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Chapter 5
5-33. While many think of adaptability as a constant good, changing from a known, workable response is
not always the best course. Adaptation involves knowing or deciding whether to adapt, what to adapt to, over
what timeframe to adapt, and how to adapt. Adaptability is enabled by—
z
Recognizing the need for change or recognize a need to take action.
z
Knowing the cues that point to real, meaningful differences and cause-effect relationships.
z
Having a keen ability to discriminate among environmental cues.
z
Having flexible knowledge triggered from different cues. Useful knowledge is likely structured in
modular chunks that can recombine in new ways. Understanding the principles and theory behind
facts can contribute to novel application of knowledge. This characteristic is cognitive flexibility.
z
Seeing multiple sides of an issue and a drive to work toward the best one. Often, multiple sides
need integration to derive the best perspective. Openness, seeing opposites, selecting the best of
opposing approaches, designing compromise, or resolving contradictions aid integration.
z
Thinking in reverse time. This involves being able to think from a desired end state through the
prior steps that reach it. It may involve going from constraints or possibilities to figure what is
doable, what are plausible goals.
z
Handling multiple lines of thought. Involves tracking multiple issues or questions, prioritizing
among them, remembering lesser issues while maintaining an overarching perspective, and
returning to think about lesser issues when there is time available to think about them.
z
Changing perspective. This is referred to as decentering and involves an ability to move away
from one's center or viewpoint to overcome thinking obstacles and blind spots.
z
Thinking in progressively deeper ways. Involves thinking at the right level of depth and breadth
that optimize effort on thinking to match the gravity of the situation.
z
Predicting. Involves going beyond first-order or obvious meaning, to broaden thinking to future
classes of situations.
z
Visualizing and conceptualizing. Involves ability to imagine complex or unusual relationships,
possibilities, or unforeseen consequences and relationships.
z
Thinking holistically. Involves seeing wholes, sets of relationships and interactions, instead of
analytical, decomposed, individual, or isolated parts. Relates to an ability to "see" in dynamics—
moving pictures—instead of a static snapshot.
z
Mentally simulating what could happen. Mental simulation means to mentally construct and think
through a model of a problem, situation, or potential solution to determine important relationships.
The process will gauge how much of some action or resource does it take to create a noticeable
difference in an outcome?
5-34.
To develop adaptability, leaders encourage the following by planning individual or unit events or
reinforcing them as they occur during the normal course of collective training or operations:
z
Develop sound foundational knowledge and encourage the search for other sources of information.
Having a substantial base of knowledge allows leaders to have something ready to apply to new
situations and to adjust from the known to the unfamiliar.
z
Expand ways of thinking through emphasis on improving critical and creative thinking. Since
adaptability opportunities occur in unfamiliar situations, leaders will not have a past answer to
apply. Leaders can adapt by thinking through the change using principles of critical and creative
thinking. Critical thinking helps make fine-distinctions and connections among concepts, which
is useful when analyzing a situation or generating and evaluating solutions.
z
Practice with repetition under varied, challenging conditions intentionally selected to prompt
adaptability. Practice should allow adequate time for feedback and reflection. Many practice
experiences allow leaders to learn about their ability to form situational understanding and the fit
of their thought process to multiple problems and the variations that can occur.
z
Take advantage of daily events as opportunities for learning, practice, and reflection. Leaders who
have a mindset for learning from all activities will be creating knowledge and patterns of thought
that can apply to unpredicted situations.
z
Create and maintain a supportive culture of innovation, autonomy, and freedom to fail. Learning
organizations support the conditions where learning and development will thrive.
5-8
FM 6-22
-XQH
Chapter 6
Leader Performance Indicators
6-1. Accurate, descriptive observations of leadership are important to assess performance and provide
feedback that produce focused learning. Assessing an individual's performance into the categories of
developmental need, meets standard, and strength informs the individual about what needs development or
sustainment. It will also provide motivation to develop. The behavior indicators in this chapter provide some
general performance measures for varying levels of proficiency for the leader attributes and core leader
competencies. Understanding the behavior indicators and observation methods provides a strong base for
providing feedback to subordinates.
Motivate with High Expectations
From a command sergeant major:
We should not just accept normal from our Soldiers, we should instill vitality and flow
and high motivation so they can grow and develop and reach their untapped potential.
Organizationally, we should not look to be just effective or efficient but shoot for
excellence and extraordinary. When it comes to adaptation we should be flourishing
and not just coping, and we should look to be flawless in our quality and not just
reliable. This approach will not only make Soldiers more excellent in how they do their
duties but will create organizations that can operate in any environment, under any
conditions and provide extraordinary results.
ACCURATE AND DESCRIPTIVE OBSERVATIONS
6-2. Observing leadership occurs 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 reactions to the subordinate
among peers, subordinates, and other superiors.
6-3. When observing leadership, these key components ensure observations are accurate and descriptive:
z
Plan to take multiple observations over several months or during a rating period. Use both key
events and routine operations.
z
Make observations based on ADRP 6-22, ADRP 1, and the individual’s duty descriptions and
performance objectives. Look for patterns of behavior. Seek to confirm initial impressions. Be
alert to changes in performance and causes for strengths, inconsistencies, or developmental needs.
z
Record important observations immediately for later use in performance and professional growth
counseling and for evaluations.
z
Consider dimensions on which performance can be differentiated such as the extent of
demonstration of a desired behavior, the ability and initiative shown in learning to improve or
engage in a desired behavior, and the extent and duration of effects that the behavior has on
individual or unit performance.
APPLICATION OF THE PERFORMANCE INDICATORS
6-4. Performance indicators are grouped according to the doctrinal leadership requirements model in
categories of leader attributes (character, presence, and intellect) and leader competencies (lead, develop, and
achieve). The performance indicators provide three levels of proficiency: a developmental need, the standard,
and a strength. For developmental purposes, these three categories are sufficient and apply across cohorts. A
developmental need is identified as a specific need for development when the observed individual does not
-XQH
FM 6-22
6-1
Chapter 6
demonstrate the leader competency. Strength indicators are associated with successful performance of a
leader attribute or competency. Strengths include a consistent pattern of natural talents, knowledge gained
through learning, and skills acquired through practice and experience.
6-5. While comparing observations against the leader performance indicators, determine the level of
proficiency of the observed leader: first review the behavior that appears in the center column of tables 6-1
through 6-6 on pages 6-3 through 6-8—this represents the standard for leader performance. A leader
demonstrating quality leadership to standard will exhibit decisions and actions described in the center
column. The column on the left describes performance indicating a developmental need (individual falls short
of the standard), while the column to the right describes performance indicating a strength (individual exceeds
the standard).
6-6. 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 evaluation of 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.
Competency Development
From an Army Civilian supervisor:
At midpoint and annual performance reviews, I hold stakeholder dialogues with
individual employees. I ask them to give me examples of where they demonstrated
leadership, and I ask them what I can do better, let them know what they do well,
should keep doing, or start doing. Each subordinate selects one competency from the
Army leadership requirements model to improve throughout their rating period.
6-7. The information in these tables is illustrative of a focus on core leadership characteristics. The Army
adoption of a core attribute and competency model means that no list will be comprehensive of all
performance requirements for any leader. Each rater, counselor, mentor, or trainer will need to expand the
set to specific duty or functional requirements. They should be able to apply the ideas to specific performance
objectives designated for individuals that exceed the core leadership requirements.
ATTRIBUTE CATEGORIES
6-8. The leader attributes are presented in three categories: character, presence, and intellect.
Character
6-9. ADRP 6-22 defines character as 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
the Army Values, display empathy and the Warrior Ethos/Service Ethos, and practice good discipline. See
table 6-1.
6-2
FM 6-22
-XQH
Leader Performance Indicators
Table 6-1. Framing the Army Values, empathy, Warrior/Service ethos, and discipline
DEVELOPMENTAL NEED
STANDARD
STRENGTH
ARMY VALUES
Inconsistently demonstrates:
Consistently demonstrates:
Models loyalty, duty, respect,
loyalty, duty, respect, selfless
loyalty, duty, respect, selfless
selfless service, honor, integrity,
service, honor, integrity, and
service, honor, integrity, and
and personal courage. Promotes
personal courage. Demonstrates
personal courage.
the associated principles,
these with more than occasional
standards, and qualities in
lapses in judgment.
others.
EMPATHY
Exhibits resistance or limited
Demonstrates an understanding
Attentive to other’s views and
perspective on the needs of
of another person’s point of view.
concerns. Takes personal action
others. Words and actions
Identifies with others’ feelings
to improve the situation of
communicate lack of
and emotions. Displays a desire
Soldiers, Army, Civilians, family
understanding or indifference.
to care for Soldiers, Army
members, local community, and
Unapproachable and
Civilians, and others.
even that of potential
disinterested in personally caring
adversaries. Breaks into training,
for Soldiers.
coaching, or counseling mode
when needed and role models
empathy for others.
WARRIOR ETHOS/SERVICE ETHOS
Inconsistently demonstrates the
Demonstrates the spirit of the
Models the spirit of the
spirit of the profession of arms.
profession of arms and
profession of arms. Instills this
Downplays the importance of this
commitment to the mission, to
behavior in subordinates and
sentiment.
never accept defeat, to
others.
persevere through difficulties,
and to always support fellow
Soldiers.
DISCIPLINE
Fails consistently to adhere to
Demonstrates control of one’s
Demonstrates discipline in one’s
rules, regulations, or standard
own behavior according to Army
own performance and
operating procedures.
Values and adheres to the
encourages others to follow good
orderly practice of completing
practices of discipline as well. As
duties of an administrative,
situations call for it, enforces
organizational, training, or
discipline when others fail to
operational nature.
adhere to Army Values or to
other standard practices.
Presence
6-10. Presence is how others perceive a leader based on the leader’s appearance, demeanor, actions, and
words. Leaders with presence demonstrate military and professional bearing, fitness, confidence, and
resilience. See table 6-2 on page 6-4.
