levels understanding their responsibility for developing other leaders and themselves and creating conditions that provide the

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opportunities for teaching, training, and providing developmental experiences. The ALDS integrates leader development domains with the training, education and experience lines of effort to show how leaders can be prepared through diverse, aligned activities. The desired ends are leaders developing and improving to meet the expectations identified in the Army leadership requirements model.

LEADERSHIP REQUIREMENTS 1-13. An Army leader, by virtue of assumed role or assigned responsibility, inspires and influences people to accomplish organizational goals. Army leaders motivate people both inside and outside the chain of command to pursue actions, focus thinking, and shape decisions for the greater good of the organization (ADP 6-22). These occur through leadership––the process of influencing people by providing purpose, direction, and motivation to accomplish the mission and improve the organization (ADP 6-22). The nation and the Army has articulated the expectations of leaders in the Army. The Army leadership requirements model (see figure 1-1 on page 1-4) illustrates expectations of every leader, whether military or civilian, officer or enlisted, active or reserve. This model aligns the desired outcome of leader development activities and personnel practices to a common set of characteristics valued throughout the Army. It covers the core requirements and expectations of leaders at all levels of leadership. Attributes are the desired internal characteristics of a leader—what the Army wants leaders to be and know. Competencies are skills and learnable behaviors the Army expects leaders to acquire, demonstrate, and continue to enhance—what the Army wants leaders to do.

1-14. The competency of getting results requires special mention to counter beliefs that only the end result matters. While the other elements in the model address enablers, conditions, and processes, the achieves category is where leadership is most direct and most challenging. The actions for gets results integrate all other components in a way that brings people, values, purpose, motivation, processes, and task demands together to make the difference in outcomes related to the mission. The integrating actions of this competency also affect all other attributes and competencies. Getting results must simultaneously address improvements to the organization, Soldier and civilian well-being and motivation, adjustments due to situational changes, ethical mission accomplishment, and so on. All the competencies and attributes together lead to trust between the leader and the led, trust that lays the foundation for mission command and effective teamwork.

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Figure 1-1. Army leadership requirements model 1-15. The leadership requirements and principles of mission command are mutually supportive. Understanding and practicing the principles of mission command are imperative for all leaders: officers, warrant officers, noncommissioned officers (NCOs), and Army Civilians. Mission command is the exercise of authority and direction by the commander using mission orders to enable disciplined initiative within the commander’s intent to empower agile and adaptive leaders in the conduct of unified land operations (ADP 6-0). While commanders exercise mission command, the actions of subordinates influence effectiveness.

1-16. Through practices in all domains of leader development, the philosophy of mission command becomes ingrained in the Army’s ethos and culture. Army leaders, Soldiers, and Civilians at every echelon throughout the operating force and the institutional Army apply mission command principles in the conduct of routine functions and daily activities.

1-17. To best prepare leaders for the uncertainty associated with Army operations, leaders must develop and create opportunities to understand and become proficient in employing the mission command principles. This development requires continual assessment and refinement throughout the individual’s service. Leaders who fail to assess or develop their people or teams will not have prepared them to take disciplined initiative. Additionally, the leaders will not understand what individuals and teams are capable of doing and will not be in a position to capitalize on using mission orders.

1-18. Army leaders exercise mission command. Table 1-1 shows the linkage between the principles of mission command and the competencies and attributes of Army leaders in the leadership requirements model. Leader development activities must maintain the vision of developing leaders to execute mission command.

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Table 1-1. Principles of mission command linkage to Army leadership requirements

Principles of Mission Command Army Leadership Requirements (ADRP 6-22)

Build cohesive teams through mutual trust

Develops others—builds effective teams. Builds trust—sets personal example; sustains a climate of trust. Demonstrates the Army Values and decisions consistent with the Army Ethic. Leads others—balances subordinate needs with mission requirements. Extends influence beyond the chain of command—builds consensus and resolves conflict. Creates a positive environment—fosters teamwork.

Create shared understanding

Communicates—creates shared understanding. Demonstrates interpersonal tact—interaction with others. Leads others—provides purpose, motivation, and inspiration. Extends influence beyond the chain of command––uses understanding in diplomacy, negotiation, consensus building. Builds trust—uses appropriate methods of influence to energize others. Creates positive environment--supports learning. Gets results—designates, clarifies and deconflicts roles.

