For further information or to submit comments on this handbook, contact the Combined Arms CenterCenter for Army Leadership at
(913-758-3160 or http://usacac.army.mil/CAC2/CAL

## Unit Leader Development

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:

-  Translating Army leader feedback for developing leaders into quick applications -  Prioritizing leader development activities under conditions of limited resources -  Integrating unit leader development into already occurring day-to-day activities -   Integrating FM 6-22 leader attributes and competencies consistently across Army leader
development 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.

Leader Development Practices of High Performing Organizations FM 6-22 Army Leadership

## Commander's Handbook For Unit Leader Development

Army Trends in Leader Development Leader Development Research Findings Input from Experienced Commanders & NCO's Army Command Guidance Regulations (AR 600-20)
FM-7 Training for Full Spectrum Operations HRC Selection, Promotion, Career Management Guidance

## Aspect One | Focused Methods Effective, Efficient, And Inspired

Your efforts to implement unit leader development will yield better results if the focus is on methods that have already proven effective. Efficient implementation is achieved by integrating leader development into day-to-day activities, and by creating an expectation that every leader in your command implements the methods of this handbook with their subordinate leaders. Discover and recount sources of inspiration and motivation for investing in leader development. This handbook will help you and your leaders successfully meet the routine and extraordinary leadership challenges in your command.

## Effective Methods Of Unit Leader Development

Leaders develop from a combination of new challenges and experiences, new knowledge, and time for reflection. Leader development in the Army is a deliberate, continuous, sequential, and progressive process, grounded in Army values (FM 7-0). The result is Soldiers and civilians who are competent and confident leaders capable of decisive action. The operational (unit) assignment is the most effective setting for leader development. In leader development surveys, captains and majors ranked leading a unit along with personal examples and mentoring as the three most effective ways their leadership qualities are developed. The consensus among private sector leader development professionals is that a full 70 percent of leader development occurs on the job, 20 percent from other people (leaders, mentors), and 10 percent from training courses. The organization and content of this handbook provide you with key principles, TTPs, and applications to implement the most effective methods of leader development.

## Unit Leader Development

SET CONDITIONS
                   PROVIDE FEEDBACK
                                          INTEGRATE LEARNING
                                                                   CREATE A LEGACY

-  *First* - Set conditions for leader development. 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* - Provide feedback on a leader's actions. Immediate, short bursts of feedback on
actual leadership actions enhance leader development in operational assignments.
-  *Third* - Integrate Learning. Leverage leaders who are role models in your unit.
Encourage mentoring, training, reflection, and study. Learning from other leaders is one of the most effective and efficient methods of development.
-  *Fourth* - Create a legacy. Modify job assignments to challenge leaders. Be deliberate
about the selection and succession of leaders. Integrate leader development across day-to-day unit activities. Evaluate its effectiveness.
Ask the leaders in your unit to describe their most valuable leader development experience. Give them a few days to think about it before they respond. Have them briefly write the experience down or tell it to a group of their peers. Use their experiences to help prioritize your implementation.

Providing a first, second, third, and fourth priority reflects the fact that unit commanders are not always 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.

What are the most effective methods of leader development you have personally experienced, observed, or implemented in the past? List them here to remind you to make them a part of your command's unit leader development.

## Efficient Implementation Of Unit Leader Development

As 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. Responsibility for leader development cuts across leader and staff roles. If left unclear, everyone and no one will take responsibility for it. Some examples of roles and responsibilities for unit leader development:

-  Each leader implements the methods described in this handbook with his or her
subordinate leaders.
-  The most senior warrant officer, non-commissioned officer, and civilian leaders in
your command take ownership for their cohorts' leader development.
-  Personnel staff support leader selection, assignment, and succession. -  Operations staff plan and resource leader certification, training, and education. -  Each serving leader (as well as those who aspire to positions of leadership) takes
responsibility for his or her own leader development.
-  Executive officer/second in command oversees the effectiveness evaluation of unit
leader development.
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.

Read through the rest of this handbook before assigning and clarifying roles for leader development. Unit leader development that is integrated into day-to-day activities (the approach of this handbook) may be different from what you have experienced in the past. It may cause you to rethink the roles and responsibilities of individuals in your command.

Efficient implementation of unit leader development depends on a clear delineation of responsibilities across leaders and staff both within and outside of your command. Use the Unit Leader Development Roles and Responsibilities Worksheet to write out your notes on the responsibilities for leader development in your command.

## Response  |  Unit Leader Development Roles & Responsibilities

| Position                                                       |
|----------------------------------------------------------------|
| Each Leader                                                    |
| Set the conditions for leader development at the unit echelon. |
| Observe, assess, and provide feedback to subordinate lead-     |
| ers. Train/hold subordinate leaders accountable for their      |
| leader development responsibilities. Identify role models from |
| who other leaders will learn. Be a mentor. Integrate leader    |
| training, reflection, and study into day-to-day activities.    |
| Evaluate effectiveness of leader development. Take responsi-   |
| bility for own leader development: be self-aware, assess own   |
| actions, and adapt leader actions at own initiative. Create    |
| and implement an Individual Development Plan.                  |
| Operations                                                     |
| Plan and implement new leader orientation and certifica-       |
| tion. Designate leader role models for new leader orienta-     |
| tion, certification, and ongoing training responsibilities.    |
| Personnel                                                      |
| Provide qualified leaders for open leadership positions.       |
| Advise commander on leader selection criteria. Manage and      |
| 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 the cohort.     |
| Establish criteria for cohort role models. Nominate cohort     |
| role models to operations. Evaluate leader training. Advise    |
| commander and personnel staff on the selection, education      |
| and training, and appropriate career path succession of        |
| cohort leaders. Be a mentor.                                   |
| XO/COS/Second                                                  |
| in Command                                                     |
| Convenes Leader Development Council to synchronize leader      |
| development initiatives across command, cohort, and staff      |
| responsibilities. Develops, implements, and reports on the     |
| effectiveness of unit leader development. Be a mentor.         |

## Personal Inspiration For Unit Leader Development

The road to effective unit leader development is paved with good intentions. As a commander you may start out with a plan, but it can quickly be overcome by events. To maintain the momentum of unit leader development, identify sources of purpose, motivation, and inspiration to stay on task. For starters, the Army promotes three reasons for leader development:

1.  To sustain and improve the immediate performance of your command. Better leaders translate into better performing teams and units, and better units accomplish their mission.
2.  To improve the long- and shortterm performance of the Army. Better prepared leaders will be better equipped to fulfill the Army's leadership needs in the future.
3.  For the well-being of the individual
leader. Leader development will let good leaders know that they are valued by the Army and fulfill their desire to expand their capabilities to meet their personal goals.
Beyond the Army's purpose statements, it is your personal experiences with leaders and leader development that provide inspiration:

-  An exceptional leader, peer, or subordinate
who deliberately puts you in challenging situations to grow and learn
-  A leadership hardship that previous leader
development experiences prepared you for
-  A leader who did not value leader development and the negative consequences it had on leader and unit performance
-  Leaders who, at their own initiative, took
responsibility for their own development
Communicate frequently the purpose and reasons for leader development to your command. Pass on the stories of your personal experiences with leaders and leader development and why they are a source of inspiration for you.

Write 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.

(Blank application on page 47.)

## Aspect Two | Environment Set The Conditions.

One of the most effective and efficient ways to promote leader development throughout your command is to set the right conditions for it to occur. Experienced commanders say there are three key components to creating an environment that promotes leader development. The most important is that you, the commander, are a role

Know Your Leaders
Foster Learning

model for leader development. 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 your command as individuals with unique skills, abilities, backgrounds, and goals.

## Conditions For Leader Development

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. It can have a big impact in return for minimal time and resource investment on your part.