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FM 6-22
6-3
Chapter 6
Table 6-2. Framing presence
DEVELOPMENTAL NEED
STANDARD
STRENGTH
MILITARY AND PROFESSIONAL BEARING
Inconsistently projects a
Possesses a commanding
Models a professional image of
professional image of authority.
presence. Projects a professional
authority. Commanding presence
Actions lack a commanding
image of authority. Demonstrates
energizes others. Exemplifies
presence. Allows professional
adherence to standards.
adherence to standards through
standards to lapse in personal
appearance, demeanor, actions,
appearance, demeanor, actions,
and words.
and words.
FITNESS
Physical health, strength, or
Displays sound health, strength,
Models physical health and
endurance is not sufficient to
and endurance that support
fitness. Strength and endurance
complete most missions. Fitness
emotional health and conceptual
supports emotional health and
level unable to support emotional
abilities under prolonged stress.
conceptual abilities under
health and conceptual abilities
prolonged stress. Energetic
under prolonged stress.
attitude conveys importance of
fitness to others.
CONFIDENCE
Inconsistently displays
Displays composure, confidence,
Projects self-confidence and
composure or a calm presence.
and mission-focus under stress.
inspires confidence in others.
Allows a setback to derail
Effectively manages own
Models composure, an outward
motivation. Displays a less than
emotions and remains in control
calm, and control over emotions
professional image of self or unit.
of own emotions when situations
in adverse situations. Manages
become adverse.
personal stress, and remains
supportive of stress in others.
RESILIENCE
Slowly recovers from adversity or
Recovers from setbacks, shock,
Quickly recovers from setbacks.
stress. Inconsistently maintains a
injuries, adversity, and stress
Focuses on the mission and
mission or organizational focus
while maintaining a mission and
objectives during shock, injuries,
after a setback.
organizational focus.
and stress. Maintains
organizational focus despite
adversity. Learns from adverse
situations and grows in
resilience.
Intellect
6-11. Intellect is comprised of the 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. See table 6-3.
6-4
FM 6-22
-XQH
Leader Performance Indicators
Table 6-3. Framing intellect
DEVELOPMENTAL NEED
STANDARD
STRENGTH
MENTAL AGILITY
Inconsistently adapts to changing
Demonstrates open-mindedness.
Models a flexible mindset and
situations. Attends to immediate
Recognizes changing conditions
anticipates changing conditions.
conditions and surface outcomes
and considers second- and third-
Engages in multiple approaches
when making decisions.
order effects when making
when assessing,
Hesitates to adjust an approach.
decisions.
conceptualizing, and evaluating a
course of action.
SOUND JUDGMENT
Inconsistently demonstrates
Demonstrates sound
Models sound judgment.
sound assessment of situations.
decisionmaking ability. Shows
Engages in thoughtful
Hesitates in decisionmaking
consideration for available
assessment. Confidently makes
when facts not available. Forms
information, even when
decisions in the absence of all of
opinions outside of sensible
incomplete.
the facts.
information available.
INNOVATION
Relies on traditional methods
Offers new ideas when given the
Consistently introduces new
when faced with challenging
opportunity. Provides novel
ideas when opportunities exist to
circumstances.
recommendations when
exploit success or mitigate
appropriate.
failure. Creatively approaches
challenging circumstances and
produces worthwhile
recommendations.
INTERPERSONAL TACT
Demonstrates lapses in self-
Maintains self-awareness of
Demonstrates proficient
awareness when interacting with
others perceptions and changes
interaction with others.
others. Misses cues regarding
behaviors during interactions
Effectively adjusts behaviors
others perceptions, character
accordingly.
when interacting with others.
and motives. Presents self
Understands character and
inappropriately or not tactfully
motives of others, and modifies
personal behavior accordingly.
EXPERTISE
Demonstrates uncertainty or
Possesses facts and
Demonstrates expert-level
novice proficiency in technical
understanding of joint, cultural,
proficiency with technical aspects
aspects of position.
and geopolitical events and
of their position. Demonstrates
Inconsistently applies
situations, Seeks out information
understanding of joint, cultural,
competence of joint, cultural, and
on systems, equipment,
and geopolitical knowledge.
geopolitical knowledge. Displays
capabilities, and situations.
Shares knowledge of technical,
indifference toward expanding
Expands personal knowledge of
technological, and tactical
knowledge or skill set
technical, technological, and
systems to subordinates and
tactical areas.
others.
CORE LEADER COMPETENCY CATEGORIES
6-12. The core leader competencies are presented in three categories: lead, develop, and achieve.
Lead
6-13. 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. See table 6-4 on page
6-6.
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FM 6-22
6-5
Chapter 6
Table 6-4. Framing leads
DEVELOPMENTAL NEED
STANDARD
STRENGTH
LEADS OTHERS
Inconsistently demonstrates
Influences others effectively.
Demonstrates full range of
influence techniques. Fails to
Assesses and routinely monitors
influence techniques. Continually
monitor risk factors affecting
effects of task execution on
assesses and monitors mission
others. Allows mission priority to
subordinate welfare. Monitors
accomplishment and Soldier
affect subordinate morale,
conditions of subordinate morale
welfare. Attends to subordinate
physical condition, or safety
and safety. Implements
morale, physical condition, and
adversely. Hesitates to act when
appropriate interventions when
safety. Implements interventions
risk factors escalate.
conditions jeopardize mission
to improve situations. Assesses
success. Assesses and manages
and mitigates prudent risk to
risk.
maximize potential for success.
BUILDS TRUST
Inconsistently demonstrates
Establishes trust by
Demonstrates trust in others
trust. Displays respect differently
demonstrating respect to others
when encountering new or
to some without justification.
and treating others in a fair
unfamiliar situations. Bases trust
Takes no actions to build rapport
manner. Uses common
on a thorough understanding of
or trust with others. Fails to
experiences to relate to others
trustworthiness of others and
address problems caused by
and build positive rapport.
self. Understands how much
team members who undermine
Engages others in activities and
trust to project and grant to
trust. Fails to follow through on
sharing of information that
others. No hesitation in
intentions, undermining the trust
contribute to trust.
addressing problems that
others would have in this leader.
undermine trust.
EXTENDS INFLUENCE BEYOND THE CHAIN OF COMMAND
Inconsistently demonstrates
Demonstrates understanding of
Demonstrates effective use of
understanding of indirect
conditions of indirect influence.
indirect influence techniques.
influence. Misses or passively
Builds trust to extend influence
Establishes trust to extend
acts on opportunities to build
outside the organization.
influence outside the chain of
trusting relationships outside the
Displays understanding of the
command. Proactively builds
organization.
importance of building alliances.
positive relationships inside and
outside the organization to
support mission accomplishment.
LEADS BY EXAMPLE
Demonstrates conduct
Demonstrates an understanding
Models sound leader attributes
inconsistent with the Army
of leader attributes and
and competencies. Exemplifies
Values. Displays a lack of
competencies. Recognizes the
the Warrior Ethos through
commitment and action.
influence of personal behavior
actions regardless of situation.
Remains unaware of or
and the example being set.
Demonstrates competence,
unconcerned about the example
Displays confidence and
confidence, commitment, and an
being set.
commitment when leading
expectation of such behavior in
others.
others.
COMMUNICATES
Misunderstands or fails to
Chooses appropriate
Uses verbal and nonverbal
perceive nonverbal cues. Ideas
information-sharing strategy
means to maintain listener
not well organized or easily
before communicating. Conveys
interest. Adjusts information-
understandable. Speaks without
thoughts and ideas appropriately.
sharing strategy based on
considering listener interest.
Disseminates information
operating conditions. Ensures
Information dissemination is
promptly. Provides guidance and
prompt information dissemination
inconsistent or untimely.
asks for a brief back or
to all levels. Avoids
confirmation.
miscommunication through
verifying a shared understanding.
6-6
FM 6-22
-XQH
Leader Performance Indicators
Develop
6-14. Leaders foster teamwork; express care for individuals; promote learning; maintain expertise, skills,
and self-awareness; coach, counsel and mentor others; foster position development, and steward the
profession of arms. See table 6-5.
Table 6-5. Framing develops
DEVELOPMENTAL NEED
STANDARD
STRENGTH
CREATES A POSITIVE ENVIRONMENT/FOSTERS ESPRIT DE CORPS
Demonstrates negative
Promotes expectations and
Exemplifies a positive attitude
expectations and attitudes not
attitudes conducive to a positive
and expectations for a productive
conducive to a productive work
work environment. Demonstrates
work environment. Conveys a
environment. Focuses primarily
optimism and encourages others
priority for development in the
on task accomplishment. Fosters
to develop and achieve. Provides
organization. Encourages
an expectation of zero-defects.
coaching, counseling and
innovative, critical, and creative
Holds honest mistakes against
mentoring to others.
thought. Uses lessons learned to
subordinates.
improve organization.
PREPARES SELF
Reluctant to accept responsibility
Accepts responsibility for
Seeks feedback. Seeks learning
for learning. Downplays
learning and development.
opportunities to improve self.
feedback. Acts on information
Evaluates and incorporates
Demonstrates knowledge
without regard to source, quality,
feedback. Analyzes and
management proficiency.
or relevance. Ineffectively
organizes information to create
Integrates information from
transfers new information into
knowledge. Focuses on credible
multiple sources; analyzes,
knowledge.
sources of information to improve
prioritizes, and utilizes new
personal understanding.
information to improve
processes.
DEVELOPS LEADERS
Disinterested in motivating and
Demonstrates willingness to
Seizes opportunities to teach,
enabling the growth of others.
motivate and help others grow.
coach and mentor. Fosters
Focuses on the task without
Provides coaching, counseling
position development and
consideration of improving
and mentoring. Builds team skills
enrichment. Knows subordinates
organizational effectiveness.
and processes to improve
and prepares them for new
individuals and the organization.
positions. Improves unit
productivity.
STEWARDS THE PROFESSION
Fails to extend assistance to
Supports developmental
Applies a mindset that looks to
others or other units. Disregards
opportunities of subordinates.
strengthen the profession of
oversight of the tracking and use
Takes steps to improve the
arms into the future. Assumes
of resources. Fails to improve
organization. Carefully manages
some risk to forego some short-
subordinates for subsequent
resources of time, equipment,
term or personal gains in favor of
assignments and fails to take
people, and money.
improving one’s own
steps to leave the organization in
organization, other units, and
equal or better condition than
other individuals. Cooperates by
when this leader arrived.
providing more assistance to
others than expected to receive
in return.