Provide a clear commander’s intent

Leads others—provides purpose. Communicates—employs engaging communication techniques. Gets results—prioritizes taskings.

Exercise disciplined initiative

Leads others—influence others to take initiative. Demonstrates the Army Values—duty. Demonstrates self-discipline—maintains professional bearing and conduct. Demonstrates mental agility—anticipates uncertain or changing conditions. Gets results—accounts for commitment to task.

Use mission orders Leads others—provides purpose without excessive, detailed direction. Develops others—expands knowledge. Gets results—executes plans to accomplish the mission the right way.

Accept prudent risk Leads others—assesses and manages risk. Gets results—identifies, allocates, and manages resources. Stewardship—makes good decisions about resources.

COHESIVE AND EFFECTIVE TEAMS 1-19. Teams are an essential configuration of how people come together to accomplish missions. In the Army, teams occur throughout every structure level of the organization. The Army as a whole is teams of teams. It begins with buddy teams––two military members who look after each other in a variety of positions and environments. The missions of the Army demand that leaders and teams be developed and ready. It is proven that a team is more effective than an individual when members work together, using their unique skills, experiences, and capabilities. The Army leadership competency categories cover how Army leaders lead; develop themselves, their subordinates, and organizations; and bring efforts together to achieve results. Army leaders are charged with developing others and conducting team building. Holistic leader development programs contribute to unit cohesion, resilience, and agility by producing leaders and teams that are creative, life-long learners, adaptable, and capable of exercising mission command.

1-20. The mission command philosophy helps to set the conditions for developing teams. Creating a shared understanding is the first step and most important in developing a team. It gives the team a unifying purpose. The leader sets the tone; in a team-focused climate, members understand how they contribute to the overall success of the organization. Knowing the ‘why’ drives each action taken. Developing an overall sense of team and building an effective high quality team are two separate actions that should be parts of the overall leader development program. The goal of team building is to improve the quality of the team and how it works together to accomplish the mission.

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1-21. The Army relies on effective teams to perform tasks, achieve objectives, and accomplish missions. Building and maintaining teams that operate effectively is essential to both internal and external organizations. To do this, Army leaders employ Army team building, a continuous process of enabling a group of people to reach their goals and improve their effectiveness through leadership and various exercises, activities, and techniques. Figure 1-2 outlines the Army team building process.

Figure 1-2. Army team building process model 1-22. Three qualities measure good teamwork: identity, cohesion, and climate. Team identity develops through a shared understanding of what the team exists to do and what the team values. Cohesion is the unity or togetherness across team members and forms from mutual trust, cooperation, and confidence. Teamwork increases when teams operate in a positive, engaging, and emotionally safe environment. An engaging environment is one where team members desire to work together on required missions; they feel a sense of self-worth and they are accomplishing something more important than they are. A safe environment occurs when team members feel they can be open and are not threatened by unwarranted criticism.

Team building From a first sergeant: Team building is a vital part of the Army because Soldiers need to feel as though they are a part of a team if they are going to be willing to fight and die for a teammate and their country. Soldiers need to learn their position and responsibility within that team.

1-23. Teamwork fosters open communication, improves professional relations, and contributes to unit motivation and building trust. Teamwork pulls together the knowledge and experience of a diverse group of people to accomplish the mission. Knowing the elements of effective teams and developing teamwork helps leaders assemble the team, orient them, create an identity, cultivate trust, engage in solving problems, manage processes, regulate team dynamics, and deliver results to other organizations and stakeholders. High performing teams enforce high standards and hold each other accountable for their actions and their level of performance or output. Motivation and discipline are keys to teams that surpass normal expectations. Table 1-2 compares characteristics of effective teams and ineffective teams. Time management and prioritization of effort are important for self and team discipline. Teams that find themselves continually operating in a crisis management mode need to break out of the cycle with better prioritization, effective delegation and

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dedicated time for planning. See Army doctrine on team building and the Virtual Improvement Center for specific techniques.

Table 1-2. Signs of ineffective and effective teams

Ineffective Teams Effective Teams Fail to listen to relevant input of a team member. Speak despairingly about other members. Fail to enforce or encourage discipline in the team. Compete, rather than cooperate, with other team

members. Argue with other team members in front of

counterparts or other individuals. Fail to act or make decisions on issues that have

implications for the team. Focus more on self-interest than the well-being of

the team. Give less than full effort because of low morale or

lack of confidence in other team members.

