U.S. Army Performance Evaluation Guide

ADRP 6-22 Leadership Requirements Model and

Example Behavioral Indicators

Prepared by U.S. Army Center for Army Leadership

Fort Leavenworth, KS 66027

in support of Human Resources Command

15 January 2014

Page
How to use this Guide.

This Guide is intended as a concise description of different levels of Army leadership competencies 

and attributes. Pages 2 and 3 present the Army Leadership Requirements Model from leadership 

doctrine (ADP 6-22 and ADRP 6-22) and a short description of the three categories of leadership 

competencies and three categories of leader attributes. 

Page 3 of this Guide also provides short pointers about how a rater prepares to observe a 

subordinate leader’s performance. 

Pages 4 through 14 provide examples of what each of the ten leadership competencies look like 

and what each of the thirteen attributes look like. For each of the ten and thirteen an example is 

given of what performance looks like in the categories of developmental need, standard and 

strength. The three categories are ordered in terms of what can be expected from novice to 

seasoned performer to expert. These examples are NOT to be used as excerpts for formal 

performance appraisals and only serve as a guide in differentiating the level of performance.

Pages 15 through 22 reproduce the detailed tables from ADRP 6-22 that show example behaviors

related to leadership competencies and attributes. These behaviors are what a leader is expected 

to do or to demonstrate. In comparison, the descriptions of developmental need, standard, and 

strength on pages 4-14 are how well a leader performs in relation to these expectations. The ADRP 

6-22 tables provide expanded information on doctrinal requirements than what is contained on DA 

Form 67-10-1, Part IV.

Page 23 of this Guide provides a brief summary of what result the ten leadership competencies 

should have. It also shows how performance can vary along four levels of performance. The four 

categories differentiating performance are based on a combination of: a) the extent of 

demonstration of a desired behavior, b) the ability and initiative shown in learning to improve or 

engage in a desired behavior, and c) the extent and duration of impact that the behavior has on 

self, others or unit performance.

The examples of the level of competencies and attributes were drawn from a related publication 

(Developing Leadership During Unit Training Exercises) that was produced to be an observation 

guide for trainers, mentors, observer/controllers. Refer to that guide and other leadership products 

(see CAL webpage http://usacac.army.mil/cac2/CAL/) to learn more about the processes of creating 

a climate for development, observing leadership, delivering feedback for impact, guiding learning 

and development, and taking steps to improve leadership.

1
Army Leadership Requirements Model

Understanding the competencies and attributes in the Army Leadership Requirements Model is 

essential to make careful and accurate observations of a subordinate’s performance and potential.

The core leader competencies include how Army leaders lead people; develop themselves, their 

subordinates, and organizations; and achieve the mission. The competencies are the most outwardly 

visible signs of a leader’s performance.

Leader attributes are inward characteristics of the individual that shape the motivations for actions and 

bearing, and how thinking affects decisions and interactions with others.

Core Leader Competency Categories

• Lead – Leaders set goals and establish a vision, motivate or influence others to pursue the goals, 

build trust to improve relationships, communicate and come to a shared understanding, serve 

as a role model by displaying character, confidence, and competence, and influence outside the 

chain of command.

• Develop –Leaders foster teamwork; express care for individuals; promote learning; maintain 

expertise, skills and self-awareness; coach, counsel and mentor others; foster job development, 

and steward the profession of Arms.

• Achieve –Leaders set priorities, organize taskings, manage resources, execute plans to

accomplish the mission, and achieve goals.

2
Attribute Categories

• Displays Character – Factors internal and central to a leader, which make up an individual’s core

and are the mindset and moral foundation behind actions and decisions. Leaders of character

adhere to Army Values, display empathy and the Warrior Ethos, and practice good discipline.

• Displays Presence –How a leader is perceived by others based on the leader’s appearance, 

demeanor, actions and words. Leaders with presence demonstrate military and professional 

bearing, fitness, confidence and resilience.

• DisplaysIntellectualCapacity–Mental tendencies or resources that shape a leader’s 

conceptual abilities and affect a leader’s duties and responsibilities. Leaders with high intellect 

are mentally agile, good at judgment, innovative, tactful around others, and expert in technical,

tactical, cultural, geopolitical, and other relevant knowledge areas.

Accurate, Descriptive Observations

Observing leadership is accomplished by watching how a leader interacts with others and influences 

them. Written directives, verbal communications, and leader actions all provide indications of how a 

leader performs. Raters also learn about their subordinates’ leadership by observing for reactions to the 

subordinate among peers, subordinates, and other superiors.

When observing leadership, the following three key components ensure observations are accurate and 

descriptive:

1. Plan ahead to take multiple observations during the rating period. Use both key

events and routine operations.

2. Make observations based on the leadership requirements model (ADRP 6-22) and the 

individual’s duty descriptions and performance objectives. Look for a pattern of 

behavior. Seek to confirm initial impressions. Be alert for changes in performance and 

causes for strengths, inconsistencies, or weaknesses.