Achieve
6-15. Leaders achieve by setting priorities, organizing taskings, managing resources, developing thorough
and synchronized plans, executing plans to accomplish the mission, and achieving goals See table 6-6 on
page 6-8.
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FM 6-22
6-7
Chapter 6
Table 6-6. Framing achieves
DEVELOPMENTAL NEED
STANDARD
STRENGTH
GETS RESULTS
Demonstrates a limited
Prioritizes, organizes, and
Utilizes other competencies to
understanding of supervising,
coordinates taskings for others.
accomplish objectives.
managing, monitoring, and
Plans for expected setbacks and
Demonstrates understanding of
controlling priorities of work.
enacts appropriate contingencies
supervising, managing,
Hasty prioritization and planning
when needed. Monitors,
monitoring, and controlling of
lead to incomplete guidance and
coordinates and regulates
priorities of work. Reflects on end
direction.
subordinate actions but allows
state before issuing guidance.
subordinates to accomplish the
Provides subordinates autonomy
work.
to accomplish the work.
6-8
FM 6-22
-XQH
Chapter 7
Learning and Development Activities
7-1. This chapter is a guide for all Army leaders to develop themselves or to develop others. These activities
follow the same organization as the leader competencies found in the Army leadership requirement model
(see ADRP 6-22): ten leader competencies grouped in the categories of lead, develop, and achieve. Each
developmental action listed in this chapter follows the same format: strength and need indicators, underlying
causes, and activities for feedback, study, and practice. The indicators provide ways to understand leader
actions and confirm aspects of each leader behavior as a strength or a developmental need. The underlying
causes provide more information on what the root cause may be for a developmental need. The tables provide
three options for developmental action: feedback, study, and practice.
7-2. To best use this chapter’s information, first identify the competencies and behaviors for developmental
focus. An individual may already have an IDP that documents goals and a plan for development or have an
idea of what leadership competency or skill to develop. A coach, rater, counselor, or mentor can use this
material to help focus leaders or subordinates on specific developmental goals. Different sources and events
inform the identification of developmental goals for competencies and behaviors as illustrated in table 7-1.
Table 7-1. Identification of developmental goal
Source or event providing identification
Example
of developmental goal
Interest to the developing leader
‘I want to get better at setting a positive climate that encourages
subordinates to promote development.’
360° assessment and feedback report
Communication skills make up the lowest assessed area
and/or coaching session
relative to all other areas.
Performance evaluation and
‘You are good at motivating your Soldiers, you could grow into
developmental growth counseling session
an even better leader by learning to better integrate tasks,
resources and priorities to achieve results.’
Mentor’s advice
‘To move to the next level you could learn additional ways to
operate with others outside the Army and to extend influence.’
Self-realization during institutional
‘My fellow students generally seem more knowledgeable than
education course
me about world affairs affecting our Army.’
Counterpart feedback received during a
‘Under stress you are overly directive which doesn’t align fully
training center rotation or home station
with mission command; you could learn to use commitment-
training
building actions to expand your toolkit of influence.’
Tip: When considering learning and developmental activities, some may automatically think of
taking a formal training course or reading. While these may be helpful, leaders are encouraged to
select developmental activities that fit with personal learning-style preferences and situation. It is
important to think through personal and career goals when deciding on a developmental activity.
CAPABILITY EVALUATION AND EXPANSION
7-3. To start using any of the developmental action tables, there are a few guidelines to consider for the
most benefit from them. Each section is designed to help a leader understand and act on strengths as well as
developmental needs. Some leaders may experience greater growth by focusing on improving strengths rather
than focusing on developmental needs or using strengths to address developmental needs.
-XQH
FM 6-22
7-1
Chapter 7
CAPABILITY EVALUATION—STRENGTH AND NEED INDICATORS AND UNDERLYING CAUSES
7-4. Evaluating capabilities involves identifying personal practices that support or hinder successful
performance. Each table includes diagnostics to enable evaluation of how well an individual is doing on that
behavior and provides examples of why they may or may not be excelling. Consider if the strength and need
indicators represent personal behaviors. Each diagnostic section includes:
z
Strength Indicators: Behaviors and actions that contribute to or support successful performance.
z
Need Indicators: Behaviors and actions that reduce or hinder successful performance.
z
Underlying Causes: Examples of why an individual may not be excelling at a particular leader
behavior.
CAPABILITY EXPANSION—FEEDBACK, STUDY, AND PRACTICE
7-5. To build on an individual's current level, review the developmental activities for each capability area
and personalize them. Table 7-2 outlines methods to engage in developmental activities. The developmental
activities include:
z
Feedback. Sources and methods for obtaining feedback to guide self-development efforts.
z
Study. Topics and activities to learn more about a behavior.
z
Practice. Actions to improve skill and comfort in performing a leader behavior.
Table 7-2. Methods to implement developmental activities
Developmental
Options to take
Method
Step
Ask for
From others about how you are doing with specific issues and areas of
feedback…
performance.
Gain support…
From peers, colleagues, friends, or other people who can provide
Feedback
encouragement or recognize success.
Consult…
With friends, supervisors, peers, subordinates, coaches, mentors, or
other professionals to give advice on strengths or areas of concern.
Observe…
Other leaders, professionals, and similar organizations. Note the most
or least effective behaviors, attributes, and attitudes.
Make time to
Personal or situational characteristics that relate to the strength or
Study
reflect on…
need. Consider alternative perspectives.
Read…
Books, articles, manuals, and professional publications.
Investigate…
A topic through internet or library searches, gathering or asking
questions, and soliciting information and materials.
Practice…
A skill or behavior that needs improvement in a work situation or away
from the unit.
Participate in
Including Army schools, unit training programs, outside seminars,
training…
degree programs, and professional certifications.
Teach…
A skill you are learning to someone else.
Practice
Accept an
That stretches personal abilities, such as giving presentations,
opportunity…
teaching classes, volunteering for special duty assignments, position
cross-training, and representing the unit at meetings.
Explore off-duty
Such as leading community groups, trying a new skill in a volunteer
events…
organization, or presenting to schools and civic organizations.
DEVELOPMENTAL ACTIVITIES
7-6. Table 7-3 will assist an individual in determining where to start development activities. If the individual
needs greater understanding to direct development, they should first seek feedback and follow with study and
practice. If a developmental need is understood but knowing how to address that need is unknown, the
individual should start with study and follow with practice. If the only unknown is what to practice, then the
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FM 6-22
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Learning and Development Activities
individual should focus on the practice activities. Applying the if-then logic in table
7-3
to each
developmental goal will help individuals get the most from their development efforts.
Table 7-3. Evaluation model
If…
Then…
I need more insight into how well I
I should seek Feedback.
am demonstrating a competency
Feedback is an opportunity to gain information about how well you are
or component and what I can do to
doing. Feedback can include direct feedback, personal observations,
improve...
analysis of response patterns, and acknowledgement of outcomes.
I need to gain or expand my
I should Study.
understanding of theory,
Study facilitates an intellectual understanding of the topic. Study can
principles, or knowledge of a
include attending training courses, reading, watching movies, observing
leader competency or
others on duty, and analyzing various sources of information.
component...
I need more experience to build or
I should Practice.
enhance my capability through
Practice provides activities to convert personal learning into action.
opportunities to perform a leader
Practice includes engaging in physical exercises, team activities,
competency or component...
rehearsals, and drills.
7-7. View all suggestions for developmental activities through a personal lens. The following questions are
sample questions to ask when refining a development activity to fit personal needs and situation. Depending
on the chosen activity, other considerations may be important too. Be willing to take risks and choose
activities outside personal comfort zones to challenge yourself and accelerate development.
DETERMINING DEVELOPMENTAL ACTIVITIES
Answer these to focus selection of appropriate developmental activities.
Developmental Activity: What do I want to do?
Desired Outcome: What do I hope to achieve?
Method: How am I going to do this? What resources do I need?
Time available: When will I do this? How will I monitor progress (such as
identifying and monitoring milestones, rewarding success, or identifying
accountability partners)?
Limits: What factors will affect or hinder successful implementation of this
activity?
Controls: What can minimize or control the factors that hinder
implementation of this activity?
7-8. Use table 7-4 starting on page 7-4 to locate appropriate developmental activities. The MSAF 360°
feedback reports detail individual or unit strengths and developmental needs. Learners and coaches will select
a few actions at a time to guide development.
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FM 6-22
7-3
Chapter 7
Table 7-4. Leadership competencies and actions listing
Competency
To find developmental activities for…
Go to…
Leads others
Uses appropriate methods of influence to energize others.
Table 7-5.
Provides purpose.
Table 7-6.
Enforces standards.
Table 7-7.
Balances mission and welfare of followers.
Table 7-8.
Builds trust
Sets personal example for trust.
Table 7-9.
Takes direct actions to build trust.
Table 7-10.
Sustains a climate of trust.
Table 7-11.
Extends
Understands sphere, means, and limits of influence.
Table 7-12.
Influence
Negotiates, builds consensus, and resolves conflict.
Table 7-13.
Leads by
Displays Army Values.
Table 7-14.
example
Displays empathy.
Table 7-15.
Exemplifies the Warrior Ethos/Service Ethos.
Table 7-16.
Applies discipline.
Table 7-17.
Leads with confidence in adverse situations.
Table 7-18.
Demonstrates tactical and technical competence.
Table 7-19.
Understands and models conceptual skills.
Table 7-20.
Seeks diverse ideas and points of view.
Table 7-21.
Communicates
Listens actively.
Table 7-22.
Creates shared understanding.
Table 7-23.
Employs engaging communication techniques.
Table 7-24.
Sensitive to cultural factors in communication.
Table 7-25.
Creates a positiv
Fosters teamwork, cohesion, cooperation, and loyalty (esprit de corps).
Table 7-26.
eenvironment/
Encourages fairness and inclusiveness.
Table 7-27.
esprit de corps
Encourages open and candid communications.
Table 7-28.
Creates a learning environment.
Table 7-29.
Encourages subordinates.
Table 7-30.
Demonstrates care for follower well-being.
Table 7-31.
Anticipates people’s duty needs.