Emphasize what is common among members rather than focus on characteristics that could cause subgroups to form.

Hold a shared vision about operating as a team. Share information that may be useful to other team

members. Ensure team members periodically engage in

group activities (such as sports, meals, or other off-duty activities).

Act quickly to promote togetherness when schisms in the group appear or morale drops.

Show appreciation and concern for team members. Act as a team instead of individuals; take pride in

team accomplishments.

1-24. The mental dimension is an often overlooked part of teaming and team building. Shared cognition of teamwork includes learning, situational understanding, and critical thinking; motivation is common to all. The leader has a role in building team capacity in each area.

1-25. Teams that have a positive learning culture are eager to understand new areas and current situations. High performance teams are motivated to be inquisitive, to find better ways of doing their work, to acquire new information, and to create new knowledge. Leaders can establish a culture of learning by making learning part of the team's goals. Leaders can build up beliefs in the power of learning by how they demonstrate the value of learning to them personally and how they make learning interesting. Leaders can trigger learning by calling for reflection on shared events and individual experiences.

1-26. Teams that thoroughly engage in active situation assessment and understanding will have the best information available to work on required tasks. Asking questions and sensemaking are valuable processes for teamwork. Sensemaking is a process of creating meaning of an experience through discussion. Individual experiences and insights have greater value through a collaborative situation assessment. The depth of understanding achieved is pivotal in how the team handles complex problems. Developing accurate assessments and the ability to make precise distinctions comes from teams that are motivated to practice at discussing problems critically.

GROWTH ACROSS LEVELS OF LEADERSHIP AND BY COHORTS 1-27. Leaders develop the confidence, leadership, and the competence needed for more complex and higher- level assignments through education, training, and experience gained throughout a career. The Army balances education, training, and experience to develop leaders at all ranks and in all cohorts (officer, warrant officer, NCO, and Army Civilian). While the core leader competencies and attributes remain the same across levels, fine points in application and of expectations change. See ADRP 6-22 for discussions on leadership at the direct, organizational, and strategic levels.

1-28. The processes and expectations for each cohort are similar, while the outcomes are slightly different. Grounded in the Army Values, the Army expects all cohorts to be resilient, adaptive, and creative throughout careers of service to the Nation.

1-29. The Army develops officers, at all echelons, to understand and practice the mission command philosophy to lead and execute unified land operations. The Army expects officers to integrate leader development practices with collective and individual training to accomplish the Army’s missions and develop subordinates for future responsibilities. They routinely operate at direct-level interactions with others and work at the organizational and strategic levels to plan, prepare, execute, and assess leader development policies, systems, and practices. Warrant officers serve at all echelons as the primary integrators and

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managers of Army systems. They bring an unequalled depth of knowledge, experience, and perspective in their primary areas of expertise. Warrant officers, at all echelons, understand and practice the mission command philosophy to execute unified land operations. See DA PAM 600-3 for descriptions of the full spectrum of developmental opportunities throughout a career.

1-30. NCOs are responsible for setting and maintaining high-quality standards and discipline while conducting daily missions and making intent-driven decisions. NCOs serve as standard-bearers and role models vital to training, educating, and developing subordinates. Through training, coaching, mentoring, counseling, and informal interaction, they guide the development of Soldiers in an everyday basis and play a role in the development of junior officers. NCOs, at all echelons, understand and practice the mission command philosophy to execute unified land operations. NCOs advise officers at all levels and are an important source of knowledge and discipline for all enlisted matters. See DA PAM 600-25 for professional development opportunities.

1-31. Army Civilians provide crucial continuity that complements the roles of Soldiers. Army Civilian leaders require a broad understanding of military, political, and business-related strategies, as well as, high levels of managerial, leadership, and decision-making skills. Army Civilians create and practice leader development for other Army Civilians and support the development of military personnel while serving as supervisors, mentors, and instructors. At all echelons, Army Civilians should understand and exercise the mission command philosophy while providing mission-based capabilities to support Army missions. See DOD Instruction 1430.16 and AR 690-950 for specifics.