## Model Leadership That Encourages Development

Setting the example or being a role model for leader development is essential. Successful commanders 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?* Do you put yourself in the situations of others; relating to their challenges? -  *Who is composed and confident?* Do you speak openly about your leadership mistakes
and lessons learned?
-  *Who promotes innovation?* Can leaders debate with you, exchanging issues and challenging each others' perspectives?
-  *Who communicates?* Do you actively listen to what others have to say? -  *Who creates a positive environment?* Do you enjoy being a leader and does your example
motivate subordinate leaders to aspire to it?
-  *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? Do you know their strengths, weaknesses, goals, and life activities that extend beyond the workday? Are you willing to serve as a teacher and mentor?
Successful commanders also noted that when these acts were not modeled by the commander, unit leader development was ineffective.

Be especially aware of how you react during times of crisis. Leader behavior at that time is 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 less experienced leaders to learn from your reaction to a crisis. What do you want them to be like when they face a similar situation?

## What An Army Leader Is Intellectual Character Presence

Army Values Empathy Warrior Ethos
-
Military bearing Physically fit Composed and confident Resilient
-  -
Mental agility Sound judgement Innovation Interpersonal tact Domain knowledge
-  -

## Achieves Leads Develops

Gets results



-
-

Creates a positive environment Prepares self Develops others
Leads others Extends influence beyond the chain of command Leads by example Communicates

-

## What An Army Leader Does Application

Use 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 on their findings. See FM 6-22 for more information on these leader attributes and competencies. (Blank application on page 54.)

## Self-Assesment  |  Evaluate Your Behavior.

Place an X in the column that represents how often you engage in each behavior. Evaluate your behavior as accurately as you can.
Actions to Set the Example for Development
Develops self and engages in learning Reinforces guidance given to others through own actions Does not expect others to do what s/he would not do Improves abilities to interact interpersonally Serves as a mentor to others outside the chain of command Is positive, encouraging, and realistically optimistic

## Actions To Develop Leaders

Takes time to get to know and understand subordinates Inspires people to do their best Assesses strengths/developmental needs of subordinates Takes leaders aside and discusses lessons learned/feedback Reviews job performance with subordinates to assist in their growth Makes task and assignment decisions based in part on developmental needs Encourages subordinates to engage in self-study and training opportunities
Actions to Create a Learning Environment
Communicates an expectation of continuous learning Encourages open and candid communications Engages leaders in critical thinking, challenges them to shift perspective Speaks openly of own leadership mistakes and what s/he learned from them Accepts that leaders will make mistakes Fosters team work, cohesion, cooperation, and loyalty Sets/maintains high expectations for individuals and teams Encourages innovation and new ways of doing things

Review the behaviors you have not exhibited recently and identify what has kept you from doing so more often.

The last time I engaged in this was:

Within
the
Past
Week
Not
Within
the Past
Year
Within
the
Past
Quarter
Within
the
Past
Month
Within
the
Past
Year

## Foster A Learning Environment For Development

Your unit's environment for learning communicates to leaders whether or not development is encouraged. Does your unit environment:

-  *Encourage learning?* Do your leaders feel free to ask themselves what went right and wrong
in planning and executing an operation? Is there tolerance for discussing mistakes?
-  *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?
-  *Encourage innovation?* 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?
-  *Encourage effective decisionmaking?* Are leaders well informed when they make important
decisions, and do they consider the relevant consequences for Soldiers and the mission?
Mistakes occur in all units and operating environments. Foster a learning environment by acknowledging that honest mistakes come with challenging missions. Tell your leaders about a time you took on a risky, challenging mission. Recount the mistakes you made in trying to accomplish it. Wrap up the discussion with what you learned from the experience.

Use the Tiger Team Implementation tool to promote learning while generating innovative solutions to critical problems or opportunities. By rotating different leaders through the Tiger Team experience, you create agents of innovation and learning throughout your command. The unit commander'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 on the spot. If you are, the Tiger Team concept will encourage a climate of learning, development, and innovation across your command.

TIGER TEAM  |  Implementation Tool
Action
Notes/Guidance
IED explosions killing Soldiers and Civilians. AO is not secure.
ID problem/opportunity with critical mission/ Soldier impact
Bypasses chain of command; direct coordination authority; ID temporary replacements for Tiger Team.
Brief chain of command on Tiger Team authority and process
WO Getty (EOD); SSG Banks (MP); MAJ Johns (CA); CPT Ryan (ALPHA Cmdr); CPL Wills (IN); WO Shaw (MI); Jim - InterAgency; MSG Blank (SF)
Select cross-functional team based on expertise, innovative thinking, and self-motivation
CPT Ryan (ALFHA), WO Getty (EOD) - meet with them 08000900 Cmdr's hooch.
Identify Tiger Team facilitator(s); clarify their roles/responsibilities.
CSM/ISG: Take off of duty rosters for next 40 hours. Allocate S-3 Plans facility to Tiger Team next 40 hours.
Isolate/protect Team from operational responsibilities
SIGO: Equip with S-3 Plans; link to CALL; TACSAT; eight (8) laptops
Provide Team with reachback capability/ access to knowledge
S-3: Message to higher, lower, adjacent, and supporting units
Authorize direct coordination with higher/ adjacent experts Establish quick deadlines for results
72-hour IPR. Recommendation(s) in 40 hours. Presentation initially to me followed by chain of command, higher Cdr.
Report directly to commander with solution
Appoint Lead Cdr/Staff for solution implementation. Provide lead with 4 Tiger Team members for an additional 40 hours to initiate implementation.
Facilitate solution implementation AAR Tiger Team process
Schedule AAR after weeks 1 and 2; S-3 facilitates and records. Invite outside experts consulted. CDR/XO: At end of week 1 and week 2. Command and staff Meeting; visit each subordinate unit and personally disseminate.
Announce solutions, recognize
Tiger Team members and supporting personnel. Officially disband.

Note: The concept of a Tiger Team is taken from "'Adapt or Die': The Imperative for a Culture of Innovation in the United States Army," by BG David A. Fastabend and Mr. Robert H. Simpson. Introduction by General Peter J. Schoomaker, Chief of Staff, Army.

Army, February 2004. (Blank application on page 55.)

## Know Your Subordinate Leaders

For effective leader development, you need to build a relationship with each of your subordinate leaders as an individual. Learn and interact with them outside of their daily duty performanceget to know their backgrounds and experiences. You may discover special skills and experiences that can be used to support unique mission requirements. More generally, getting to know your leaders communicates that you have a genuine interest in them as unique persons. This builds confidence and generates trust. Trust is key to having candid talks with leaders about their development needsthe subject of the next section of this handbook.

There are boundaries to what you ought to know about the personal lives of the leaders in your command. Everyone has a private side to their lives that they would rather not share or have made public knowledge. To avoid crossing this line, do not ask direct questions about an individual's personal life. Merely interact with your leaders in varied on- and off-duty situations. You will get to know them, and just as important, they will get to know you!

Use the Getting To Know tool to write down key information on each subordinate leader. For leaders with a number of blank entries, take action to get to know them better.

2LT Tenhoff, (PL-3rd platoon)
Getting to Know:
Name of Subordinate 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. For items you do not know, consider learning them to better get to know this leader.

## 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:
Preparing Soldiers for deployment; inexperienced squad leaders.
Personal leadership strengths and development needs:
Strength - leads others; Need - develop others.

Satisfaction with work and the Army profession:
Somewhat frustrated with inexperienced subordinates.

Relationship with peers and subordinates:

Well liked by fellow junior officers; needs to build trusting relationships with NCOs and junior enlisted.

## Feelings About Boss And Our Work Relationship:

Reluctant to admit mistakes and ask for help.
Previous assignments and career experiences:
None

## Important Family Members:

Not married; close to parents and grandparents

## Housing Location And Transportation To Work:

Recently purchased house off-post; rides motorcycle to company area.
Unique skills (beyond military):
Need to find out

## Main Interests Outside Of Work:

Big football fan; working on his Harley.

## Personal Stressors:

Has high performance expectations but subordinates not there yet. Worries too much about
competing for recon plt job.