3. Record important observations immediately for later use in performance and 

professional growth counseling and for the OER.

3
What Leads Looks Like

Core Leader Competencies: Leads

Leads Others

Builds Trust

Communicates

Extends Influence beyond the Chain of Command

Leads by Example

LEADS OTHERS

• Developmental Need

Inconsistently demonstrates influence techniques. Fails to carefully monitor risk factors affecting 

others. Allows mission priority to adversely affect subordinate morale, physical condition, or safety. 

Hesitates to act when risk factors escalate.

•Standard

Influences others effectively. Assesses and routinely monitors the impact of task execution on 

subordinate welfare. Monitors conditions of subordinate morale and safety. Implements 

appropriate interventions when conditions jeopardize mission success. Assesses and manages risk.

• Strength

Demonstrates full range of influence techniques. Continually assesses and monitors mission 

accomplishment and Soldier welfare. Attends to subordinate morale, physical condition, and safety. 

Implements interventions to improve situations. Exudes a safety-conscious attitude.

BUILDS TRUST

• Developmental Need

Inconsistently demonstrates trust. Displays respect differently to some without justification. Takes 

no actions to build rapport or trust with others. Fails to address problems caused by team members 

who undermine trust in the unit. Fails to follow through on intentions, undermining the trust others 

would have in this leader.

•Standard

Establishes trust by demonstrating respect to others and treating others in a fair manner. Uses 

common experiences to relate to others and build positive rapport. Engages others in activities and 

sharing of information that contribute to trust.

• Strength

Demonstrates trust in others when encountering new or unfamiliar situations. Bases trust on a 

thorough understanding of trustworthiness of others and self. Understands how much trust to 

project and to grant to others. No hesitation in addressing problems that undermine trust.

EXTENDS INFLUENCE BEYOND THE CHAIN OF COMMAND

• Developmental Need

Inconsistently demonstrates understanding of indirect influence. Misses or passively acts on 

opportunities to build trusting relationships outside the organization.

•Standard

Demonstrates understanding of conditions of indirect influence. Builds trust to extend influence 

outside the organization. Displays understanding of the importance of building alliances.

4
• Strength

Demonstrates effective use of indirect influence techniques. Establishes trust to extend influence 

outside the chain of command. Proactively builds and maintains alliances to benefit the 

organization.

LEADS BY EXAMPLE

• Developmental Need

Demonstrates behavior inconsistent with the Army Values. Displays a lack of commitment and 

action. Remains unaware of or unconcerned about the example being set.

•Standard

Demonstrates an understanding of leader attributes and competencies. Recognizes the influence of 

personal behavior and the example being set. Displays confidence and commitment when leading 

others.

• Strength

Models sound leader attributes and competencies. Exemplifies the Warrior Ethos through actions 

regardless of situation. Demonstrates competence, confidence, commitment, and an expectation of 

such behavior in others.

COMMUNICATES

• Developmental Need

Misunderstands or fails to perceive nonverbal cues. Ideas not well organized or easily 

understandable. Speaks without considering listener interest. Information dissemination is 

inconsistent or untimely.

•Standard

Chooses appropriate information-sharing strategy before communicating. Conveys thoughts and 

ideas appropriately. Disseminates information in a timely manner. Provides guidance and asks for a 

brief back or confirmation.

• Strength

Uses verbal and nonverbal means to maintain listener interest. Adjusts information- sharing strategy 

based on operating conditions. Ensures information dissemination to all levels in a timely manner. 

Avoids miscommunication through verifying a shared understanding.

5
What Develops Looks Like

Core Leader Competencies: Develops

Creates a Positive Environment/Fosters Esprit de Corps

Prepares Self

Develops Leaders

Stewards the Profession

CREATES A POSITIVE ENVIRONMENT/FOSTERS ESPRIT DE CORPS

• Developmental Need

Demonstrates negative expectations and attitudes not conducive to a productive work environment. 

Focuses primarily on task accomplishment. Fosters an expectation of zero-defects. Holds honest 

mistakes against subordinates.

•Standard

Promotes expectations and attitudes conducive to a positive work environment. Demonstrates 

optimism and encourages others to develop and achieve. Provides coaching, counseling and 

mentoring to others.

• Strength

Exemplifies a positive attitude and expectations for a productive work environment. Conveys a 

priority for development within the organization. Encourages innovative, critical, and creative 

thought. Leverages lessons learned to improve organization.

PREPARES SELF

• Developmental Need

Reluctant to accept responsibility for learning. Downplays feedback from others. Acts on 

information without regard to source, quality, or relevance. Ineffectively transfers new information 

into knowledge.

•Standard

Accepts responsibility for learning and development. Evaluates and incorporates feedback from 

others. Analyzes and organizes information to create knowledge. Focuses on credible sources of 

information to improve personal understanding.