TRANSITIONS ACROSS ORGANIZATIONAL LEVELS 1-32. Cultural and individual mindsets that promote continuous learning are the cornerstone for creating and sustaining an agile Army. Through activities in the institutional, operational, and self-development domains, personnel obtain education, training, and experiences in order to grow and be able to succeed at positions of greater responsibility. As Army leaders progress in leadership responsibilities, it is necessary for them to develop new mindsets and to refine how they will lead at the next level.

1-33. Understanding key shifts in requirements across the progression of levels, helps individuals prepare for what may be ahead of them and helps prepare others to acquire capabilities for their next level. For the Army, the refinement of requirements across levels helps with management of talent. The Army provides opportunities for developmental experience before assigning leaders to positions of greater responsibility.

1-34. The timing of development is especially important in the military because personnel join and move through a series of alternating and progressive education, training, and operational experiences. The approach applies to Army Civilians as well; however, Army Civilians understand that federal service does not program advancement opportunities for most positions. Army Civilians move across positions based on the governing regulations and laws relating to applying for and filling vacated or newly created positions. Ideally, the best of the direct-level leaders are developed into organizational level leaders and ultimately into strategic and enterprise level leaders.

1-35. A clear framework of leadership requirements provides leaders the basis to assess their strengths and developmental needs and to determine goals for improvement. Created through lengthy study and practice, the Army’s leadership requirements model (see figure 1-1) specifically provides leaders with an enduring set of attributes and competencies expected of them. The model provides a consistent reference point throughout the progression of professional and personal development. Leaders must improve in all the leader competencies, become more knowledgeable about the way the military operates, and understand how to operate in complex geopolitical situations. In addition to the leadership requirements model, leaders must grow in their ability to understand, visualize, describe, direct, lead, and assess under differing conditions that change at each level of leadership. As leaders progress, they will experience greater challenges based on the scope of the situation, the consequences and risks involved, and the time horizon. As the scope increases, the number of people and outside parties involved also increases. The consequences of decisions increase, as do the risks that leaders must address. The length of time that leaders’ decisions apply tend to increase at higher levels as well as the time over which leaders can apply influence.

1-36. Transitioning to the next stage in a career can be difficult, regardless of demonstration of performance and potential at prior levels. When moving into new positions with different demands, individuals may not

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perform at a previous high level. Individuals must have a developmental mindset to improve what is within their capability and be motivated to do their best. The Army endorses a culture where individuals continually strive to learn, broaden personal skills, and improve regardless of whether such efforts lead to promotion.

1-37. For military leaders there are six transition points spanning the full range of organizational levels. The changing requirements across levels are illustrative of the relative amount of emphasis needed on certain skills or attributes. Not all levels and transitions apply to all cohorts, military fields, or functions and there will be positions that do not fit neatly into the model. For Army Civilians, there are similar transition points, each of which requires additional leadership skills at progressive levels of responsibility. Personnel begin by managing themselves. Leading and preparing self is something that remains through the entire process no matter where one enters and exits the leadership continuum. In this role of leading self, the individual is primarily a follower. Self-management and self-preparation are important steps in preparing for the initial leadership responsibilities. Six transitions that apply to Army organizations are––