## Aspect Three | Enhance Provide Feedback To Subordinate Leaders.

Your ability to provide feedback to your subordinate leaders will significantly contribute to their development. It will enhance and accelerate learning from the day-to-day work experiencethe most 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 Observation

The 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:

-  See them challenged by a developmental need -  See them excel by applying a personal strength
-  Observe their actions during critical times of unit performance -  See them reach their limits of strength and endurance -  Observe decisionmaking -  Observe their impact on subordinate leaders and Soldiers -  See them relaxed and available for conversation
Do not draw a lasting impression of a leader from a single observation. It usually takes multiple 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.

Use the Daily Leader Observation Planner, along with a unit training schedule, to identify the most productive times to observe how a leader acts and responds (behavior).

## Daily Leader Observation Planner

13 October
DATE  |
Observation
Window
Name of Leader
Situation to Observe
0100
0200
0300
0400
0500
0600
1 LT Conta
Leading unit PT
0700
0800
0900
1000
MSG Hirst
Deployment brief to LTC Benzer
1100
1200 1300
1400
1500
1600
SFC Dixon
Vehicle Inspections Standards
1700
1800
1900
2000
MAJ Jones
Air Assault Go/No Decision
2100
2200
2300
CPT Alt
Raid on Suspected Cache
2400

(Blank application on page 59.)

## Accurate Observation And Assessment

Next, employ an accurate way of taking leader observations and assessing them across your command. Effective commanders are constantly out observing training, participating in operations, and interacting with subordinate leaders and their units. Use the SOAR card (section application) to capture your observations and assessment. It is a quick, accurate, and complete way 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 -  Associate the behavior with the Army Core Leader Competency Model (see FM 6 -22);
Assess level of proficiency
-  Reinforce the behavior through praise or correction; Recommended action agreed
upon to sustain or improve leader performance
Ask the observed leader for a self-assessment before providing your views. Do this by first recounting back to the leader the first two parts of SOAR (Situation and 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)  Individual leader responsibility for leader development 3)  Leader ownership of the recommendation
Use SOAR to remind you what information to capture while observing a leader. By doing so, your feedback to the leader will be more accurate and action-oriented. Maintaining and reviewing SOAR cards are also great ways to prepare for a counseling session.

## Daily Leader Observation Planner

Situation: Describe the situation/conditions of the assessment
2LT Tenhoff leads night convoy opns. LT supervises 4 NCOs and 18 enlisted Soldiers; 5 vehicles.

Observation: Describe behavior and impact on mission and/or Soldiers.

Well liked by fellow junior officers; needs to build trusting relationships with NCOs and junior enlisted.

Reinforce & Recommend: Note appropriate feedback, praise, or correction. Recommended action to sustain/improve leader behavior.

Reiterate strength as ensuring shared understanding.AAR the missed-turn incident. Recommend shadow of other convoy operations. Recommend AAR with NCOs to work better with them; learn when to ask for help.

Associate & Assess: Identify FM 6-22 competency (see page 19); assess proficiency.

Communicatesstrength; Leads by Exampledevelopment need Gets Resultsdevelopment need
(Blank application on page 59.)

## Leadership Assessment

The 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:

-  Speaks to the leader behaviors that contributed to the unit's performance -  Is part perception and reality, with reality best confirmed by multiple sources -  Is accomplished through two-way communication between leader and led -  Has a common language defined by the doctrinal language of FM 6-22, 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 in this situation requires you to communicate the performance indicator to the subordinate leader. Then, together, move the discussion to the causes of the unit performance. Ask the question, "What part did your leadership play in the performance of the unit?"

Use the Group Discussion of Leader Competency Model to train your leaders in leadership assessment and the doctrinal language of FM 6-22, Army Leadership.

## Group Discussion Of Leader Competency Model

Learning from each other's experiences can be invaluable. The purpose of this discussion is to give leaders the opportunity to share their experiences in terms of the leader competencies.

## Army Core Leader Competency Model (Fm 6-22) (Blank Application On Page 59.)

-
Leads Others
Provide purpose, motivation, inspiration Enforce standards Balance mission and welfare of Soldiers
-

## Extends Influence Beyond The Chain Of Command Build Trust Outside Lines Of Authority Understand Sphere, Means, And Limits Of


Get Results
Provide direction, guidance, and priorities Develop and execute plans Accomplish tasks consistently
-

## Discussion Questions

Choose a competency and discuss the listed behaviors that support it. Describe a situation in which you or someone you observed demonstrated this competency well.

- What actions did they take? - What was the outcome? - Why do you consider this a good demonstration of the competency?
Describe a situation in which you or someone you observed did not demonstrate this competency well, but could have.

- What actions did they take? - What was the outcome? - What actions would have been more effective?
-
Leads by Example
Display character Lead with confidence in adverse conditions Demonstrate competence
Leads by Example
Display character Lead with confidence in adverse conditions Demonstrate competence
-
Creates a Positive Environment
Set the conditions for positive climate Build teamwork and cohesion Encourage initiative Demonstrate care for people
-  -  -
Prepares Self
Be prepared for expected and unexpected challenges Expand knowledge Maintain self-awareness

Develops Leaders
Assess developmental needs, Develop on the job. Support professional and personal growth Help people learn Counsel, coach, and mentor Build team skills and processes
-  -

## Feedback And Counseling

When experienced commanders were asked to reflect back on their own leader development, 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 junior leaders also desire constructive feedback more frequently than junior leaders in the past. 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 leader behavior is observed by using the SOAR tool. Day-to-day feedback also makes sitting down with subordinate leaders for developmental counseling 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 subordinate leader and engage in developmental counseling. Appendix B, Counseling, FM 6-22 provides extensive guidelines on counseling. Courseware that covers Developmental Counseling is available from the Combined Arms Center website http://usacac.army.mil/CAC2/.

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

- Team and unit performance will not be optimal. - Others pick up the slack and grow to resent it; leave the unit. - Leaders exert a great deal of energy with nothing to show for it. - Leaders continue on a career path for which they are ill-suited. - The developmental need continues and someone else has to deal with it. - Soldiers are killed; missions fail.
Day-to-day feedback is important to ensure improved leader and unit performance. Use the following "how to" example to guide your delivery of feedback.

## How To Give Feedback In 60 Seconds Or Less

Situation: 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: "Captain Phillips, I was in the back of the room a minute ago while you were debriefing 1st platoon. Let's talk for a minute." Commander describes the leader behavior observed: "When I came in, Sergeant Jones was describing the suspects he had detained. His descriptions were very general. Yet when I looked over at you, you remained silent, kept looking at your watch, and scribbling notes in a notebook. Am I correct in what I saw?"
Answer by CPT Phillips: "Yes sir, you're right. I have an operations order with another patrol in 30 minutes. I was writing up my notes for that order instead of listening to Sergeant Jones." Reply by Commander: "Jim, that kind of behavior is not the standard expected of the senior leader conducting a patrol debriefing. As the senior debriefer, you need to demonstrate active listening. If we don't hear what these young 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, I should put my notebook down and pay attention to what Sergeant Jones is saying." Reply by Commander: "That's a good start. Also, ask a few questions to confirm what Sergeant Jones is saying and probe for more details. He said the suspects were not from the local area. You should have picked up on that. From the excitement in Sergeant Jones's voice, I think he knows the suspects are up to something, but he wasn't sure just what."

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

## Aspect Four | Integrate Learning Integrate Learning Into Leaders' Day-To-Day Activities.

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 section focuses on ways to integrate learning into leaders' day-to-day activities. Because leaders vary in their skill and experience level, an effective and efficient way for them to learn is directly from those who are the standard setters (or role models) within your command. Leaders also learn through mentoring, training, reflection, and study. Each of these learning methods can be integrated alongside unit collective training. To begin this section, we start with the overarching principles of learning required for leaders to actually learn from the methods described in this section.

## Apply Learning Principles

Underlying all methods of learning are fundamental principles. Maximum learning will occur when you apply the principles of stimulating intellect, shaping learner motivation, and providing experience.