• Strength

Seeks feedback from others. Seeks learning opportunities to improve self. Demonstrates knowledge 

management proficiency. Integrates information from multiple sources; analyzes, prioritizes, and 

utilizes new information to improve processes.

DEVELOPSLEADERS

• Developmental Need

Disinterested in motivating and assisting in the growth of others. Focuses on the task at hand 

without consideration of improving organizational effectiveness.

•Standard

Demonstrates willingness to motivate and help others grow. Provides coaching, counseling and 

mentoring. Builds team skills and processes to improve individuals and the organization.

6
• Strength

Seizes opportunities to teach, coach and mentor. Fosters job development and enrichment. Knows 

subordinates and prepares them for new positions. Improves unit productivity.

STEWARDS THE PROFESSION

• Developmental Need

Fails to extend assistance to others or other units. Disregards oversight of the tracking and use of 

resources. Fails to improve subordinates for follow-on assignments and fails to take steps to leave 

the organization in equal or better condition than when this leader arrived.

•Standard

Supports developmental opportunities of subordinates. Takes steps to improve the organization. 

Carefully manages resources of time, equipment, people, and money.

• Strength

Applies a mindset that looks to strengthen the profession of arms into the future. Assumes some 

risk to forego some short-term or personal gains in favor of improving one’s own organization, other 

units, and other individuals. Cooperates by providing more assistance to others than expected to 

receive in return.

7
What Achieves Looks Like

Core Leader Competencies: Achieves

Gets Results

GETSRESULTS

• Developmental Need

Demonstrates a limited understanding of supervising, managing, monitoring, and controlling 

priorities of work. Hasty prioritization and planning lead to incomplete guidance and direction.

•Standard

Prioritizes, organizes, and coordinates taskings for others. Plans for expected setbacks and enacts 

appropriate contingencies when needed. Monitors, coordinates and regulates subordinate actions 

but allows subordinates to accomplish the work.

• Strength

Utilizes other competencies to accomplish objectives. Demonstrates understanding of supervising, 

managing, monitoring, and controlling of priorities of work. Reflects on end state prior to issuing 

guidance. Provides subordinates autonomy to accomplish the work.

8
What CharacterLooks Like

A Leader of Character Demonstrates:

Army Values

Empathy

Warrior Ethos/Service Ethos

Discipline

ARMY VALUES

• Developmental Need

Inconsistently demonstrates: Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal 

Courage. Demonstrates these with more than occasional lapses in judgment.

•Standard

Consistently demonstrates: Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal 

Courage.

• Strength

Models Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage. Promotes 

the associated principles, standards, and qualities in others.

EMPATHY

• Developmental Need

Exhibits resistance or limited perspective on the needs of others. Words and actions communicate 

lack of understanding or indifference. Unapproachable and disinterested in personally caring for 

Soldiers.

•Standard

Demonstrates an understanding of another person’s point of view. Identifies with others’ feelings 

and emotions. Displays a desire to care for Soldiers and others.

• Strength

Attentive to other’s views and concerns. Takes personal action to improve the situation of Soldiers, 

family members, local community, and even that of potential adversaries. Breaks into training, 

coaching, or counseling mode when needed and role models empathy for others.

WARRIOR ETHOS/SERVICE ETHOS

• Developmental Need

Inconsistently demonstrates the spirit of the profession of arms. Downplays the importance of this 

sentiment.

•Standard

Demonstrates the spirit of the profession of arms and commitment to the mission, to never accept 

defeat, to persevere through difficulties, and to always support fellow Soldiers.

• Strength

Models the spirit of the profession of arms. Instills this behavior in subordinates and others.

DISCIPLINE

• Development Need

Fails to consistently adhere to rules, regulations, or standard operating procedures.

9
•Standard

Demonstrates control of one’s own behavior according to Army values and adheres to the orderly 

practice of completing duties of an administrative, organizational, training or operational nature.

• Strength

Demonstrates discipline in one’s own performance and encourages others to follow good practices 

of discipline as well. As situations call for it, readily enforces discipline when others fail to adhere to 

Army Values or to other standard practices.

10
What Presence Looks Like

A Leader with Presence Demonstrates:

Military and Professional Bearing

Fitness

Confidence

Resilience

MILITARY AND PROFESSIONAL BEARING

• Developmental Need

Inconsistently projects a professional image of authority. Actions lack a commanding presence. 

Allows professional standards to lapse in personal appearance, demeanor, actions, and words.

•Standard

Possesses a commanding presence. Projects a professional image of authority. Demonstrates 

adherence to standards.

• Strength

Models a professional image of authority. Commanding presence energizes others. Exemplifies 

adherence to standards through appearance, demeanor, actions, and words.

FITNESS

• Developmental Need

Physical health, strength, or endurance is not sufficient to complete most assigned missions. Fitness 

level unable to support emotional health and conceptual abilities under prolonged stress.