Table 7-32.
Sets and maintains high expectations for individuals and teams.
Table 7-33.
Prepares self
Maintains mental and physical health and well-being.
Table 7-34.
Expands knowledge of technical, technological, and tactical areas.
Table 7-35.
Expands conceptual and interpersonal capabilities.
Table 7-36.
Analyzes and organizes information to create knowledge.
Table 7-37.
Maintains relevant cultural awareness.
Table 7-38.
Maintains relevant geopolitical awareness.
Table 7-39.
Maintains self-awareness.
Table 7-40.
Develops others
Assesses developmental needs of others.
Table 7-41.
Counsels, coaches, and mentors.
Table 7-42.
Facilitates ongoing development.
Table 7-43.
Builds team skills and processes.
Table 7-44.
Stewards the
Supports professional and personal growth.
Table 7-45.
profession
Table 7-46.
Improves the organization.
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Learning and Development Activities
Table 7-4. Leadership competencies and actions listing (continued)
Gets results
Prioritizes, organizes, and coordinates taskings.
Table 7-47.
Identifies and accounts for capabilities and commitment to task.
Table 7-48.
Designates, clarifies, and deconflicts duties and responsibilities.
Table 7-49.
Identifies, contends for, allocates, and manages resources.
Table 7-50.
Removes work obstacles.
Table 7-51.
Recognizes and rewards good performance.
Table 7-52.
Seeks, recognizes, and takes advantage of opportunities.
Table 7-53.
Makes feedback part of work processes.
Table 7-54.
Executes plans to accomplish the mission.
Table 7-55.
Identifies and adjusts to external influences.
Table 7-56.
LEADS OTHERS
7-9. Leaders motivate, inspire, and influence others to take initiative, work toward a common purpose,
accomplish critical tasks, and achieve organizational objectives. Influence focuses on motivating and
inspiring others to go beyond their individual interests and focus on contributing to the mission and the
common good of the team. The leads others competency has four components:
z
Uses appropriate methods of influence to energize others.
z
Provides purpose.
z
Enforces standards.
z
Balances mission and welfare of followers.
USES APPROPRIATE METHODS OF INFLUENCE TO ENERGIZE OTHERS
7-10. Army leaders can draw on a variety of techniques to influence others ranging from obtaining
compliance to building commitment to a cause or organization. Specific techniques for influence fall along
a continuum including pressure, legitimate requests, exchange, personal appeals, collaboration, rational
persuasion, apprising, inspiration, participation, and relationship building
(see ADRP 6-22 for more
information). To succeed in creating true commitment, leaders determine the proper influence technique
based on the situation and individuals involved. Keep in mind that the effects of influence are not often
instantaneous. It may take time before seeing positive, enduring results (see table 7-5).
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FM 6-22
7-5
Chapter 7
Table 7-5. Uses appropriate methods of influence to energize others
Strength Indicators
Needs Indicators
Assesses the situation and determines the best
Uses a single or limited number of influence
influence technique to foster commitment.
techniques for all influence without consideration
Considers the mission when exerting influence.
of the circumstances or individuals involved.
Uses positive influence to do what is right.
Coerces or manipulates the situation to achieve
personal gain.
Uses pressure only when the stakes are high, time
is short, and attempts at achieving commitment
Subordinates return several times to clarify what to do.
are not successful.
Underlying Causes
Lack of understanding of the individuals to be influenced (values, needs, or opinions).
Lack of awareness of likely effects (advantages and disadvantages) of influence techniques on others.
Does not match the appropriate influence technique to the individual and does not factor in contextual causes
(such as high operational tempo, significant stress, speed of situational changes).
Focus on personal gain and accomplishment rather than doing what is right for the Army and the unit.
Too forceful or not forceful enough when applying influence techniques.
Belief that collaborative or rational approaches to gaining desired behavior weakens personal authority.
Conduct reviews with team members and subordinates; listen for clues on the style and method
of influence that works best for the team.
Periodically speak with subordinates to ensure that your influence creates a positive environment
Feedback
and is in line with Army expectations.
Complete a self-assessment tool to understand the way you operate and its effect on your
approach and style of influence.
Talk to subordinates about what influence they find most effective with certain tasks.
Proactively seek information to understand what is important to those you are trying to influence.
Create the message to address the stakeholder’s key needs and concerns.
Identify the appropriate influence technique by analyzing the criticality and time available for
obtaining the desired behavior and the disposition of those you seek to influence.
Observe and analyze different ways that you influence others noting what seems to be most
effective for different tasks, situations, and individual dispositions.
Consider the everyday stresses, obligations, interests, values, and dispositions of those whom
Study
you are trying to influence. Choose influence techniques to produce the best results under
these circumstances.
Ensure the influence technique aligns with the Army Values, ethical principles, and the Uniform
Code of Military Justice.
When leading the team to mission accomplishment, use the least coercive and most cooperative
influence techniques under the circumstances to build and sustain task ownership and
enhanced motivation.
Stay persistent, influence is not instantaneous and may require repeated action.
Review influence techniques (see ADRP 6-22). Identify methods that are strengths and those
that cause struggle. Create an action plan to develop the full set.
Identify when to use compliance-focused influence (based primarily on authority) and when to
use commitment-focused influence (seeks to change attitudes and beliefs).
Contact former superiors about ways they handled conflict and influence. Ask what worked best
and common mistakes that occur in a high stress situation.
Practice
Research available methods of group collaboration. Teams can have widely different dynamics
so a better understanding of different methods will help adaptation.
Explore personal beliefs and assumptions about being a leader, authority, and senior-
subordinate relationships. Consider how beliefs affect the methods of influence used.
Access the Virtual Improvement Center to complete: Making Influence Count, Motivating through
Rewards, Enabling Subordinates Using Mission-Focused Delegation, Beyond People Skills:
Leveraging Your Understanding of Others.
7-6
FM 6-22
-XQH
Learning and Development Activities
PROVIDES PURPOSE
7-11. Establishing and imparting a clear sense of intent and purpose serves as a catalyst to getting work done
by providing a distinct path forward. Oftentimes, with a firm sense of purpose, the result is easier to reach.
Defining a clear sense of purpose can be difficult, as it requires thinking about the objective or task from a
macro-level before getting involved in implementing the details. However, developing clear intent and
purpose can provide substantial benefits by clarifying required actions and resources as well as aligning the
efforts of the team (see table 7-6).
Table 7-6. Provides purpose
Strength Indicators
Need Indicators
Determines goals or objectives.
Restates the mission in a manner that subordinates
Translates task goals and objectives into a
do not understand.
sequenced action plan.
Fails to provide strong, clear direction to team
Restates the mission so that it resonates with the unit
members and subordinates.
and is understood easily.
Keeps authority and decisionmaking centralized.
Communicates clear instructions that detail each
Keeps subordinates in the dark; fails to recognize the
process step through task completion; provides
need to understand the goal.
guidance as needed throughout the process.
Does not set a standard for expected contributions to
Focuses on the most important aspects of a mission
the team.
to emphasize priorities and align efforts.
Subordinates often must come back several times to
Empowers authority to the lowest level possible.
clarify task goals.
Underlying Causes
Has not formed a clear purpose and intent in own mind.
Does not fully understand the objectives of a given mission or task.
Superiors failed to articulate the mission clearly.
Difficulty in expressing intent and purpose in terms others can easily understand and visualize.
Uncomfortable with relinquishing personal control and authority over the task or unit.
Not confident in subordinates’ abilities to make decisions and achieve the purpose and intent.
Fails to adapt to complexity, ambiguity, or stress of a situation.
Ask subordinates if the purpose and intent are clear. Have them backbrief the purpose and
intent. Ask what could facilitate their understanding of what you are trying to convey.
Talk to team members about the clarity of their task assignments. Do they understand how the
Feedback
work they complete contributes to the organizational goals?
Listen to feedback from superiors, peers, and subordinates about your communication skills.
Determine which are effective or ineffective in imparting the mission purpose and intent.
Study subordinates’ reactions when first establishing mission goals and purpose. Do their facial
expressions and body language convey understanding or confusion?
Identify a unit member who is a strong planner and mission briefer. Watch their actions. How do
these actions compare to what you typically do?
Study how other leaders impart clear purpose and intent to subordinates. Discuss the thought
process for identifying, planning, and communicating purpose and intent.
Examine organizational or commanders’ vision statements or past operations orders. Note how
Study
intent, purpose, and communicated vision are expressed. How might they have been
expressed more effectively?
Access the Virtual Improvement Center to complete: Clarifying Roles; Creating and Supporting
Challenging Assignments; Motivating through Rewards; Creating and Promulgating a Vision
of the Future; Rapid Team Stand-up: How to Build Your Team ASAP; Enabling
Subordinates Using Mission-Focused Delegation.
ASAP: as soon as possible
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FM 6-22
7-7
Chapter 7
Table 7-6. Provides purpose (continued)
When receiving a mission, brief-back the mission and higher commander’s intent in your own
words to ensure personal understanding of what to accomplish.
When planning a task or mission, begin by visualizing and drafting a written description of the
end-state that you want to achieve.
Practice
When giving a mission to the team, create a detailed plan of execution outlining responsibilities.
Show how individual responsibilities relate to the purpose and desired outcomes of the
overall mission.
Create an open environment where subordinates feel comfortable approaching you to discuss
and brainstorm how to complete tasks and missions.
ENFORCES STANDARDS
7-12. To lead others and gauge correct performance of duties, the Army has established standards for military
activities. Standards are formal, detailed instructions to describe, measure, and achieve. To use standards
effectively, leaders should explain the standards that apply to the organization and give subordinates the
authority to enforce them (see table 7-7).
Table 7-7. Enforces standards
Strength Indicators
Need Indicators
Reinforces the importance and role of standards.
Focuses on too many priorities at one time.
Explains the standards and their significance.
Ignores established individual and organizational
Prioritizes unit activities to ensure not everything is a
standards.
number one priority.
Overlooks critical errors instead of dealing with them.
Ensures tasks meet established standards.
Blames substandard outcomes on others.
Recognizes and takes responsibility for poor
performance and addresses it properly.
Sets attainable milestones to meet the standard.