+
- Stimulate intellect:
   With a setting conducive to learning
(temperature, tempo)
+
   With the right learning media (e.g., roleplaying, discussion, simulation)
+ +
   By challenging current capabilities - *Shape motivation:* With learning that will have an impact
on leader/unit performance
+ + + + + +
  By integrating learner experiences into the learning By expecting learners to draw on an inner drive to learn - Provide experience: With repetition and practice across varying conditions Through interaction with role models and mentors From feedback and reflection By studying other leaders
In determining what your subordinate leaders need to learn, survey them on the top three skills in which they most need to become proficient to improve unit performance. In doing so, you will motivate them and increase their reception to the leader skills they need to learn.

The result will be maximum learning and performance with learners who are actively engaged in learning, quickly retain and recall information, and readily transfer learning to novel situations.

Use this questionnaire to plan, conduct, and evaluate unit leader learning interventions.

Provide your suggested improvements to the lead trainer or training operations.

## Learning Principles Questionnaire

SUBJECT  |
Stimulate Intellect
Is the tempo of learning maintaining learner attention? 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? Do the content and standard for learning challenge/stretch learners beyond their current level of skill and experience?
Shape Motivation
Is the learning highly relevant/will it have an impact on unit performance? On improving leaders for the larger Army? Are the experiences of leaders at the learning objective drawn upon? Are leaders encouraged to bring up their experiences during the learning? Are these experiences integrated into the learning? Do leaders look forward to learning opportunities? In spite of challenges/limitations, do leaders seek to make the best of a learning opportunity? Are leaders dissatisfied with their present level of learning and always looking to improve and learn?
Provide Experience
Does learning include sufficient repetition and practice? Are the conditions/situations of practice varied? Do the learning conditions replicate on-the-job conditions? Are experts at the task (role models, mentors) employed to enhance learning? Do leaders learn from feedback and reflection? Does the learning draw on the study of previous leaders/historical examples? Does the learning include a test of the leader's level of learning? Does the test employed fully and accurately assess leader learning?

(Blank application on page 59.)
(Blank application on page 59 )

Assessment/How to improve learning
Shorten lecture Train in shade Add discussion
Yeso.k. Yesneeded topic Nowhy not? Nodiscuss experiences Yes Yes Yes Increase repetition Vary conditions Need more variety Use experienced leaders to assist Yes Incl. CPT Jones experience Yes Vary conditions of test

## Leverage Leader Role Models Within Your Unit

Role models are those leaders who are the standard setters in your command. Their example of leadership is what you want other leaders to aspire to and replicate. A leader may also be a role model in terms of attribute or competency. For example, a leader within your command may be especially 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 models possessing special skills that other leaders need to master. Resource your role models with a strong "second in charge" to free them up for the added responsibilities you are giving them. Create opportunities for less experienced leaders to interact with unit role models. For example, assign:

- A role model to new leaders for their reception and integration - A role model to coach a leader in a skill for which s/he has special expertise - Role models to run unit leader certification - An inexperienced leader to shadow a role model for a period of time
The 5-Minute Job Shadow
Pull a subordinate leader into your office and share a part of your work that will make them a better leader. To make the most of the experience: -  Communicate the situation, decision, or issue -  Convey the importance of acting appropriately or making the right decision -  Describe possible consequences, second- and third-order effects -  Discuss your decision/actions and reasoning behind them
Use the Leverage Role Model tool to identify how you will employ role models by leadership position and area of expertise.

Squad Leaders (SL)
LEAVERAGE ROLE MODEL  |
Name
Ways to Leverage RM
Support to Provide RM
SSG Ways
Certify new SL on combat patrols
Take off of duty roster
SSG Rogers
Have incoming SL shadow him during pre-combat checks
Extend his Sqd's precombat check time to allow for learning
SSG Ricks
Provide welcome briefing to all new SL - communicate performance expectations
List on NCOER as additional duty

(Blank application on page 59.)

## Foster Mentorship In Your Command

Mentorship is the voluntary developmental relationship that exists between a person of greater experience and a person of lesser experience; it is characterized by mutual trust and respect (AR 600-100). The basic idea is to get leaders with more experience to pass that experience on to less experienced leaders. Commanders should encourage leaders to participate in mentorship, yet stay true to mentoring being a voluntary experience. Refrain from appointing mentors or formally matching leaders with mentors. The mentoring relationship is one in which the participants self-select each other.

## Foster Mentorship By:

- Educating the role models within your command on the responsibilities of a mentor - Educating the less experienced leaders on their responsibilities toward a mentor - Being a mentor, and participating in role model mentoring - Inviting more experienced leaders to visit your unit and share their experiences
-  Encouraging learning from Web-based sources
More senior, experienced leaders will visit your unit from time to time. Work in time for them to meet with a group of less experienced leaders. Provide some structure to this group mentoring experience by having the less experienced leaders generate questions in advance. Communicate your intent to the more experienced leaders and provide them with the questions.

Use the "Be a Mentor" checklist to encourage the formation of mentoring relationships.

## Be A Mentor

Key Roles and Responsibilities
Candid feedback about perceived strengths and developmental needs Encouragement and motivation
Provides
Advice on dealing with roadblocks Guidance on setting goals and periodically reviews progress Experiences that contributed to his/her own success
Shares
An understanding of the Army, its mission, and formal and informal operating processes More efficient and productive performance Appropriate training and developmental opportunities
Encourages
Sense of self-awareness, self-confidence, and adaptability As a confidant, counselor, guide, and adviser
Serves
As a sounding board for career development ideas/opportunities As a resource for enhancing personal and professional attributes

*Derived from DA PAM 690-46 Mentoring for Civilian Members of the Force

Potential Mentees
Name
Current Position
Plt Ldr
Rob Williams
A Co XO
Steve Stanford
S-2
Melissa Jennings

## Note: Circle The Individuals You End Up Mentoring Planned Action For Becoming A Mentor / Maintaining Mentoring Relationship

Identify own experience areas Set up initial meetings with candidates Assess match between my expertise and their needs Assess work demands and time for mentoring Follow up with candidates - commit to one mentoring relationship Refer other candidates to potential mentors

(Blank application on page 64.)

## Training/Professional Development

Officer and NCO professional development (OPD/NCOPD) is the bringing together of a command's leaders 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. One reason is that an effective OPD/ NCOPD program means different things to different leaders. Five common applications of OPD/NCOPD include:

1. Mission-essential leader task training when a common need exists across the command 2. Orientation/education sessions required by the Army (e.g., Equal Opportunity, Safety) 3. Cohesion-building activities that foster esprit de corps (e.g., a dining in; sports) 4. Opportunities for the commander/CSM to personally emphasize key guidance to all leaders 5. Education sessions on leader career path topics (assignments, schooling, promotions)
All of these applications fulfill the training and development needs of the leaders within your command. To implement OPD/NCOPD effectively, invoke the following guidelines:

-  Link training and professional development to the three Army purposes for leader
development (see Personal Inspiration for Unit Leader Development).
-  Clearly communicate purpose and relevance. -  Gather all leaders together only when doing so is the most effective learning
method.
-  Consider all five applications as integral to OPD/NCOPD.
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 executing the task at the Soldier level yourselves.

Application Identify the purpose and method by which you will implement the five applications of an OPD/NCOPD program within your command.

## Purpose And Method For Training And Professional Development

Application
Purpose
Method
Increase IED Detection Reporting Procedures
OPD Update SOP
Leader Mission Essential Task List Training
EEO Risk Assessment
Unit Training Bn Level OPD
Mandatory Army Training Requirements
NCO & Officer Cohesion Esprit De Corps
Softball Game Dining Out
Build Leader Cohesion/Esprit De Corps
Issue Command Guidance
Accidental Discharge Mid-Tour Leave Policy
NCOPD Memo
Changes to NCOES
NCO Promotion Board
OPD & NCOPD
Existing SOP
Leader Career Path
Education

(Blank application on page 65.)