Leading at the direct level. Initial-entry Soldiers and civilians transition from a focus on self to providing direct leadership to others. Junior leaders learn how to plan daily tasks and activities, understand organizational constructs, and how to interact with subordinates, peers, and superiors. Leading organizations. The second transition occurs when leaders begin to lead at the organizational level. This level begins at company, battery, troop, staff, and similar organization levels for Army Civilians. Direct level leadership still occurs at this level, but the leaders become leaders of leaders and will rarely be performing individual tasks, unless out of emergency or in undermanned organizations. Coaching subordinate, direct-line leaders and setting a positive example as a leader are two characteristics that stand out for managers. Leading functions. The third transition is from leading an organization (as a leader of direct-line leaders) to leading functions. This level involves directing functions beyond a single individual’s experience path. Operating with other leaders of leaders and adopting a longer-term perspective are key characteristics of this phase. Functional leaders typically include majors, mid-level warrant officers, and mid-level NCOs. Leading integration. A fourth transition occurs when leaders assume command and leadership responsibility for battalion and similar sized generating force organizations. These leaders must become more adept at establishing a vision, communicating it, and deciding on goals and mission outcomes. They need to find more time for reflection and analysis and value the importance of making trade-offs between future goals and current needs. Positive attitudes related to trust, accepting advice, and accepting feedback will pay dividends during this phase and into the future. Leading large organizations. A fifth transition happens when leaders operate at the brigade- equivalent and higher levels of operational and institutional organizations. These leaders develop strategy for organizational and strategic-level operations. They are operating outside of their experience paths while leading others operating beyond theirs as well. Leaders in this phase will only be successful by valuing the expertise and success of others and operating within the multiple layers of their organization. Humility is a desired characteristic of organizational and strategic leaders who should recognize that others have specialized expertise indispensable to success. A modest view of one's own importance helps underscore an essential ingredient to foster cooperation across organizational boundaries. Even the most humble person needs to guard against an imperceptible inflation of ego when constantly exposed to high levels of attention and opportunities. Leading the enterprise. A final step occurs in the transition to serving as an enterprise leader. Enterprise leaders must be long-term, visionary thinkers who spend considerable time interacting with agencies beyond the military. This level of leader must be willing to relinquish control of the pieces of the enterprise to strategic and lower-level leaders.

FM 6-22 2-1

Chapter 2

Program Development 2-1. Leader development occurs for the benefit of both individuals and the organization. The Army is known for its success in developing leaders rapidly. Multiple leader development opportunities occur in organizations, though not always used for their learning value. Without intent, plans, or a program for leader development, organizational emphasis on learning is based on commander interest and unit climate. Leader development programs leverage the opportunities for development to address individual and organizational goals for development.

2-2. Commanders are responsible for training and leader development in their units and for providing a culture in which learning takes place. They must deliberately plan, prepare, execute, and assess training and leader development as part of their overall operations. Commanders and leaders must integrate leader development into their organizational training plans or leader development programs.

2-3. Developing Army leaders at all levels, military and civilian, is the best means to ensure the Army can adapt to the uncertainties the future holds. Individuals who feel that the Army and their leaders are interested in them are motivated to demonstrate greater initiative and to engage fully in leader development. Leader development programs that are individualized and that have a multi-leveled aspect are the most effective. The content of leader development programs need to account for the individual’s levels of competence, character, and commitment.

2-4. Organizational leader development plans must nest in purpose and guidance of the higher organization’s plan. Plans should be consistent with Army enterprise concepts, strategy, and guidance on leader development. Leader development plans should provide guidance to subordinate units yet allow them freedom to determine practices and schedules most conducive to their missions. Plans up and down an organizational structure need to align to create synergy and unity of effort. A battalion leader development plan or equivalent-sized unit will identify specific processes supporting leader development. Generating force organizations headed by a colonel or similar ranking Army Civilian are a good target for leader development plans that detail specific processes. The battalion plan should anticipate the needs of and execution by its subordinate units.

2-5. Variations in programs will occur across echelons depending on the type and size of the organization. For example, a division has greater latitude in selecting leaders for special assignments than does a battalion due to the wider scope of opportunities and larger number of leaders. A Reserve Component unit has fewer training days to plan and schedule team building events, so there may be a greater role for self-development and mentoring. Detached and dispersed units have fewer organic assets to prepare and conduct special events but may have access to external opportunities, such as a training detachment on a university campus.

2-6. The Army holds commanders accountable for unit leader development by regulation (see AR 350-1). Accountability can be included as part of the organizational inspection program (see AR 1-201). Responsibility for leader development cuts across all leader and staff roles. Some examples of roles and responsibilities for developing leaders are—

Each leader develops subordinates. The senior warrant officer, noncommissioned officer, and civilian leaders take ownership for their cohorts’ leader development in the organization. Each leader (as well as those who aspire to positions of leadership) takes responsibility for their own leader development.

2-7. The next-higher echelon commander, human resources and operations staff, and senior cohort leaders must clarify leader development roles and responsibilities. These individuals directly and indirectly affect the efficiency and effectiveness of leader development.

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DELINEATING RESPONSIBILITIES Efficient implementation of leader development programs depends on a clear definition and allocation of responsibilities across leaders and staff both in and outside the organization. Develop a matrix to document notes on the roles and responsibilities for developing leaders in the organization.