Underlying Causes
Does not know or accept established standards.
Does not want to be viewed by subordinates as too demanding.
Poor self-discipline in meeting standards and setting a personal example.
Is unable to handle the complexity of tracking and enforcing standards for multiple tasks or individuals.
Does not follow-up on task delegations to ensure standards are met.
Obtain objective and subjective assessments of individual and collective performance. Compare
to established standards to identify performance strengths and developmental needs.
Feedback
Engage organizational leaders in discussion and examination of performance standards,
including how well standards are communicated, known, enforced, and achieved.
Learn established Army standards for individual and collective tasks expected of the unit.
Research how successful leaders have established, communicated, monitored, and enforced
Study
individual and collective standards.
Consult with superiors about organizational standards most critical to attaining the higher
commander’s vision and intent. Consider how these standards pertain to the unit.
When assigning tasks, explicitly state the standard of performance and expectations.
When assigning performance standards, explain why the standard is essential for organizational
success.
Set the tone when involved with any individual or group task. Make sure you are always giving
Practice
your best effort and providing an example for the team to follow
Recognize team members who exemplify the standards you are trying to reinforce.
Identify individuals who repeatedly fail to achieve performance standards; address appropriately.
When receiving a mission, verify the standard expected--is it appropriate or necessary?.
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FM 6-22
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Learning and Development Activities
BALANCES MISSION AND WELFARE OF FOLLOWERS
7-13. Team welfare is vital to completing a mission while maintaining morale. Taking care of followers will
allow creation of a closer working relationship. Leaders must be able to keep an eye on the mission while
being cognizant of and caring for the people working for them (see table 7-8).
Table 7-8. Balances mission and welfare of followers
Strength Indicators
Need Indicators
Regularly assesses mission effects on the mental,
Ignores the risks of overexerting subordinates.
physical, and emotional well-being of
Visibly shows discouragement or disgust when
subordinates.
morale struggles due to workload.
Checks-in with team members and subordinates to
Is insensitive to signs of high stress or diminishing
monitor morale and safety.
morale.
Provides appropriate relief when difficult conditions
Does not weigh the importance of the mission against
risk jeopardizing subordinate success.
adverse effects on stress, morale, and welfare.
Builds a cohesive team moving in one direction to
achieve common goals.
Offers support and resources when a team member
seems unnecessarily overloaded.
Underlying Causes
Has tunnel vision regarding completion of the mission; believes in mission accomplishment at almost any cost
or does not consider the cost.
Is overtaxed or fatigued and becomes too focused on own needs rather than those of the organization.
Refusal to delegate tasks for fear of failure; does not see the developmental opportunities.
Excessively concerned with personal achievement; avoids negative performance feedback.
Generally unsympathetic towards the needs of subordinates.
Gather feedback on mission demands and member welfare using face-to-face interaction. This
will give a complete reflection of their status.
Seek counsel from a mentor or trusted advisor when dealing with a difficult situation. Have them
guide you and provide insight into possible next steps.
Feedback
Discuss proposed missions with other unit leaders to assess the adverse effects of mission
execution on the welfare of unit members.
Have mental health professionals survey the organization for evidence of excessive stress.
Obtain summary information and recommendations for reducing stress levels.
Investigate activities and methods of relief used to counter stress. See what has worked well for
other leaders and what could be done better.
Regularly assess and document both team and individual morale. Identify the greatest sources
of stress for the organization. Look for methods of reducing the stress.
Research signs of stress so that you can recognize a problem before it becomes an issue.
Learn the symptoms and effects of post-traumatic stress disorder so you can identify it and
obtain appropriate help for unit members suffering from it.
Study
Observe or consider a leader who succeeded in balancing severe demands or stresses faced
by the unit with member welfare. How did that leader do it? What types of behaviors and
methods can you model to ensure your success?
Consider what messages your own behavior sends about balancing personal welfare and
mission requirements.
Access the Virtual Improvement Center to complete: Out of Time: Managing Competing
Demands.
Observe daily subordinate morale. Are they struggling with the workload? Is it affecting group
morale? Brainstorm with other unit leaders possible solutions to team members’ workloads.
Take advantage of opportunities to give subordinates time off when the mission permits.
Practice
Weigh proposed missions to compare the importance of the intended outcomes against the
costs they are likely to impose on the members who will perform them. Look for ways to
minimize costs while still obtaining benefits.
-XQH
FM 6-22
7-9
Chapter 7
BUILDS TRUST
7-14. Trust is essential to all effective relationships, particularly within the Army. Trust facilitates a bond
between Soldiers, leaders, the Army, and the Nation that enables mission success.
7-15. Building trust forms on the bedrock of mutual respect, shared understanding, and common experiences.
For teams and organizations to function at the highest level, a climate of trust needs to exist. Leaders create
a climate of trust by displaying consistency in their actions, and through relationship-building behaviors such
as coaching, counseling, and mentoring. This competency has three components:
z
Sets personal example for trust.
z
Takes direct actions to build trust.
z
Sustains a climate of trust.
SETS PERSONAL EXAMPLE FOR TRUST
7-16. Leaders exhibit their beliefs about trust in their actions and behaviors. Setting a personal example
inspires those around them to act in the same manner. The actions a leader models to subordinates
communicates the values of the leader and the unit. Setting a personal example for trust should be consistent,
and is the most powerful tool a leader has to shape the climate of the organization (see table 7-9).
Table 7-9. Sets personal example for trust
Strength Indicators
Need Indicators
Follows through on commitments and promises.
Engages in actions inconsistent with words.
Presents the truth, even if unpopular or difficult.
Blames others for own mistakes.
Protects and safeguards confidential information.
Makes promises that are unrealistic or unkept.
Admits mistakes.
Focuses on self-promotion; takes credit for the work
Keeps confidences.
and contributions of others.
Shows respect for others; remains firm and fair.
Violates confidences made with others.
Acts with great integrity and character.
Gossips or criticizes others behind their back.
Underlying Causes
Too anxious or timid to deliver unfavorable news.
Unable to say “no” at the appropriate time.
Unable to maintain a position and follow through.
Overly focused on personal ambition and welfare.
Avoids conflict.
Uncomfortable with how others will respond to the truth.
Get feedback on organization behaviors that demonstrate a high degree of trust. These may
include open communication, collaboration, strong innovation, and clear work expectations.
Observe your own behavior. Be as objective as possible. Assess if you treat others equitably
Feedback
and fairly--do you have favorites? Get feedback to support your assessment.
Contact others outside the unit and find out how to build greater trust, openness, and mutual
understanding to achieve common goals.
Complete a trust self-assessment. Informal tools are available through online searches.
Observe the behaviors of other leaders who you think are trustworthy. What behaviors do they
exhibit that build and maintain trust? Make a list of what they do that you want to model.
Study own behaviors. Analyze if own consistency in following up on commitments is less than
Study
others. If so, ask or explore why.
Learn from mistakes by writing out alternative actions you might have taken.
Access the Virtual Improvement Center to complete: Building Working Relationships across
Boundaries; Building Trust.
Let others know what the course of action is and follow through on it.
Practice
Evaluate personal time available for follow through before making a commitment.
Hold a discussion with someone with whom you want to build greater trust and openness.
7-10
FM 6-22
-XQH
Learning and Development Activities
TAKES DIRECT ACTIONS TO BUILD TRUST
7-17. Building trust is not a passive exercise. Leaders develop trust in their organizations by taking actions
that promote trust. Developing others through mentoring, coaching, and counseling are actions that build
trust. When a leader mentors effectively, that leader sends a clear message: I trust you to continue the Army
profession and build a stronger, more adaptable Army. Leaders build trust by developing positive
relationships with peers, superiors, and subordinates
(see table
7-10). These leaders do not tolerate
misconduct or unfair treatment and they take appropriate action to correct unit dysfunction.
Table 7-10. Takes direct actions to build trust
Strength Indicators
Need Indicators
Mentors, coaches, and counsels leaders.
Makes little effort to support or develop others.
Demonstrates care for others.
Remains isolated and aloof.
Identifies areas of commonality and builds upon
Is unwilling to share authority or power in achieving
shared experiences.
tasks or objectives.
Empowers others in activities and objectives.
Is apathetic towards discrimination, allows distrustful
Unwilling to tolerate discrimination. Corrects actions
behaviors to persist in unit or team.
or attitudes of those who undermine trust.
Is ambiguous, inconsistent, or unclear in
Communicates honestly and openly with others.
communication with others.
UNDERLYING CAUSES
Does not understand the importance of leader development.
Socially anxious, fears failing or appearing weak in front of others.
Overly self-focused, focused on own ambitions.
General lack of self-confidence in leadership abilities to shape an organization or team.
Does not value diversity.
Get feedback from trusted colleagues and mentors on actions they take to build or rebuild trust.
Describe the actions taken to build trust in the unit and ask for feedback.
Observe the personal actions taken to build trust. Consider how they contribute to building trust.
Ask trusted colleagues if these actions had the desired effect.
Regularly seek information from others at different organization levels. Find out how clearly
Feedback
orders are communicated through the organization.
Seek regular input on your leader development efforts. Assess the extent to which subordinate
development occurs. Adjust efforts accordingly.
Assess unit morale with command climate surveys or other morale assessments. Allow feedback
to be anonymous. Determine whether to take additional actions to build trust.
Observe leaders you think are trustworthy. Consider the actions they take to build or rebuild trust.
Effective actions include extending trust to others and planning ways to restore trust.
Analyze the trust level in the organization. Consider indications of a breach of trust, such as
backstabbing, gossiping, self-serving behavior, verbal abuse, discriminatory behavior, or
time spent covering mistakes. Determine actions to remedy and prevent the breaches.
Study the unit. Get to know members individually. Understand their strengths, developmental
Study
needs, expectations, and motivations. Use this knowledge to establish greater rapport.
Study the actions leaders take to rebuild trust if trust has been lost
Access the Virtual Improvement Center to complete: Making Influence Count, Rapid Team
Stand-up: How to Build Your Team ASAP, Building Working Relationships across
Boundaries, or Building Trust.
ASAP: as soon as possible
Clarify task or position expectations. Be clear as to how and when you want to see progress.