## Reflect

To help leaders learn from their on-the-job experiences, provide opportunities for them to pause, reflect, and process the experience for what was learned. Reflecting on an experience:

-  Keeps leaders from repeating the same mistakes -  Takes into consideration second-order effects in future decisionmaking -  Helps leaders to link their actions with the resulting impact on unit performance
Leaders are often the busiest people in the unit; their working environment can be chaotic and filled with noise and activity. See to it that there are times and places for leaders to go to contemplate and reflect in relative quiet, such as a room or quiet place within your area of operation.

Use the guidelines for the Personal After Action Review (AAR) and Reflective Journaling to implement and encourage reflection in your command.

## Personal Aar

A personal AAR is an in-depth self-assessment of how leadership contributes to task and unit performance. Leaders should conduct their own personal AARs after a task is complete, or even while it is playing out, by asking themselves:

1.  What happened and what were the consequences? 2.  How were my leader actions supposed to influence the situation? 3.  What were the direct results/consequences of my leader actions? 4.  How did my actions benefit/hinder unit mission accomplishment? 5.  How should I change my leader actions for better results next time? 6.  What did I learn?
A good time to encourage personal AARs is following the unit AAR process. The unit AAR will clarify for the leader "what happened" and accurately assess mission accomplishment. Commanders can reinforce personal AARs by:

-  Walking less experienced leaders through the personal AAR -  Asking leaders what they learned from their personal AARs -  Telling subordinate leaders the outcome of their personal AARs

## Reflective Journaling

A journal may be used to track and record the occurrence, actions, and outcomes of various situations. Reflective journaling goes beyond a personal AAR to include periodic entries on self-awareness of personal strengths, weaknesses, values, feelings and perceptions, and questions and 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. Sample reflective journaling questions include:

1.  What is the best thing that happened today/this week? 2.  What is the most difficult/satisfying part of my work? Why? 3.  What do I think is my most valuable/valued contribution? 4.  What compliments/criticisms have I received lately? What did I learn from them? 5.  What did I learn as a result of a recent disappointment or failure? 6.  How do recent experiences connect to my long-term goals? 7.  What risks have I taken (or avoided taking) lately?
Individual leaders should decide whether to share their journal's content with their immediate leader or others. Commanders can reinforce reflective journaling by:

- Carrying a journal and being seen writing - Citing lessons learned while referring to journal entries - Providing time for a leader to reflect and write down his/her lessons learned - Providing leaders with a journal and a personal note encouraging them to use it -  Asking leaders to write or recount a story of a key leader challenge and use the stories
to pass on lessons learned to less experienced leaders

## Study

Leader development in your command should require each leader to seek out sources of knowledge and opportunities to grow and learn *at his/her own initiative*. If your personal involvement and unit resources were always prerequisites for leader development, it would be a limited effort indeed. Set an expectation that leaders are to spend time to grow and learn on their own. Leaders within your command should be the originators of unique ways of studying their chosen profession and identifying ways to improve the unit.

Encourage subordinate leaders of the same position or similar rank to form a community-ofpractice group that fosters excellence. Provide the groups reach-back capability to Web-based forums. Provide each group with an opportunity to present recommendations for new methods to your command leadership team.

A 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.

We were Soldiers Once and Young
Book/Article/Reference Name of Leader
LTC Hal Moore Battalion Commander
Position
Vietnam. Helicoptered Battalion into LZ X-Ray. Attacked by overwhelming number of North Vietnam Regulars. Cut off from reinforcements. Formed perimeter defense of the LZ.
Describe the leader's environment/ situation. Who was the leader leading?
1/7th Cav Battalion. Officers, NCOs, Soldiers of his battalion. Well trained but this was their first encounter with NV Regulars.
Warrior Ethos - never quit; never give up; personal stamina. Tactical - kept enemy off balance with counterattacks and shifting of forces; maintained integrity of LZ to permit resupply and evac of wounded. Lead by exampletook personal risk to circulate among the front lines. Personally engaged enemy.
How did the leader attempt to influence the situation/ people? (Use FM 6-22 Leadership Requirements Model language)
The rest of his unit followed his example; persisted; maintained LZ in spite of overwhelming odds.  Destroyed numerous enemy.  1/7 Cav eventually extracted from LZ.
What were the positive and negative outcomes?
Strengths - Warrior Ethos; Tactical Expertise; Innovative.
What were the leader's strengths and development needs?
Train hard and realistically. Lead the way when there is uncertainty and high risk. Be smartuse innovative tactics.
What lessons from this leader's experience can we apply immediately and/or down the road?

(Blank application on page 66.)

## Aspect Five | Investment 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 norms that last well after your departure. Taking leader development to this level requires an investment on your part, but will leave a lasting legacy of trained and ready leaders for the Army of tomorrow.

## Create Challenging Job Experiences

All Army job assignments inherently provide a degree of developmental challenge. Leader development will happen in your command even if you do nothing at all. Development can be dramatically increased, however, by creating the right challenges in a job for a particular leader. As a result:

-  The full potential of the leader will be realized and applied to unit performance. -  Inexperienced leaders will not be put in jobs where the demands all but guarantee failure.
-  Ill-equipped leaders will be supported, sustaining unit performance. -  The challenges will propel leaders to accomplish more than they thought possible,
building confidence.
Some missions or circumstances may not offer key developmental opportunities. You may need to shape job responsibilities to allow a leader to enhance his/her leadership skills. Be sure to take into consideration unit mission demands before changing a leader's job requirements. Be deliberate about who within your command is placed in special missions and assignments. Experienced leaders implicitly know the defining tasks for a leader early in an assignment. Be deliberate about identifying these tasks and ensuring each leader gains experience in them. You may also be forced to assign leaders to jobs for which they do not have the requisite skills and experience. Here, too, you should consider modifying the job and/or providing support.

Do not assume that each leader develops within the same timeframe. Be willing to adjust the amount of time each leader stays in a position while weighing the impact on: - Unit performance - Stability of the leadership team - Adjacent-unit, higher, and Army leadership needs - The leader's well-being and personal growth
Bring your supporting Human Resources Command (HRC) staff into these discussions as your decisions have implications beyond your command.

In determining what your subordinate leaders need to learn, survey them on the top three skills in which they most need to become proficient to improve unit performance. In doing so, you will motivate them and increase their reception to the leader skills they need to learn.

Use the Assignment Demands Assessment tool to assess the readiness of a leader for key job demands. Use this tool to add job demands for purposes of leader development. If the leader has no experience in the demand, identify the support s/he will need to maintain unit performance.

1LT Roberts Name of Leader:
Maintenance Officer Job Assignment:

## Assignment Demands Assessment

Assignment Demands
Demand Part of this Job
Yes
Yes
Turn around: Unit/team has suffered a setback and is performing poorly.
No
High Performance culture: Expectations of leaders are high.
No
Innovation: Highly skilled team responsible for new ideas.
Yes
?
Task Force/Matrix: Leaders must influence people over whom they have no authority.
No
Cross-Cultural Situation: Differing cultures must be influenced to achieve mission success.
Yes
Staff Assignment - Direct: Executes systems, procedures, and policies in support of unit.
No
Staff Assignment - Operational/Strategic: Designs and executes systems, procedures, and policies.
Yes
No
Confront Poor Performance: Need to improve or replace subordinates.
Yes
Achieve Results: Definable, demanding performance measures.
Additional Assignment Demands:
Yes
Technical Experience

Adapted from: McCall, M.W. Jr., M.M. Lombardo, A.M. Morrison. The Lessons of Experience: How Successful Executives Develop on the Job. New York: The Free Press, 1988.

(Blank application on page 59 )

Support Leader Needs to Succeed
Leader Ready for this Demand
CSM/Mtr Sgt re-establish standards XO coaches on 'how to' Shadow Best Maint officer in Division
Abilityyes; exp.no
XO coaches on 'how to'
?
WO teaches maintenance indicators
Some experience
Certify in inspection procedures

## Sharpen Leader Selection

Foster an attitude within your unit that leadership positions are not necessarily automatic appointmentsthat it is a privilege to serve in a leadership position and not an entitlement. To do so, work with your supporting HRC staff, higher, adjacent, and subordinate commanders to create a pool of qualified applicants.