•Standard

Displays sound health, strength, and endurance that support emotional health and conceptual 

abilities under prolonged stress.

• Strength

Models physical health and fitness. Strength and endurance supports emotional health and 

conceptual abilities under prolonged stress. Energetic attitude conveys importance of fitness to 

others.

CONFIDENCE

• Developmental Need

Inconsistently displays composure or a calm presence. Allows a setback to derail motivation. 

Displays a less than professional image of self or unit.

•Standard

Displays composure, confidence, and mission-focus under stress. Effectively manages own emotions 

and remains in control of own emotions when situations become adverse.

• Strength

Projects self-confidence and inspires confidence in others. Models composure, an outward calm,

and control over emotions in adverse situations. Manages personal stress, and remains supportive 

of stress in others.

11
RESILIENCE

• Developmental Need

Slowly recovers from adversity or stress. Inconsistently maintains a mission or organizational focus 

after a setback.

•Standard

Recovers from setbacks, shock, injuries, adversity, and stress while maintaining a mission and 

organizational focus.

• Strength

Quickly recovers from setbacks. Focuses on the mission and objectives in the midst of shock, 

injuries, and stress. Maintains organizational focus despite adversity. Learns from adverse situations 

and grows in resilience.

12
What Intellectual Capacity Looks Like

A Leader with Intellectual Capacity Demonstrates:

Mental Agility

Sound Judgment

Innovation

Interpersonal Tact

Expertise

MENTAL AGILITY

• Developmental Need

Inconsistently adapts to changing situations. Attends to immediate conditions and surface outcomes 

when making decisions. Hesitates to adjust an approach.

• Standard

Demonstrates open-mindedness. Recognizes changing conditions and considers second- and thirdorder effects when making decisions.

• Strength

Models a flexible mindset and anticipates changing conditions. Engages in multiple approaches 

when assessing, conceptualizing, and evaluating a course of action.

SOUNDJUDGMENT

• Developmental Need

Inconsistently demonstrates sound assessment of situations. Hesitates in decisiomaking when facts 

not available. Forms opinions outside of sensible information available.

• Standard

Demonstrates sound decisionmaking ability. Shows consideration for available information, even 

when incomplete.

• Strength

Models sound judgment. Engages in thoughtful assessment. Confidently makes decisions in the 

absence of all of the facts.

INNOVATION

• Developmental Need

Relies on traditional methods when faced with challenging circumstances. Hesitates to introduce 

new or novel ideas when given the opportunity or when appropriate.

•Standard

Offers new ideas when given the opportunity. Provides novel recommendations when appropriate.

• Strength

Consistently introduces new ideas when opportunities exist. Creatively approaches challenging 

circumstances and produces worthwhile recommendations.

INTERPERSONAL TACT

• Developmental Need

Demonstrates lapses in self-awareness when interacting with others. Misses cues regarding others 

perceptions, character and motives. Presents self inappropriately or not tactfully.

13
•Standard

Maintains self-awareness of others perceptions and changes behaviors during interactions 

accordingly.

• Strength

Demonstrates proficient interaction with others. Effectively adjusts behaviors when interacting with 

others. Understands character and motives of others, and modifies personal behavior accordingly.

EXPERTISE

• Developmental Need

Demonstrates uncertainty or novice proficiency in technical aspects of job. Inconsistently applies 

competence of joint, cultural and geopolitical knowledge. Displays indifference toward expanding 

knowledge or skill set.

•Standard

Possesses facts and beliefs of joint, cultural and geopolitical knowledge. Seeks out information on 

systems, equipment, capabilities, and situations. Expands personal knowledge of technical, 

technological, and tactical areas.

• Strength

Demonstrates expert-level proficiency with technical aspects of job. Demonstrates understanding of 

joint, cultural and geopolitical knowledge. Conveys knowledge of technical, technological, and 

tactical systems to subordinates and others.

14
Summary of the Attributes and Competencies 

from Tables in ADRP 6-22 Army Leadership

ADRP 6-22 Attributes

Category Attribute Behaviors

Character

Army Values

The principles, standards, or qualities considered essential for successful leaders.

Fundamentals that help people discern right from wrong in any situation.

The Army has seven values to develop in all Army individuals: loyalty, duty, respect, 

selfless service, honor, integrity, and personal courage.

Empathy

The tendency to experience something from another person’s point of view.

The ability to identify with and enter into another person’s feelings and emotions.

The desire to care for and take care of Soldiers and others.

Warrior Ethos/

Service Ethos

The internal shared attitudes and beliefs that embody the spirit of the Army 

profession for Soldiers and Army Civilians alike.

Discipline

Control of one’s own behavior according to Army Values; mindset to obey and 

enforce good orderly practices in administrative, organizational, training, and 

operational duties.

Presence

Military and 

professional 

bearing

Possessing a commanding presence.