When developing others through mentoring, coaching, or counseling create agreement on
performance change, goals, and specific follow-up or corrective actions.
Help subordinates recover from failure by showing understanding and empathy. Counsel
Practice
subordinates by providing feedback on the course of action, results, and alternatives.
If dysfunction or distrustful behaviors occur, take immediate action to correct the behavior.
Provide clear feedback about why the actions or attitudes were contributing to a climate of
distrust, and describe expectations for the future.
-XQH
FM 6-22
7-11
Chapter 7
SUSTAINS A CLIMATE OF TRUST
7-18. A climate of trust requires that the norms and values of the unit create a positive, mutually beneficial
environment characterized by openness and risk-tolerance. Leaders sustain this environment by consistently
demonstrating these values through their decisions and actions and communicating to others that misconduct
will not be tolerated. It is important for leaders to note that setting an example and directing action to build
trust are important tools that help to sustain a climate of trust (see table 7-11).
Table 7-11. Sustains a climate of trust
Strength Indicators
Need Indicators
Assesses recurring conditions that promote or hinder
Appears insensitive to what promotes or hinders trust.
trust.
Demonstrates poor communication of goals, actions,
Keeps people informed of goals, actions, and results.
and results to others.
Follows through on actions related to others’
Shows inconsistency in attitudes or behaviors, does
expectations.
not follow through on actions.
Under-promises and over-delivers.
Over-promises and under-delivers.
Maintains high unit morale.
Enables poor unit morale.
Underlying Causes
Overall lack of leadership experience.
Insensitivity to the conditions that help create trust or hinder it.
General lack of transparency in decisionmaking.
Anxiety about perceptions of others, wanting to please.
Inability to commit to a particular course of action.
Overly ambitious, not focused on the team or causes larger than self.
Regularly meet with key staff to gather feedback on both unit and individual morale, the level of
openness in the unit, and factors (positive and negative) which may be influencing trust.
Use instruments such as Command Climate Surveys and other assessments to assess unit
morale regularly. Low morale is a good indicator of a lack of trust.
Feedback
Encourage frequent informal feedback on unit climate. Note: others will model the values and
tone set by a leader. Reward candid, informal feedback.
Build trust by acting on the feedback received. If the feedback on climate reveals a weakness in
the unit, rebuild trust.
Regularly observe individuals and teams performing their duties during normal operations and
trainings in an attempt to gauge the level of trust existing among them.
Notice when a climate is distrustful. Study the factors that contributed to the loss of trust.
Study the cases of particularly inspiring leaders in both civilian and military culture who created
climates of trust in their units, teams, or organizations. Write down the actions they took,
Study
and the effect they had on the climate of the organization.
Access the Virtual Improvement Center to complete: Making Influence Count; Rapid Team
Stand-up: How to Build Your Team ASAP; Building Working Relationships across
Boundaries; Building Trust.
ASAP: as soon as possible
Describe unit values surrounding trust frequently. Be clear about how you and all unit members
will create a climate of trust. Make building trust an explicit goal.
Cultivate risk-tolerance by communicating and demonstrating through actions that taking
Practice
prudent risks can be appropriate.
Create transparency by opening multiple communication channels, including newsletters,
reports, and staff meetings to talk openly about performance, mistakes, outcomes, best
practices, and resources.
EXTENDS INFLUENCE BEYOND THE CHAIN OF COMMAND
7-19. Leaders can influence beyond their direct line of authority and chain of command. Influence can extend
across units, to unified action partners, and to other groups. A key to extending influence beyond the chain
of command is creating and communicating a common vision and building agreement. In these situations,
7-12
FM 6-22
-XQH
Learning and Development Activities
leaders use: indirect means of influence, diplomacy, negotiation, mediation, arbitration, partnering, conflict
resolution, consensus building, and coordination.
7-20. This competency has two components:
z
Understands sphere, means and limits of influence.
z
Negotiates, builds consensus and resolves conflict.
UNDERSTANDS SPHERE, MEANS, AND LIMITS OF INFLUENCE
7-21. Leading and influencing others outside the established organizational structure requires specific skills
and abilities. Assessing roles of others outside the chain of command, knowing over whom they have
authority and influence, and understanding how they are likely to exert that influence is important. By
learning about people outside of the chain of command, understanding their interests and viewpoints, and
being familiar with internal relationships within the organization, leaders can identify influence techniques
likely to work beyond the command chain. Individuals can adjust influence techniques to the situation and
parties involved (see table 7-12).
Table 7-12. Understands sphere, means, and limits of influence
Strength Indicators
Need Indicators
Assesses situations, missions, and assignments to
Uses the same technique in every situation to
determine the parties involved in decision
influence others.
making and decision support.
Operates in isolation outside the chain of command
Evaluates possible interference or resistance.
when not appropriate.
Reviews organizational structures to understand who
Begins negotiating with others without recognizing
reports to whom and informal relationships
their priorities or interests.
illustrating who influences whom.
Relies solely on informal relationships such as
Has a good sense of when and when not to influence
colleagues and peers; does not work through the
beyond the chain of command.
formal command chain.
Gets input from members of own chain of command
Makes assumptions about others too quickly without
before influencing others outside it.
getting the facts.
Underlying Causes
Does not appreciate the potential benefits of understanding spheres of influence.
Is impatient; wants to act before understanding relationships.
Shields self from criticism or failure; risk averse.
Lacks organizational knowledge outside of own chain of command.
Is politically insensitive to factors affecting broader Army interests.
Is naïve or insensitive to cultural or other differences.
Get feedback on your ability to actively listen, present information so others understand
advantages, and be sensitive to the cultural factors in communications.
Determine the degree to which you gain cooperation with peers or others outside of the chain of
Feedback
command.
Self-assess personal knowledge of another organization, person, or culture.
Request feedback on your effectiveness in working with others. For example, ask others about
when you effectively demonstrated resilience, patience, confidence, or mental agility.
Learn as much as possible about organization processes and the key players.
Gain information about shared common goals between the organization and organizations
outside the chain of command; evaluate the similarities and differences.
Understand the organization’s climate and the origin and reasoning behind key policies,
practices, and procedures.
Study
Gain insight into the culture, work priorities, and leadership interests outside the chain of
command by working on a project or team assignment with another organization.
Ask others outside the organization how to gain insight into their organizational priorities.
Access the Virtual Improvement Center to complete: Making Influence Count, Building Working
Relationships across Boundaries, and The Leader as Follower.
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FM 6-22
7-13
Chapter 7
Table 7-12. Understands sphere, means, and limits of influence (continued)
Practice getting things done using both formal channels and informal networks.
Determine who, when, and how to communicate a situation to superiors and the team.
Practice face-to-face engagements using role players simulating diverse audiences.
Practice explaining the rationale of a tough decision to those affected.
Practice
Practice focused listening; ask questions to identify points of agreement and contention.
Consider alternatives from the viewpoint of others.
Ensure team members and subordinates understand the reporting structure in the unit.
When communicating decisions or proposing new ideas, clearly articulate the broader
strategic benefits to the unit or the Army.
NEGOTIATES, BUILDS CONSENSUS, AND RESOLVES CONFLICT
7-22. The art of persuasion is an important method of extending influence. Proactively involving partners
opens communication and helps to work through controversy in a positive and productive way. Building
consensus though sharing ideas and seeking common ground helps overcome resistance to an idea or plan
(see table 7-13).
Table 7-13. Negotiates, builds consensus, and resolves conflict
Strength Indicators
Need Indicators
Identifies individual and group positions and needs.
Uses the same technique in every situation to
influence others.
Sees conflict as an opportunity for shared
understanding.
Negotiates with others without recognizing their
Facilitates understanding of conflicting positions and
priorities or interests.
possible solutions.
Uses extreme techniques such as being too hard or
Works to collaborate on solving complex problems in
too soft when resolving conflicts.
ways acceptable to all parties.
Isolates team members and pressures them to align
Builds consensus by ensuring that all team members
with personal goals and priorities.
are heard.
Does not seek to reconcile conflicting positions; only
seeks to win.
Focuses on negatives of others’ interests.
Underlying Causes
Does not seek the middle ground on issues, but demands that personal identified needs are met.
Avoids conflict; uncomfortable in situations that demand identifying the conflict and solving the problem.
Is unable or unwilling to look for a common causes or mutual goals.
Is uncomfortable or does not like to work with teams towards common goals and priorities.
Takes things personally.
Does not maintain a solutions-based focus.
Get input from peers about your understanding of negotiation techniques. Ask questions such
as “Can you describe a situation I negotiated effectively?” “What could I do to negotiate
more effectively?”
After presenting a concept or idea to peers, ask for their thoughts and perspectives.
Record yourself in a practice session while negotiating a dispute. While viewing the recording,
Feedback
self-assess your actions and note effective and ineffective actions.
Before negotiations begin, select several negotiating techniques and practice with a peer to gain
insight on technique implementation and the potential drawbacks of each. Request
feedback on your skills.
Get feedback on your ability to listen actively, to present information so others understand
advantages, and your sensitivity to the cultural factors in communication.
7-14
FM 6-22
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Learning and Development Activities
Table 7-13. Negotiates, builds consensus, and resolves conflict (continued)
When disputes occur, evaluate areas of common ground between different parties and
document findings.
List all of the roles and resources that figure in to a goal or priority of the organization. Identify
people with whom you may have a common cause or mutual goals.
Research the viewpoints of other individuals involved in the negotiation or consensus building.
Study
Use those viewpoints accordingly in your argument.
Carefully outline personal principles and values so you know when negotiation crosses
boundaries.
Study the behaviors of strong negotiators or behaviors of successful arbitrators. List specific
behaviors they demonstrate that you admire about them.
Find an opportunity to exercise diplomacy and tact to achieve a favorable outcome.
When in a discussion with individuals of differing opinions, practice asking questions likely to
result in compromise, such as “What points can we agree upon?” or “What is most
important to you and what can you concede?
Work to be a team player that can represent personal interests.
Practice
Anticipate problem areas in complex situations and vary the approach accordingly.
Call a team meeting at the first sign that there is tension among group members.
Access the Virtual Improvement Center to complete: Extending Influence during Negotiation;
Managing Conflict; Building Working Relationships across Boundaries; Building Trust;
Navigating Contentious Conversations; Managing Difficult Behavior.