Next, complete a systematic review of their qualifications. The more essential the leadership position, the more thorough the selection process should be. Start by identifying criteria for the job and use the least time-intensive screening methods first. Each step in the screening/selection process should narrow the field of acceptable candidates:

-  Conduct a career file review identify prerequisite experiences and training; review
files and rate candidates against career indicators.
-  Obtain references/recommendations on the leader from trusted sources. -  Conduct structured interviews with the other candidates for the position; 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 demonstrates their qualifications for the job (e.g., lead a patrol, lead a convoy).
If creating a pool of qualified candidates is not possible, revert to the Assignment Demands Assessment tool in the previous section to modify the job or provide support to available candidates.

Take the leadership team into consideration when selecting leaders. For example, pair a technically strong warrant officer with a tactically strong officer. Pair a strong operations officer with an intelligence officer willing to challenge the operational plan by forcefully presenting the enemy point of view. Pair an experienced NCO with an inexperienced lieutenant.

Use the Leadership Selection Guidance tool to identify the key qualifications for selecting leaders for key positions within your command.

## Leadership Selection Guidance

Company XO
Position to be Filled:
6/30/10
6/30/11
Fill by (Date):
Stays in the job through(Date):
Check the boxes for selection processes to use in the evaluation of candidates for this position. Then identify key requirements.

Leader Requirements (write in guidance as to what is important for this leadership position)

## Requirements Model Attributes (Refer To Fm 6-22)

Leader of Character:
Display of Confidence is essential

Leader of Presence:
Interpersonal tact under stress
Leader with Intellectual Capacity:

## Leadership Requirements Model Core Competencies

Builds trust outside lines of authority
Leads: Develops:
Provide direction, guidance, priorities
Achieves:
Previous Leadership Experience/Training/Education (from Officer Record Brief ORB/DA Form 2-1)
PLT Ldr Work Experience: Training/Certifications: Education:
Performance Assessment & Reference Check Previous OER/NCOER performance needed for success in this position:

obtain from CPT Zak
Previous Supervisor Recommendation:
obtain from LTC Smith
Previous Senior Rater Recommendation:
Sample Job Capabilities
Task to assess:
Proficiency level needed:

## For Key Leadership Positions, Conduct Deliberate Selection.

Build a pool of
candidates
Identify
key leader characteristics
Use selection
tools to screen out applicants
Select
approved candidates
Forcast
potential
position openings

## Plan Leader Succession

Plan the systematic replacement of leaders within your unit so that trained and qualified leaders are 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 within your command is an important factor in succession planning. Moving leaders into and out of positions should be a factor of:

-  Unit performance. Keeping leaders in positions long enough so that their stability
promotes high unit performance.
-  Army need. Providing experienced leadership back to the Army to fulfill its requirements. -  Individual leader well-being. Determining when the leader has achieved growth/
development goals and is ready to take on new responsibilities and challenges.
Work with your HRC to accurately predict leader gains and losses to the unit. Be sure to:

-  Account for leader needs for career and job-specific training prior to job assumption.
-  Assess leaders during their initial assignments to drive subsequent job assignments. -  Leverage leader vacancies that are due to schooling, special assignment, or leave as
leader development opportunities; assign less experienced leaders temporarily to the vacancies.
Identify the key leadership positions in your command for which you should conduct and manage succession planning. Chart the timing and sequencing of leaders into and out of leadership positions in your unit. Account for prerequisite schooling and plan primary and alternate candidates for each position.

Use the Individual Plan for Leader Advancement tool to identify and assess a leader's current job compared to an anticipated job. This will help to identify gaps in the leader's skill and experience for the planned succession.

## Individual Plan For Leader Advancement

Current Position:

## Key Roles/Responsibilities

Responsibilities of this level/position (P=Proficient; A=Adequate; D=Development Area)
Plan Training
P
Delegate
D
Write Operations Order
A
Interpersonal tact under stress
Leader with Intellectual Capacity:

## Plan/Actions To Address Development Areas:

Plan and Execute Unit Rehearsals Plan and Execute Air Assault Operation
Company commander
Next or Potential Position:

## Additional (New) Responsibilities

Responsibilities added at this level     (P=Proficient; A=Adequate; D=Development Area)
Lead by ExampleTactical skills
D
Lead OthersBalance mission and Welfare of Soldiers
D

## Plan/Actions To Prepare Leader For This Position:

Send on Observer Controller Tasking Assign Role ModelB Company Cdr Shadow B Co Cdr during Tactical Operations Shadow CSM when checking on Soldiers

(Blank application on page 71.)

## Implement Leader Development

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

-  *Setting the conditions* for leader development is done by being the example, fostering
a positive 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.
-  *Integrating learning* to maximize performance in leader development is done by stimulating intellect, shaping motivation, and providing experience.
-  *Creating a legacy* requires creating challenging job assignments and selecting and
assigning the right leaders to positions.
Additional considerations important to implementing leader development in your command include:

-  Identifying where, within the training and HRC processes of your command, you can
implement the methods for leader development described in this handbook
-  Training and educating your 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 schedule as OPD or NCOPD. Rather, you and your subordinate leaders will be adjusting your day-to-day activities to: - Provide observation, assessment, and feedback - Leverage role models - Foster mentorship - Integrate reflection and study - Create demanding job assignments - Deliberately select leaders - Plan the succession of leaders -  On occasion, identify the purpose and method by which you will implement the five applications of an OPD/NCOPD program
The diagram below will assist you in understanding where, within your daily activities, the methods of this handbook can be integrated and applied. It aligns the elements of FM 7-1, Leader Development Action Plan (LDAP) with the Commander's Handbook for Unit Leader Development methods of leader development.

## Leader Development Action Pan Set The Conditions

| Key Elements of LDAP                            |
|-------------------------------------------------|
| Record review                                   |
| Initial interview                               |
| In-process / introduction                       |
| Reception &                                     |
| Integration                                     |
| Unit certification program                      |
| Identify strengths & weaknesses                 |
| Complete unit certification                     |
| Meet duty standards                             |
| Establish relationships                         |
| Basic                                           |
| Competency                                      |
| Training                                        |
| Prioritize training needs                       |
| Identify additional skills                      |
| Draft developmental needs                       |
| Develop sustainment plan                        |
| Develop training plan                           |
| Plan for future development                     |
| Leader                                          |
| Development &                                   |
| Training                                        |
| Sustainment                                     |
| Create self-development program                 |
| Evaluate Leader Development                     |
| Sharpen leader selection                        |
| Purpose, opportunity, roles & responsibilities, |
| create challenging jobs                         |
| Know your subordinate leaders                   |
| Leverage role models, train                     |
| Systematic observation and assessment, feed-    |
| back and counseling                             |
| Reflect, study, leverage role models, train     |
| Leadership assessment, systematic observa-      |
| tion and assessment                             |
| Leverage role models; foster mentoring          |
| Systematic observation and assessment, create   |
| challenging job experiences, train              |
| Plan leader succession                          |
| Feedback and counseling                         |
| Reflect, study, leverage role models, train     |
| Leadership assessment, systematic observa-      |
| tion and assessment                             |
| Leverage role models; foster mentoring          |
| Systematic observation and assessment, create   |
| challenging job experiences, train              |

## Evaluate The Effectiveness Of Leader Development

Developing a set of formal and informal indicators that accurately assess the "health" of unit leader development in your command is essential.

## Informal/Day-To-Day Indicators

- Leaders approach you to discuss their strengths and development needs.
- Quality leaders contact you about joining your unit. - Leaders seek to stay in your unit as long as possible. -  Higher/adjacent commands inquire about adding leaders from your unit to their
pool of applicants for key leader positions.
- Soldier comments about their leaders are generally positive. - Leaders across your unit support one another and see themselves as a cohesive group. - Leaders try new ideas and tactics to improve performance.