Projecting a professional image of authority.

Fitness Having sound health, strength, and endurance that support one’s emotional health 

and conceptual abilities under prolonged stress.

Confidence Projecting self-confidence and certainty in the unit’s ability to succeed.

Demonstrating composure and outward calm through control over one’s emotions.

Resilience Showing a tendency to recover quickly from setbacks, shock, injuries, adversity, and 

stress while maintaining a mission and organizational focus.

Intellect

Mental agility

Flexibility of mind; the ability to break habitual thought patterns.

Anticipating or adapting to uncertain or changing situations; to think through 

outcomes when current decisions or actions are not producing desired effects.

The ability to apply multiple perspectives and approaches.

Sound

judgment

The capacity to assess situations shrewdly and draw sound conclusions.

The tendency to form sound opinions, make sensible decisions and reliable 

guesses.

The ability to assess strengths and weaknesses of subordinates, peers, and enemy 

to create appropriate solutions and action.

Innovation

The ability to introduce new ideas based on opportunity or challenging 

circumstances.

Creativity in producing ideas and objects that are both novel and appropriate.

Interpersonal

tact

The capacity to understand interactions with others.

Being aware of how others see you and sensing how to interact with them 

effectively.

Conscious of character, reactions and motives of self and others and how they 

affect interactions.

Recognizing diversity and displaying self-control, balance, and stability.

Expertise Possessing facts, beliefs, logical assumptions, and understanding in relevant areas.

15
ADRP 6-22 Competencies in the LEADS Category

Leads Others

Leaders motivate, inspire, and influence others to take initiative, work toward a common purpose, accomplish 

critical tasks, and achieve organizational objectives. Influence focuses on compelling others to go beyond their 

individual interests and to work for the common good.

Factor Behaviors

Uses appropriate 

methods of influence 

to energize others 

Uses methods ranging from compliance to commitment (pressure, legitimate requests, 

exchange, personal appeals, collaboration, rational persuasion, apprising, inspiration, 

participation, and relationship building).

Provides purpose, 

motivation and 

inspiration

Inspires, encourages, and guides others toward mission accomplishment.

Emphasizes the importance of organizational goals.

Determines course of action necessary to reach objectives and fulfill mission requirements.

Communicates instructions, orders, and directives to subordinates.

Ensures subordinates understand and accept direction.

Empowers and delegates authority to subordinates.

Focuses on the most important aspects of a situation.

Enforces standards

Reinforces the importance and role of standards.

Performs individual and collective tasks to standard.

Recognizes and takes responsibility for poor performance and addresses it appropriately.

Balances mission 

and welfare of 

followers

Assesses and routinely monitors effects of mission fulfillment on mental, physical, and 

emotional attributes of subordinates.

Monitors morale, physical condition, and safety of subordinates.

Provides appropriate relief when conditions jeopardize success of the mission or present 

overwhelming risk to personnel.

Builds Trust

Leaders build trust to mediate relationships and encourage commitment among followers. Trust starts from respect 

among people and grows from common experiences and shared understanding.

Sets personal 

example for trust

Is firm, fair, and respectful to gain trust.

Assesses degree of own trustworthiness.

Takes direct actions 

to build trust

Fosters positive relationship with others.

Identifies areas of commonality (understanding, goals, and experiences).

Engages other members in activities and objectives.

Corrects team members who undermine trust with their attitudes or actions.

Sustains a climate of

trust

Assesses factors or conditions that promote or hinder trust.

Keeps people informed of goals, actions, and results.

Follows through on actions related to expectations of others.

Extends Influence beyond the Chain of Command

Leaders need to influence beyond their direct lines of authority and beyond chains of command to include unified 

action partners. In these situations, leaders use indirect means of influence: diplomacy, negotiation, mediation, 

arbitration, partnering, conflict resolution, consensus building, and coordination.

Understands sphere, 

means and limits of 

influence

Assesses situations, missions, and assignments to determine the parties involved in 

decision-making, decision support, and possible interference or resistance.

Negotiates, builds 

consensus and 

resolves conflict

Builds effective working relationships.

Uses two-way, meaningful communication.

Identifies individual and group interests.

Identifies roles and resources.

Generates and facilitates generation of possible solutions.

Applies fair standards to assess options.

Creates good choices between firm, clear commitment and alternatives to a negotiated 

agreement.

16
Leads by Example

Leaders serve as role models. They maintain standards and provide effective examples through their actions. All 

Army leaders should model the Army Values. Modeling provides tangible evidence of desired behaviors and 

reinforces verbal guidance through demonstration of commitment and action.

Factor Behaviors

Displays character

Sets the example by displaying high standards of duty performance, personal appearance, 

military and professional bearing, physical fitness and ethics.

Fosters an ethical climate; shows good moral judgment and behavior. 

Completes individual and unit tasks to standard, on time, and within the commander’s 

intent.