LEADS BY EXAMPLE
7-23. Leaders can influence others by acting in a manner that provides others with an example by which to
measure and model their own behavior. Leading by example is a form of influence where leaders provide
models rather than explicit direction. Leading by example is a manifestation of character and presence
attributes:
z
Displays Army Values.
z
Displays empathy.
z
Exemplifies the Warrior Ethos/Service Ethos.
z
Applies discipline.
z
Leads with confidence in adverse situations.
z
Demonstrates tactical and technical competence.
z
Understands the importance of conceptual skills and models them.
z
Seeks diverse ideas and points of view.
DISPLAYS ARMY VALUES
7-24. Upon entering the Army, Soldiers learn to uphold a new set of values: the Army Values. The Army
Values are a set of principles, standards, and qualities that are essential for Army leaders. The Army
recognizes seven values to uphold—loyalty, duty, respect, selfless service, honor, integrity, and personal
courage. It is every Soldier’s obligation to demonstrate these values through their decisions and actions, and
in doing so, set an example for others to follow (see table 7-14 on page 7-16). Demonstrating these values
establishes one as a person of character who upholds the Army Ethic in the conduct of mission, performance
of duty and all aspects of life.
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FM 6-22
7-15
Chapter 7
Table 7-14. Displays Army Values
Strength Indicators
Need Indicators
Displays high standards of duty performance, personal
Solves problems using the “easy path” without
appearance, military and professional bearing,
regard for what is “the right thing to do.”
and physical fitness and health.
Puts personal benefit or comfort ahead of the
Takes an ethical stance; fosters an ethical climate.
mission.
Demonstrates good moral judgment and behavior.
Hides unpleasant facts that may arouse anger.
Completes tasks to standard, on time, and within the
Is publicly critical of the unit or its leadership, yet
commander’s intent.
does nothing to help.
Demonstrates determination and persistence when
facing adverse situations.
Underlying Causes
Has not accepted one or more of the Army Values.
Overly committed to self-interests, career goals, and personal achievement.
Is not able to translate Army Values to personal behaviors.
Afraid of facing demands or hardships that following Army Values might bring.
Not aware of personal behaviors and how they are perceived by others.
Reflect on personal values and the Army Values. If you perceive a conflict, consult a mentor with
respected values and judgment for discussion and guidance.
Feedback
Ask co-workers how well they understand the expectations and the standards.
Ask peers and subordinates how well they think you uphold the Army Values. How do your
behaviors signal your values?
Consider personal behaviors to complete tasks to standard, on time, and within the
commander’s intent. How do you ensure success of your work? How do you gauge personal
adherence to standards? How do you ensure timeliness of completion?
Observe other organizational leaders who effectively demonstrate and uphold the Army Values.
Tailor the approach to your situation.
Analyze the influence of the Army Values on the unit by observing instances and examples of
Study
loyalty, duty, respect, selfless service, integrity, honor, and personal courage. What are the
consequences when adherence to these values falls short?
Study historical military figures who demonstrated determination, persistence, and patience in
achieving an objective. What factors led to their success? In times of intense hardship, what
actions did they use to overcome adversity?
Consider what the Army Values mean and implications for personal behavior and development.
Exercise initiative by anticipating task requirements before receiving direction. Take
responsibility for both yourself and subordinates when an issue arises.
Make decisions based on what you know is right. Do not be swayed by circumstances or internal
or external factors that may affect the decision. Act according to clear principles rather than
Practice
the easy path.
Foster and encourage an open-door policy with subordinates where they feel comfortable
coming to talk to you about ethical and moral challenges they are facing on-duty and how to
implement the correct action.
Practice what you preach. Demonstrate upholding the Army’s Values to others.
DISPLAYS EMPATHY
7-25. Empathy is defined as the ability to share and understand someone else’s feelings. The capacity for
empathy is an important attribute for leaders to possess. Empathy can allow leaders to understand how their
actions will make others feel and react. Empathy can help leaders to understand those that they deal with
including other Soldiers, Army Civilians, local populace, and even enemy forces. Being able to see from
another’s viewpoint enables a leader to understand those around them better (see table 7-15 on page 7-17).
7-16
FM 6-22
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Learning and Development Activities
Table 7-15. Displays empathy
Strength Indicators
Need Indicators
Reads others’ emotional cues.
Shows a lack of concern for others’ emotional
Considers other points of view in decision-making.
distress.
Reacts appropriately to others’ emotional states.
Displays an inability to take another’s perspective.
Shows compassion when others’ are distressed.
Maintains an egocentric viewpoint in decision-making
process.
Predicts how others will react to certain events.
Dehumanizes enemy combatants or local populace.
Demonstrates ability to establish good rapport.
Underlying Causes
Problems with or inability to take others’ perspectives.
Focuses solely on own needs without considering needs of others.
Insensitive to emotional cues of others.
Failure to identify with other individuals.
Overly results focused.
Gather feedback from on your ability to read emotional cues of others.
Self-reflect on your successes and failures in perspective taken during the decisionmaking
Feedback
process.
Explicitly focus on emotional and social cues in conversations.
Select a role model and study their interactions with others.
Read relevant literature on empathy and social perspective taking.
Learn more about the pitfalls associated with empathy failures
Study
Learn nonverbal cues that can help to indicate a person’s emotional state.
Access the Virtual Improvement Center to complete: Beyond People Skills: Leveraging Your
Understanding of Others module.
Practice taking perspectives of different people (such as that of a local leader, coalition ally,
adversary, or a different military specialty). Imagine what their assumptions and preferences
would be. Do this when interacting with a peer or a group. Get to know your subordinates
better so you can understand their issues.
Practice
Use red teaming by taking partner and adversary perspectives to challenge ideas and ensure
consideration of all perspectives in the decisionmaking process.
Actively combat moral disengagement (convincing oneself that ethical standards do not apply in
a certain situation) in peers and subordinates by directly addressing instances when they
failed to show concern for others.
EXEMPLIFIES THE WARRIOR ETHOS/SERVICE ETHOS
7-26. The Warrior Ethos and Service Ethos refer to a set of specific professional attitudes and beliefs that
characterize the American Soldier and Army Civilian. The Warrior Ethos shapes and guides a leader’s actions
both on and off the battlefield. Leaders demonstrate the Warrior Ethos or Service Ethos anytime they
experience prolonged and demanding conditions that require commitment and resilience to do what is right
despite adversity, challenge, and setback (see table 7-16 on page 7-18). For example, tirelessly advocating
for a more comprehensive training program on leader development demonstrates the Service Ethos, just as
leading others in a combat zone demonstrates the Warrior Ethos.
7-27. While Army Civilians can have a warrior-like ethos, a service ethos fittingly describes the attitudes of
Army Civilians who choose to serve the public interest through support and defense of the Constitution. They
are committed to the Army and the Constitution and take an oath upon their hiring similar to the oath Soldiers
take. In honoring the Service Ethos, Army Civilians help support the needs of the Army and its Soldiers.
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FM 6-22
7-17
Chapter 7
Table 7-16. Exemplifies the Warrior Ethos/Service Ethos
Strength Indicators
Need Indicators
Removes or fights through obstacles, difficulties, and
Gives up when facing a difficult challenge or
hardships to accomplish the mission.
hardship.
Demonstrates the will to succeed and perseveres
Is pessimistic or negative about personal ability to
through difficult and complicated situations.
achieve results within organizational constraints.
Demonstrates physical and emotional courage.
Allows fear of risk to stop action without integrating
Upholds and communicates the Warrior Ethos.
the risk management process.
Pursues victory over extended periods, regardless of
Hesitates or avoids stepping up when necessary.
condition.
Demonstrates timidity and hesitation to act.
Underlying Causes
Failure to internalize the Army Values.
Lacks a holistic understanding of the Warrior Ethos and its implications for personal behavior.
Exhibits frustration or fatigue from excessively demanding conditions over an extended period.
Allows laziness or complacency to compromise the task or mission.
Current situation feels hopeless and shows no indication of getting better.
Clarify and understand the scope of new tasks and the relationship to mission accomplishment.
Perseverance is valuable when aligned with organizational goals.
Request feedback from peers and subordinates on how well you demonstrate determination,
persistence, and patience. Determine if patterns exist in how you handle different situations.
Ask for feedback from a superior on how well you demonstrate the Warrior Ethos. Identify points
Feedback
where you could have persevered more or where you should have been less persistent to
ensure a balance between achieving effective results and wasting time.
Request advice from a mentor or trusted advisor before undertaking a difficult task. Have them
provide insight into the appropriate steps. Provide as much context as possible and then talk
through the situation and possible ways to deal with anticipated difficulties.
Reflect on personal experiences in upholding the Warrior Ethos. In a difficult or prolonged task,
what most made you want to give up; what most helped you keep going?
If you are having trouble getting something done, reflect on why it is not working and what
alternative approaches might succeed.
Research historical figures who demonstrated physical and emotional courage and the will to
succeed. Read Medal of Honor citations or pick a role model and see how they demonstrate
Study
perseverance. What actions and attitudes led them to success? In times of intense
hardship, what was their approach to leadership?
Identify ways to relieve stress to manage emotional reactions while at work (such as taking deep
breaths, counting to ten, or thinking before acting). Study historical figures who
demonstrated determination, persistence, and patience in achieving an objective. What
factors led to their success? In times of intense hardship, how did they overcome adversity?
During reviews, consider how the tenets of Warrior Ethos were applied during operations.
Volunteer to take the lead on a difficult or prolonged issue. While working through the issue, note
the work and progress that occurred toward resolution.
Practice
When leading, accept responsibility for personal errors and move on. Do not allow criticism of an
outcome or setbacks prevent taking the lead or persisting in efforts.
When interacting with team members and subordinates, realize resistance and inertia are
natural. When they occur, stick to the point, and not take criticism personally.