## Formal Periodic Metrics

- More than one highly qualified candidate for each key leader position. - Surveys of subordinates indicate they would follow their leader into combat.
- Unit performance is high. -  Leaders in a position to leave the Army while under your command choose to stay. - Command climate surveys indicate good morale and climate.
Add leader development indicators to the unit quarterly training brief. Have subordinate units track and report on indicators of the "health" of leader development similar to other key unit systems (e.g., training, maintenance, budget). Refine the measures to those that most accurately indicate the "health" of unit leader development.

Use the Command Unit Leader Development Scorecard to evaluate leader development in your Command.

## Command Unit Leader Development Scorecard

Indicators of the Health of Unit Leader Development
A subordinate leader shared a challenge they are experiencing with you Leader(s) expressed interest in joining your unit Leader(s) expressed a desire to stay in your unit
Other units requested a leader from your unit Unsolicited Soldier comments about their leaders A new idea/innovation was implemented in your command All key leader positions are filled/occupied
Multiple qualified candidates competed for last 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 Initial performance of new leaders is high Overall unit performance is high; no sub-unit is a consistent low performer Leaders and their units demonstrate lessons learned; few repeat mistakes

## Notes:

(Blank application on page 73.)

Action Needed
Status
(Green, Amber,
or Red)
Share a personal challenge with them
Red
Follow up with HRC
Green
1 - yes; 1 - no; talk w/Chain of Cmd
Amber
Co Cdr selected - General's Aide
Green
Talk with CSM about unit ldrs
Amber
Execute an Action Learning Sequence
Red
Review succession plan for 1stSgts
Amber
Talk w/CSM to increase PSG candidates
Amber
Interview CPTs on career intentions
Amber
Sustain job shadow
Green Green
Sustain role models running certification
Increase unit visits to HHC
Amber
Sustain personal AARs
Green

## Blank Applications

Filled in by:
Date:

What are the most effective methods of leader development you have personally experienced, observed, or implemented in the past? List them here to remind you to make them a part of your command's unit leader development.

## Unit Leader Development Roles And Responsibilities

Efficient implementation of unit leader development depends on a clear delineation of responsibilities across leaders and staff both within and outside of your command. Use the Unit Leader Development Roles and Responsibilities Worksheet to write out your notes on the responsibilities for leader development in your command.

Position
Roles & Responsibilities

Filled in by:
Date:

Write 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.

Filled in by:
Date:

## Leadership That Encourages Development

Use 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 on their findings. See FM 6-22 for more information on these leader attributes and competencies.

## Self-Assesment  |  Evaluate Your Behavior.

Place an X in the column that represents how often you engage in each behavior. Evaluate your behavior as accurately as you can.
Actions to Set the Example for Development
Develops self and engages in learning Reinforces guidance given to others through own actions Does not expect others to do what s/he would not do Improves abilities to interact interpersonally Serves as a mentor to others outside the chain of command Is positive, encouraging, and realistically optimistic

## Actions To Develop Leaders

Takes time to get to know and understand subordinates Inspires people to do their best Assesses strengths/developmental needs of subordinates Takes leaders aside and discusses lessons learned/feedback Reviews job performance with subordinates to assist in their growth Makes task and assignment decisions based in part on developmental needs Encourages subordinates to engage in self-study and training opportunities

## Actions To Create A Learning Environment

Communicates an expectation of continuous learning Encourages open and candid communications Engages leaders in critical thinking, challenges them to shift perspective Speaks openly of own leadership mistakes and what s/he learned from them Accepts that leaders will make mistakes Fosters team work, cohesion, cooperation, and loyalty
Sets/maintains high expectations for individuals and teams Encourages innovation and new ways of doing things
The last time I engaged in this was:
Within
the
Past
Week
Not
Within
the Past
Year
Within
the
Past
Quarter
Within
the
Past
Month
Within
the
Past
Year

## Filled In By: Date: Tiger Team Implementation Tool

Use the Tiger Team Implementation tool to promote learning while generating innovative solutions to critical problems or opportunities. By rotating different leaders through the Tiger Team experience, you create agents of innovation and learning throughout your command. The unit commander'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 on the spot. If you are, the Tiger Team concept will encourage a climate of learning, development, and innovation across your command.

| Action                        |
|-------------------------------|
| ID problem/opportunity        |
| with critical mission/        |
| Soldier impact                |
| Brief chain of command        |
| on Tiger Team authority       |
| and process                   |
| Select cross-functional team  |
| based on expertise,           |
| innovative thinking, and      |
| self-motivation               |
| Identify Tiger Team           |
| facilitator(s); clarify their |
| roles/responsibilities.       |
| Isolate/protect Team from     |
| operational responsibilities  |
| Provide Team with reach-      |
| back capability/              |
| access to knowledge           |
| Authorize direct coordina-    |
| tion with higher/             |
| adjacent experts              |
| Establish quick deadlines     |
| for results                   |
| Report directly to com-       |
| mander with solution          |
| Facilitate solution           |
| implementation                |
| AAR Tiger Team process        |
| Announce solutions, recognize |
| Tiger Team members and sup-   |
| porting personnel. Officially |
| disband.                      |

## Getting To Know Tool

Use the Getting To Know tool to write down key information on each subordinate leader. For leaders with a number of blank entries, take action to get to know them better.

## Getting To Know:

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. For items you do not know, consider learning them to better get to know this leader.

Professional goals and priorities:
Key challenges in current assignment: Personal leadership strengths and development needs:

Previous assignments and career experiences:

Important family members: Housing location and transportation to work: Unique skills (beyond military): Main interests outside of work: Personal stressors:

## Daily Leader Observation Planner

Use the Daily Leader Observation Planner, along with a unit training schedule, to identify the most productive times to observe how a leader acts and responds (behavior).

Filled in by:
Date:

## Soar Observation & Assessment Tool

Use SOAR to remind you what information to capture while observing a leader. By doing so, your feedback to the leader will be more accurate and action-oriented. Maintaining and reviewing SOAR cards are also a great way to prepare for a counseling session.

Situation: Describe the situation/conditions of the assessment impact on mission and/or Soldiers.

Associate & Assess: Identify FM 6-22 competency (see page 19); assess proficiency.

Reinforce & Recommend: Note appropriate feedback, praise, or correction. Recommended action to sustain/improve leader behavior.

Filled in by:
Date:

## Group Discussion Of Leader Competency Model

Use the Group Discussion of Leader Competency Model to train your leaders in leadership assessment and the doctrinal language of FM 6-22, Army Leadership. Learning from each other's experiences can be invaluable. The purpose of this discussion is to give leaders the opportunity to share their experiences in terms of the leader competencies.

-
Leads Others
Provide purpose, motivation, inspiration Enforce standards Balance mission and welfare of Soldiers
-
Extends Influence Beyond the Chain of Command
Build trust outside lines of authority Understand sphere, means, and limits of influence

Get Results
Provide direction, guidance, and priorities Develop and execute plans Accomplish tasks consistently
-

## Discussion Questions

Choose a competency and discuss the listed behaviors that support it. Describe a situation in which you or someone you observed demonstrated this competency well.

- What actions did they take? - What was the outcome? - Why do you consider this a good demonstration of the competency?
Describe a situation in which you or someone you observed did not demonstrate this competency well, but could have.

- What actions did they take? - What was the outcome? - What actions would have been more effective?
-
Leads by Example
Display character Lead with confidence in adverse conditions Demonstrate competence
Leads by Example
Display character Lead with confidence in adverse conditions Demonstrate competence
-
Creates a Positive
Environment
Set the conditions for positive climate Build teamwork and cohesion Encourage initiative Demonstrate care for people
-  -  -
Prepares Self
Be prepared for expected and unexpected challenges Expand knowledge Maintain self-awareness

Develops Leaders
Assess developmental needs, Develop on the job. Support professional and personal growth Help people learn Counsel, coach, and mentor Build team skills and processes
-  -

## Learning Principles Questionnaire

Use this questionnaire to plan, conduct, and evaluate unit leader learning interventions. Provide your suggested improvements to the lead trainer or training operations.

## Learning Principles Questionnaire

SUBJECT  |
Stimulate Intellect
Is the tempo of learning maintaining learner attention? 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?
Do the content and standard for learning challenge/stretch learners beyond their current level of skill and experience?