Demonstrates determination, persistence, and patience.

Uses sound judgment and logical reasoning.

Exemplifies the 

Warrior Ethos

Removes or fights through obstacles, difficulties, and hardships to accomplish missions.

Demonstrates the will to succeed.

Demonstrates physical and emotional courage.

Shares hardships with subordinates.

Leads with 

confidence in 

adverse situations

Provides leader presence at the right time and place.

Displays self-control, composure, and positive attitude.

Is resilient.

Remains decisive after discovering a mistake.

Acts in the absence of guidance.

Does not show discouragement when facing setbacks.

Remains positive when the situation becomes confusing or changes.

Encourages subordinates when they show signs of weakness.

Demonstrates 

technical and tactical 

competence

Meets mission standards, protects resources, and accomplishes the mission with available 

resources using technical and tactical skills.

Displays appropriate knowledge of equipment, procedures and methods; recognizes and 

generates innovative solutions.

Uses knowledgeable sources and subject matter experts.

Understands the 

importance of 

conceptual skills and 

models them to 

others

Displays comfort working in open systems.

Makes logical assumptions in the absence of facts.

Identifies critical issues to use as a guide in making decisions and taking advantage of 

opportunities.

Relates and compares information from different sources to identify possible cause-andeffect relationships.

Seeks diverse ideas 

and points of view

Encourages honest communications among staff and decision-makers.

Explores alternative explanations and approaches for accompanying tasks.

Reinforces new ideas; demonstrates willingness to consider alternative perspectives to 

resolve difficult problems.

Discourages individuals from seeking favor through tacit agreement.

17
Communicates

Leaders communicate effectively by clearly expressing ideas and actively listening to others. By understanding the 

nature and importance of communication and practicing effective communication techniques, leaders will relate 

better to others and be able to translate goals into actions. Communication is essential to all other leadership 

competencies.

Factor Behaviors

Listens actively

Listens and watches attentively.

Makes appropriate notes.

Tunes in to content, emotion, and urgency.

Uses verbal and nonverbal means to reinforce with the speaker that you are paying 

attention.

Reflects on new information before expressing views.

Creates shared 

understanding

Shares necessary information with others and subordinates.

Protects confidential information.

Coordinates plans with higher, lower and adjacent organizations.

Keeps higher and lower headquarters, superiors and subordinates informed.

Expresses thoughts and ideas clearly to individuals and groups.

Recognizes potential miscommunication.

Uses appropriate means for communicating a message.

Employs engaging 

communication 

techniques

States goals to energize others to adopt and act on them.

Uses logic and relevant facts in dialogue; expresses well-organized ideas.

Speaks enthusiastically and maintains listeners’ interest and involvement.

Makes appropriate eye contact when speaking.

Uses appropriate gestures.

Uses visual aids as needed.

Determines, recognizes, and resolves misunderstandings.

Is sensitive to cultural 

factors in 

communication

Maintains awareness of communication customs, expressions, actions, or behaviors.

Demonstrates respect for others.

18
ADRP 6-22 Competencies in the DEVELOPS Category

Creates a Positive Environment/Fosters Esprit de Corps

Leaders establish and maintain positive expectations and attitudes to support effective work behaviors and healthy 

relationships. Leaders improve the organization while accomplishing missions. They should leave the organization 

better than it was when they arrived.

Factor Behaviors

Fosters teamwork,

cohesion, cooperation 

and loyalty (esprit de 

corps)

Encourages people to work together effectively.

Promotes teamwork and team achievement to build trust.

Draws attention to the consequences of poor coordination.

Integrates new members into the unit quickly.

Encourages fairness and 

inclusiveness

Provides accurate evaluations and assessments.

Supports equal opportunity.

Prevents all forms of harassment.

Encourages learning about and leveraging diversity.

Encourages open and 

candid communications

Shows others how to accomplish tasks while respectful and focused.

Displays a positive attitude to encourage others and improve morale.

Reinforces the expression of contrary and minority viewpoints.

Displays appropriate reactions to new or conflicting information or opinions.

Guards against groupthink.

Creates a learning 

environment

Uses effective assessment and training methods.

Encourages leaders and their subordinates to reach their full potential.

Motivates others to develop themselves.

Expresses the value of interacting with others and seeking counsel.

Stimulates innovative and critical thinking in others.

Seeks new approaches to problems.

Communicates the difference between professional standards and a zero-defects 

mentality.

Emphasizes learning from one’s mistakes.

Encourages subordinates 

to exercise initiative, 

accept responsibility and 

take ownership

Involves others in decisions and informs them of consequences.

Allocates responsibility for performance.

Guides subordinate leaders in thinking through problems for themselves.

Allocates decision-making to the lowest appropriate level.

Acts to expand and enhance subordinate’s competence and self-confidence.

Rewards initiative.

Demonstrates care for 

follower well-being

Encourages subordinates and peers to express candid opinions.