UNIT LEADER DEVELOPMENT PROGRAMS 2-8. Leader development is a mindset and process, not merely an event, reflected by everything leaders do. An opportunity for leader development exists in every event, class, assignment, duty position, discussion, physical training formation, briefing, and engagement. Leader development is a continuous and purposeful process. It is an ongoing process intended to achieve incremental and progressive results over time. Chapter 3 covers the fundamentals of implementing the process to create a leader development culture and to promote a mindset for leader development.

PLAN CREATION 2-9. Various types and echelons of commands and organizations label their leader development guidance with different descriptions such as strategy, philosophy, policy, memorandum, plan, or standing procedure. The title and format are less important than having a good plan—one that aligns with the tenets of leader development: committed organization; clear purpose; supportive learning culture; enabler of education, training, and experience; and feedback. The plan helps to inspire and guide the organization to engage in leader development. Plans that incorporate leader development into daily operations without creating extra events will be well received and have the greatest chance for effective implementation. The imperative of having a plan is to bring attention to leader development, provide focus and purpose, encourage the mindset, set the conditions, show how development should occur, and coordinate efforts across the organization.

2-10. Developing a leader development plan follows the same steps used in the operations process (see ADP 5-0). Planning involves understanding a situation, envisioning a desired future, and planning effective ways of achieving that future. The plan should allow for disciplined initiative by subordinate units and individual leaders. A leader development plan is specific because the outcomes need to address both organizational and individual goals as well as both short-term and long-term goals. The long-term focus extends beyond a military commander’s tour and beyond the military personnel’s time in the unit. Most Army Civilian leaders are not reassigned based on time, though leader development plans similar to those in operational units can serve their needs. Once the commander’s visualization is described and the plan is developed, it directs preparation and execution of the unit’s leader development program. The commander and unit leaders lead the execution of the program and assess its progress. The leader development program will create change in the organization and in individuals—it is a living document. As the program creates change and as leaders develop, the plan can be updated.

Understand 2-11. To aid in understanding, command teams can use formal assessments such as command climate surveys, unit Multi-Source Assessment and Feedback (MSAF) 360 assessments, training center after action review (AAR) take-home packages, and command inspection program results to focus on conditions indicating unit strengths and developmental needs. The command team takes these various sources of information along with their own observations and discussions with subordinates and colleagues to determine an appropriate focus.

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ASSESSMENT CONSIDERATIONS Planning a holistic leader development program starts with an assessment. Leaders gain the information needed to shape and inform an assessment from multiple external and internal sources. These are some sources for leaders to consider when developing an assessment:

External: Review the Army Leader Development Strategy, Army Campaign Plan, and command guidance. Meet with personnel who focus on the organization’s well-being such as the higher headquarters’ chaplain, Staff Judge Advocate, Inspector General, other staff, and support agencies. Review higher headquarters’ leader development guidance, programs, and plans. Review prior command inspection program results.

Internal: Mission essential task list assessment. Exercise or deployment results and after action reviews. Operational and training exercise performance records. Upcoming events or training calendars. Organizational climate surveys. Multi-Source Assessment and Feedback unit rollup report. Personnel roster and personnel qualification records. Personal assessment of subordinates’ education and experience. Social media. Tour work areas and facilities. Evaluations and support forms. Initial counseling feedback. Individual development plans.

2-12. The leadership team may not always have existing formal assessments to use. Additionally, the unit mission or composition may change so those sources may no longer apply. In these cases, leaders align goals with their observational assessments and any changes to organizational mission and goals.

One source to determine an organizational developmental baseline is to schedule and complete a unit-level MSAF event. The unit rollup report provides information on organizational leadership strengths and developmental needs that can focus planning and identifying developmental priorities. In addition, assessed leaders receive an individual feedback report highlighting personal leadership strengths and developmental needs. Individuals can use this information to develop their individual development plan (IDP). During periodic developmental counseling sessions, leaders can review subordinate IDPs to gain insight on current developmental priorities and possible program improvements.

Visualize 2-13. There are several sources to inform decisions about setting the desired future end states for leader development. For the philosophy aspects, the team can examine the ALDS, Army Campaign Plan, and the intent in higher and sister organization’s leader development plans. The most important and enduring outcomes are stated in a statement of vision or intent, depending on the preference of the commander.