## Shape Motivation

Is the learning highly relevant/will it have an impact on unit performance? On improving leaders for the larger Army? Are the experiences of leaders at the learning objective drawn upon? Are leaders encouraged to bring up their experiences during the learning? Are these experiences integrated into the learning? Do leaders look forward to learning opportunities? In spite of challenges/limitations, do leaders seek to make the best of a learning opportunity? Are leaders dissatisfied with their present level of learning and always looking to improve and learn?

## Provide Experience

Does learning include sufficient repetition and practice? Are the conditions/situations of practice varied? Do the learning conditions replicate on-the-job conditions? Are experts at the task (role models, mentors) employed to enhance learning? Do leaders learn from feedback and reflection? Does the learning draw on the study of previous leaders/historical examples? Does the learning include a test of the leader's level of learning? Does the test employed fully and accurately assess leader learning?
Assessment/How to improve learning

## Learning Principles Questionaire

Use the Leverage Role Model tool to identify how you will employ role models by leadership position and area of expertise.

## Leaverage Role Model  |

| Name   | Ways to Leverage RM   | Support to Provide RM   |
|--------|-----------------------|-------------------------|

## Be A Mentor Use The "Be A Mentor" Checklist To Encourage The Formation Of Mentoring Relationships. Be A Mentor

Key Roles and Responsibilities
Candid feedback about perceived strengths and developmental needs Encouragement and motivation
Provides
Advice on dealing with roadblocks Guidance on setting goals and periodically reviews progress Experiences that contributed to his/her own success
Shares
An understanding of the Army, its mission, and formal and informal operating processes More efficient and productive performance Appropriate training and developmental opportunities
Encourages
Sense of self-awareness, self-confidence, and adaptability As a confidant, counselor, guide, and adviser
Serves
As a sounding board for career development ideas/opportunities As a resource for enhancing personal and professional attributes
Potential Mentees
Name
Current Position

Note: Circle the individuals you end up mentoring Filled in by:
Date:

## Purpose And Method For Training And Professional Development

Identify the purpose and method by which you will implement the five applications of an OPD/NCOPD program within your command.

Application
Purpose
Method
Leader Mission Essential Task List Training
Mandatory Army Training Requirements Build Leader Cohesion/Esprit De Corps Issue Command Guidance Leader Career Path Education

## Study Tool

A 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.

Describe the leader's environment/ situation.
Who was the leader leading? How did the leader attempt to influence the situation/ people? (Use FM 6-22 Leadership Requirements Model language) What were the positive and negative outcomes? What were the leader's strengths and development needs? What lessons from this leader's experience can we apply immediately and/or down the road?

## Assignment Demands Assessment

Use the Assignment Demands Assessment tool to assess the readiness of a leader for key job demands. Use this tool to add job demands for purposes of leader development.

If the leader has no experience in the demand, identify the support s/he will need to maintain unit performance.

## Assignment Demands Assessment

Assignment Demands
Demand Part of this Job
Turn around: Unit/team has suffered a setback and is performing poorly. High Performance culture: Expectations of leaders are high. Innovation: Highly skilled team responsible for new ideas. Task Force/Matrix: Leaders must influence people over whom they have no authority. Cross-Cultural Situation: Differing cultures must be influenced to achieve mission success. Staff Assignment - Direct: Executes systems, procedures, and policies in support of unit. Staff Assignment - Operational/Strategic: Designs and executes systems, procedures, and policies. Confront Poor Performance: Need to improve or replace subordinates. Achieve Results: Definable, demanding performance measures.

## Additional Assignment Demands: Technical Experience

Adapted from: McCall, M.W. Jr., M.M. Lombardo, A.M. Morrison. The Lessons of Experience: How Successful Executives Develop on the Job. New York: The Free Press, 1988.

Support Leader Needs to Succeed
Leader Ready for this Demand

## Leadership Selection Guidance

Use the Leadership Selection Guidance tool to identify the key qualifications for selecting leaders for key positions within your command.

Position to be Filled:
Fill by (Date):
Stays in the job through(Date):
Check the boxes for selection processes to use in the evaluation of candidates for this position. Then identify key requirements.

Leader Requirements (write in guidance as to what is important for this leadership position)

## Requirements Model Attributes (Refer To Fm 6-22)

Leader of Character: Leader of Presence:
Leader with Intellectual Capacity:

## Leadership Requirements Model Core Competencies

Leads: Develops: Achieves:
Previous Leadership Experience/Training/Education (from Officer Record Brief ORB/DA Form 2-1)
Work Experience: Training/Certifications: Education:
Performance Assessment & Reference Check Previous OER/NCOER performance needed for success in this position: Previous Supervisor Recommendation: Previous Senior Rater Recommendation:
Sample Job Capabilities Task to assess:
Proficiency level needed:

## Individual Plan For Leader Advancement Key Roles/Responsibilities

Responsibilities of this level/position (P=Proficient; A=Adequate; D=Development Area) Leader with Intellectual Capacity:

## Plan/Actions To Address Development Areas:

Next or Potential Position:

## Additional (New) Responsibilities

Responsibilities added at this level     (P=Proficient; A=Adequate; D=Development Area)

## Plan/Actions To Prepare Leader For This Position:

Filled in by:
Date:

## Leader Development Action Pan

The diagram below will assist you in understanding where, within your daily activities, the methods of this handbook can be integrated and applied. It aligns the elements of FM 7-1, Leader Development Action Plan (LDAP) with the Commander's Handbook for Unit Leader Development methods of leader development.

## Set The Conditions

| Key Elements of LDAP                            |
|-------------------------------------------------|
| Record review                                   |
| Initial interview                               |
| In-process / introduction                       |
| Reception &                                     |
| Integration                                     |
| Unit certification program                      |
| Identify strengths & weaknesses                 |
| Complete unit certification                     |
| Meet duty standards                             |
| Establish relationships                         |
| Basic                                           |
| Competency                                      |
| Training                                        |
| Prioritize training needs                       |
| Identify additional skills                      |
| Draft developmental needs                       |
| Develop sustainment plan                        |
| Develop training plan                           |
| Plan for future development                     |
| Leader                                          |
| Development &                                   |
| Training                                        |
| Sustainment                                     |
| Create self-development program                 |
| Evaluate Leader Development                     |
| Sharpen leader selection                        |
| Purpose, opportunity, roles & responsibilities, |
| create challenging jobs                         |
| Know your subordinate leaders                   |
| Leverage role models, train                     |
| Systematic observation and assessment, feed-    |
| back and counseling                             |
| Reflect, study, leverage role models, train     |
| Leadership assessment, systematic observa-      |
| tion and assessment                             |
| Leverage role models; foster mentoring          |
| Systematic observation and assessment, create   |
| challenging job experiences, train              |
| Plan leader succession                          |
| Feedback and counseling                         |
| Reflect, study, leverage role models, train     |
| Leadership assessment, systematic observa-      |
| tion and assessment                             |
| Leverage role models; foster mentoring          |
| Systematic observation and assessment, create   |
| challenging job experiences, train              |

## Use The Command Unit Leader Development Scorecard To Evaluate Leader Development In Your Command. Command Unit Leader Development Scorecard

Indicators of the Health of Unit Leader Development
Status
(Green, Amber,
or Red)
A subordinate leader shared a challenge they are experiencing with you Leader(s) expressed interest in joining your unit Leader(s) expressed a desire to stay in your unit
Other units requested a leader from your unit Unsolicited Soldier comments about their leaders A new idea/innovation was implemented in your command
All key leader positions are filled/occupied Multiple qualified candidates competed for last 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 Initial performance of new leaders is high Overall unit performance is high; no sub-unit is a consistent low performer Leaders and their units demonstrate lessons learned; few repeat mistakes

## Notes: Frequently.

Action Needed

For further information or to submit comments on this handbook, contact the Combined Arms CenterCenter for Army Leadership at
(913-758-3160 or http://usacac.army.mil/CAC2/CAL