Addresses subordinates’ and families’ needs (health, welfare, and development).

Stands up for subordinates.

Routinely monitors morale and encourages honest feedback.

Anticipates people’s onthe-job needs

Recognizes and monitors subordinate’s needs and reactions.

Shows concern for how tasks and missions affect subordinate morale.

Sets and maintains high 

expectations for 

individuals and teams

Clearly articulates expectations.

Creates a climate that expects good performance, recognizes superior performance, 

and does not accept poor performance.

Challenges others to match the leader’s example.

19
Prepares Self

Leaders prepare to execute their leadership responsibilities fully. They are aware of their limitations and strengths 

and seek self-development. Leaders maintain self-discipline, physical fitness, and mental well-being. They 

continue to improve the expertise required of their leadership roles and their profession.

Factor Behaviors

Maintains mental and 

physical health and 

wellbeing

Recognizes imbalance or inappropriateness of one’s own actions.

Removes emotions from decision-making.

Applies logic and reason to make decisions or when interacting with emotionally 

charged individuals.

Recognizes the sources of stress and maintains appropriate levels of challenge to 

motivate self.

Manages regular exercise, leisure activities, and time away.

Stays focused on life priorities and values.

Expands knowledge of 

technical, technological 

and tactical areas

Seeks knowledge of systems, equipment, capabilities, and situations, particularly 

information technology systems.

Keeps informed about developments and policy changes inside and outside the 

organization.

Expands conceptual and 

interpersonal capabilities

Understands the contribution of concentration, critical thinking, imagination, and 

problem solving in different task conditions.

Learns new approaches to problem solving.

Applies lessons learned.

Filters unnecessary information efficiently.

Reserves time for self-development, reflection, and personal growth.

Considers possible motives behind conflicting information.

Analyzes and organizes 

information to create 

knowledge

Reflects on prior learning; organizes insights for future application.

Considers source, quality or relevance, and criticality of information to improve 

understanding.

Identifies reliable resources for acquiring knowledge.

Sets up systems of procedures to store knowledge for reuse.

Maintains relevant 

cultural awareness

Learns about issues of language, values, customary behavior, ideas, beliefs, and 

patterns of thinking that influence others.

Learns about results of previous encounters when culture plays a role in mission 

success.

Maintains relevant 

geopolitical awareness

Learns about relevant societies experiencing unrest.

Recognizes Army influences on unified action partners and enemies.

Understands the factors influencing conflict and peacekeeping, peace enforcing and 

peacemaking missions.

Maintains selfawareness: employs 

self-understanding and 

recognizes impact on 

others

Evaluates one’s strengths and weaknesses.

Learns from mistakes to make corrections; learns from experience.

Seeks feedback; determines areas in need of development.

Determines personal goals and makes progress toward them.

Develops capabilities where possible but accepts personal limitations.

Seeks opportunities to use capabilities appropriately.

Understands self-motivation under various task conditions.

20
Develops Others

Leaders encourage and support others to grow as individuals and teams. They facilitate the achievement of 

organizational goals through helping others to develop. They prepare others to assume new positions elsewhere in 

the organization, making the organization more versatile and productive.

Factor Behaviors

Assesses developmental 

needs of others

Determines strengths and weaknesses of subordinates under different conditions.

Evaluates subordinates in a fair and consistent manner.

Assesses tasks and subordinate motivation to consider methods of improving work 

assignments, when job enrichment would be useful, methods of cross-training on 

tasks and methods of accomplishing missions.

Designs ways to challenge subordinates to improve weaknesses and sustain 

strengths.

Encourages subordinates to improve processes.

Counsels, coaches and 

mentors

Improves subordinate’s understanding and proficiency.

Uses experience and knowledge to improve future performance.

Counsels, coaches and mentors subordinates, lower-ranking and peer leaders, and 

others.

Facilitates ongoing 

development

Maintains awareness of existing individual and organizational development programs 

and removes barriers to development.

Supports opportunities for self-development.

Arranges training opportunities to help subordinates improve self-awareness, 

confidence, and competence.

Encourages subordinates to pursue institutional learning opportunities.

Provide subordinates information about institutional training and career progression.

Maintains resources related to development.

Builds team or group 

skills and processes

Presents challenging assignments for team or group interaction.

Provides resources and support for realistic, mission-oriented training.

Sustains and improves the relationships among team or group members.

Provides feedback on team processes.

Stewards the Profession

Leaders take care of the Army profession by applying a mindset that embodies cooperative planning and 

management of all resources, but especially providing for a strong Army team. Leaders actively engage in 

sustaining full military readiness and preventing the loss of effectiveness as far into the future as possible.

Supports professional 

and personal growth

Supports developmental opportunities for subordinates such as PME attendance, key 

developmental assignments in other organizations, and broadening assignments.

Improves the 

organization Makes decisions and takes action to improve the organization beyond their tenure.

21
ADRP 6-22 Competency in the ACHIEVES Category

Gets Results

A leader’s ultimate purpose is to achieve desired results IAW organizational goals. A leader gets results by providing 

guidance and managing resources, as well as performing the other leader competencies. Gets results focuses on 

consistent and ethical task accomplishment through supervising, managing, monitoring, and controlling the work.

Factor Behaviors

Prioritizes, organizes 

and coordinates 

taskings for teams or 

other organizations 

structures/groups

Ensures the course of action achieves the desired outcome through planning.

Organizes groups and teams to accomplish work.

Ensures all tasks can be executed in the time available and that tasks depending on other 

tasks are executed in the correct sequence.

Limits over-specification and micromanagement.

Identifies and accounts 

for capabilities and

commitment to task

Considers duty positions, capabilities, and developmental needs when assigning tasks.

Conducts initial assessments to assume a new task or a new position.

Designates, clarifies, 

and deconflicts roles

Establishes and employs procedures for monitoring, coordinating, and regulating 

subordinate’s actions and activities.

Mediates peer conflicts and disagreements.

Identifies, contends for, 

allocates and manages 

resources

Tracks people and equipment.

Allocates adequate time for task completion.

Allocates time to prepare and conduct rehearsals.

Continually seeks improvement in operating efficiency, resource conservation, and fiscal 

responsibility.

Attracts, recognizes, and retains talent.

Removes work barriers

Protects organization from unnecessary taskings and distractions.

Recognizes and resolves scheduling conflicts.

Overcomes obstacles preventing accomplishment of the mission.

Recognizes and 

rewards good 

performance

Recognizes individual and team accomplishments; rewards appropriately.

Credits subordinates for good performance; builds on successes.

Explores reward systems and individual reward motivations.

Seeks, recognizes and 

takes advantage of 

opportunities to 

improve performance

Asks incisive questions.

Anticipates needs for actions; envisions ways to improve.

Acts to improve the organization’s collective performance.

Recommends best methods to accomplish tasks; uses information and technology to 

improve individual and group effectiveness.

Encourages staff to use creativity to solve problems.

Makes feedback part of 

work processes

Gives and seeks accurate and timely feedback.

Uses feedback to modify duties, tasks, procedures, requirements, and goals.

Uses assessment techniques and evaluation tools (such as AARs) to identify lessons 

learned and facilitate consistent improvement.

Determines the appropriate setting and timing for feedback.

Executes plans to 

accomplish the mission

Schedules activities to meet commitments in critical performance areas.

Notifies peers and subordinates in advance of required support.

Keeps track of task assignments and suspenses; attends to details.

Adjusts assignments, if necessary.

Identifies and adjusts 

to external influences 

on the mission and 

organization

Gathers and analyzes relevant information about changing conditions.

Determines causes, effects, and contributing factors of problems.

Considers contingencies and their consequences.

Makes necessary, on-the-spot adjustments.

22
Quick Checks on Leadership Competencies

Leads Others: This leader gains commitment to do what needs to be done from unit members.

Builds trust: This leader brings the best out in others, sets the conditions for teamwork.

Extends Influence Beyond Chain of Command: Beneficial work is accomplished outside the unit through 

positive relationships established by this leader.

Leads by Example: Co-workers learn what to be, know and do from this leader.

Communicates: Understanding in the unit is improved from this leader's sharing of information and willingness to 

engage in candid dialogue.

Creates a Positive Environnent: Positive teamwork/cooperation and a psychologically healthy climate exists from 

actions and attitudes of this leader.

Prepares Self: This leader is squared away for duty (skills, knowledge, total fitness, mental toughness) and 

engages in continual self-development.

Develops Others: This leader proactively supports the development of others' knowledge, capabilities and 

readiness to learn.

Stewards of the Profession: Good stewardship applied to resources within this leader's reach. Actions show 

commitment to the professional strengths of the Army.

Gets Results: Gets the job done with appropriate adjustments and optimal application of manpower available to 

this leader.

Four Categories Differentiating Performance

Excels Proficient Capable Unsatisfactory

Readily demonstrates a high 

level of the competency. 

Shows initiative and 

adaptability even in the most 

unusual and difficult 

situations. Actions have 

significant, enduring, and 

positive impacts on mission, 

the unit and beyond.

Consistently 

demonstrates a high 

level of the 

competency. Proactive 

in applying it in 

challenging situations. 

Actions have a positive 

impact on unit and 

mission.

Capable of demonstrating 

the competency and 

frequently applies it. 

Actively learning to apply it 

at a higher level or in more 

situations. Actions have a 

positive impact on unit or 

mission but may be limited 

in scope of impact or

duration.

Inconsistently 

demonstrates or fails to 

demonstrate the 

competency. Unwilling or 

unable to take actions to 

develop or improve. 

Efforts often do not have 

any effect or may have 

negative impacts.

23