APPLIES DISCIPLINE
7-28. Discipline is essential for a Soldier and leader. While it is the responsibility of all Soldiers to maintain
self-discipline, it is the responsibility of leaders to ensure unit discipline. Self-discipline allows individuals
to ensure their behaviors embody the Army Values, make certain that Army standards are met (physical as
well as behavioral), and properly accomplish tasks in a timely manner. All of the specified attributes and
behaviors of an Army leader are based in self-discipline and the ability to put the needs consistent with
support and defense of the Constitution of the United States ahead of one’s own needs. Unit discipline
encourages a sense of camaraderie, supports a positive climate, and reinforces management systems such as
7-18
FM 6-22
-XQH
Learning and Development Activities
supply, maintenance, training, and personnel. Table 7-17 provides indicators that leaders can use to identify
their strengths and developmental needs in displaying discipline. This document also presents potential
underlying causes in failing to model discipline and resources for further development.
Table 7-17. Applies discipline
Strength Indicators
Need Indicators
Applies disciplined initiative in absence of orders.
Displays favoritism and inequality in enforcement of
Maintains standards for both self and subordinates.
standards.
Displays proper time management.
Fails to complete tasks in a timely manner.
Encourages positive behaviors and disciplines
Fails to execute the Uniform Code of Military Justice
negative behaviors.
properly.
Displays non-professional demeanor.
Underlying Causes
Inability to assess one’s own behaviors accurately.
Failure to internalize Army Values and traditions.
Failure to practice time management.
Self-indulgence rather than placing Army priorities first.
Lack of understanding of how favoritism undermines authority.
Lack of understanding of how to properly communicate and enforce standards.
Feedback
Select a role model and watch how they demonstrate discipline. Ask how discipline is important
to them, what are the pitfalls of slipping standards, how they maintain their self-discipline.
Compare how you manage time to others. Do you get as much done as they do or more? Are
you prioritizing and getting the most important tasks done on time?
Study
Consider how different types of discipline affect the individual and the unit.
Study time management techniques and implement methods to use time efficiently.
Review psychological constructs that get in the way of self-discipline (such as ego, restraint
defense mechanisms, or delayed gratification).
Think about your behaviors and how others might view your self-discipline if they knew what you
know about yourself. How would you change your behavior then?
Practice
Consider how others would view your discipline if they were aware of your thoughts/actions;
design a plan to fix shortcomings.
Establish and stick to a regular exercise routine.
LEADS WITH CONFIDENCE IN ADVERSE SITUATIONS
7-29. The opportunity to lead with confidence in adverse situations happens frequently, but making the right
decisions in difficult times defines an Army leader’s career. Mistakenly, individuals often believe that leading
with confidence in adverse situations is a responsibility for senior leaders, and do not recognize the need for
confident leadership at all levels. How Army leaders approach and persevere through difficult times sets a
leadership example for others while demonstrating commitment to the organization (see table 7-18 on page
7-20).
-XQH
FM 6-22
7-19
Chapter 7
Table 7-18. Leads with confidence in adverse situations
Strength Indicators
Need Indicators
Provides presence at the right time and place.
Loses hope or inertia when adversity is high.
Displays self-control and composure in adverse
Shows discouragement when faced with setbacks.
conditions; remains calm under pressure.
Allows anger or emotion to compromise a situation.
Remains decisive after discovering a mistake.
Hesitates to take decisive action; defaults to following
Makes decisions; acts in the absence of guidance.
a superior’s lead in times when it is inappropriate.
Remains positive, even when the situation changes
Avoids situations where it is necessary to take an
or becomes confusing.
authoritative stand on an issue or problem.
Encourages subordinates.
Underlying Causes
Slow to adapt quickly to changing situations.
Is not comfortable with personal capabilities and skills as a leader; unwilling to step up and take control.
Is indecisive; has trouble making final decisions.
Fears that the consequences of making a bad decision will reflect poorly on himself or herself.
Avoids prudent risks to ensure no negative performance feedback.
Does not meet problems head-on; is avoidant of conflict.
After leading a difficult mission, conduct an after action review. Ask for feedback to identify
effective and ineffective actions and opportunities to improve. Have team members provide
feedback on how you handled the situation.
Request feedback from peers about how well you respond to setbacks, and how effectively you
Feedback
demonstrate persevere to achieve goals.
Meet with the team to brainstorm creative solutions to a challenge that the organization currently
faces. Try to approach the problem from a new and different direction.
Request advice from a mentor or trusted advisor on how to deal with a difficult situation. Have
them guide you and provide insight into possible next steps.
Complete a mission or problem analysis when faced with a tough decision. Consider multiple
possible courses of action, select one, and develop a plan of action to enact it.
Develop the realization that failure and criticism happen. As a leader, take the prudent risk,
realizing that you are not always going to be right.
Study
Learn about planning and problem solving methods and tools to help ensure success.
Observe a leader who has consistently achieved under seemingly unfavorable circumstances.
What behaviors can you model to ensure similar personal success?
Access the Virtual Improvement Center to complete: Leadership Decision Making; Being an
Adaptable Leader in Times of Change; Managing Difficult Behavior
When resistance occurs, stick to your argument and the facts that support it, while remaining
open to feedback and opinions. Remember not to take criticism personally.
Take on a series of increasingly demanding tasks or challenges to build a record of success and
bolster your confidence in difficult situations.
Be well prepared! Anticipate potential resistance from your audience and spend time gathering
Practice
data and rationale to support your position.
Persevere. Do not easily give up on opinions or judgments for which you have a strong
argument. Clearly articulate your position using detailed explanations and examples; remain
respectful of the opinions of others.
Use clear, assertive language to state your position. Be aware of nonverbal indicators that may
communicate lack of confidence and avoid using tentative language.
DEMONSTRATES TACTICAL AND TECHNICAL COMPETENCE
7-30. Striving for tactical and technical competence and expertise is important for Army leaders. Army
leaders must implement the most up-to-date, cutting-edge technologies and methods to solve problems and
ensure mission accomplishment. Demonstrating technical and tactical knowledge and skills includes seeking
out and implementing best practices as well as exploring and encouraging a culture of sharing among team
members to develop and refine their technical proficiency (see table 7-19).
7-20
FM 6-22
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Learning and Development Activities
Table 7-19. Demonstrates tactical and technical competence
Strength Indicators
Need Indicators
Uses technical and tactical expertise to accomplish
Uses assets, equipment, procedures, and methods
the mission to standard and protect resources.
ineffectively.
Displays the appropriate knowledge of methods
Consumes excessive resources due to ineffective use
procedures, and equipment for the position.
of technology.
Embraces and employs new technology to
Uses outdated or ineffective approaches to problems.
accomplish the mission.
Uninterested in new knowledge and skills.
Underlying Causes
Does not have a full awareness of organization positions and operations.
Does not understand the optimal employment of assets, equipment, procedures, and methods.
Does not seek opportunities to learn new solutions for technical and tactical problems.
Is not comfortable with new technology and is unaware of its capabilities.
Unaware of how to locate and learn new technical and tactical knowledge and skills.
Learn from those around you by asking which skills and what knowledge is mission-critical. Ask
others how they learned it, and follow a similar path.
Talk with others inside and outside the chain of command to stay current on external influences
(such as emerging technology or latest tactics, techniques and procedures). Key
opportunities to network and share information include attendance at conferences and
Feedback
training courses, as well as online resources.
Look for opportunities to test your technical and tactical proficiency.
Self-monitor your ability to be a technical and tactical leader by reading the latest journal articles,
professional journals, and professional association releases and comparing personal
knowledge and skills to emerging information.
Build personal expertise by reviewing doctrine, technical manuals, and non-military references in
areas of interest.
Subscribe to or research professional journals and resources dealing with a new technical skill or
capability. Keep current on emerging technical information by reviewing blogs and other
Study
Web-based resources.
Volunteer to prepare and deliver training on a specific technical or tactical subject.
Write and submit a journal or magazine article on your technical area of expertise.
Look for opportunities to take a continuing studies course to build technical knowledge. Consider
resident, distance or distributed learning, and correspondence offerings.
Find and pursue opportunities for advanced training pertaining to personal responsibilities.
Volunteer for opportunities that will provide technical or tactical experience in new areas.
Practice
Develop one or more specialty area where you will be considered the unit expert. Communicate
your knowledge and make yourself available when others need guidance or support.
UNDERSTANDS AND MODELS CONCEPTUAL SKILLS
7-31. Army leaders must not only understand the importance of conceptual skills, they must possess,
continually develop, and model them as well (see table 7-20 on page 7-22). Conceptual skills are the basis
for making sense of complex situations, understanding cause and effect, critical thinking, solving problems,
developing plans, and leading others. In short, they are essential to accomplishing the critical functions of
the Army.
-XQH
FM 6-22
7-21
Chapter 7
Table 7-20. Understands and models conceptual skills
Strength Indicators
Need Indicators
Identifies the critical issues present in a situation or
Gets lost in the details of a situation without
issue and uses this knowledge to make decisions
perceiving how they fit together and interact.
and take advantage of opportunities.
Comfortably maintains the status quo; ignores new
Recognizes and generates innovative solutions.
thought processes to solve a problem.
Relates and compares information from different
Overly relies on one source of information or one
sources to identify possible cause-and-effect
approach to problem solving.
relationships.
Employs stereotyped, rigid, or biased thinking when
Uses sound judgment, logical reasoning, and critical
making sense of a situation.
thinking.
Uses a scattered approach to thinking through
Makes logical assumptions in the absence of facts.
problems and developing solutions.
Does not articulate the evidence and thought
processes leading to decisions.
Underlying Causes
Impatient with the time or effort required for rigorous conceptualization.
Uses gut instinct or past approaches to make decisions.
Fears the risk of failure that may come from new conceptualizations or approaches.
Unsure of the thought process and evidence used to reach decisions and unable to articulate them to others.
Does not take time for personal reflection and thought.
Ask yourself how an issue and related decisions or actions will fit into the larger view of events.
What other decisions, operations, or units are affected?
Ask others if they have observed you showing personal biases or conceptual shortcomings
during analysis or problem solving. Ask for clear and honest feedback regarding perceived
Feedback
biases and conceptual difficulties. Compare this feedback to a personal self-assessment.
Consider the long-term consequences to a decision or action you are contemplating. What are
the second- or third-order effects? Identify the consequences and re-evaluate the potential
decision. Present the idea to others and request their input.
Read about methods of conceptualizing ambiguous and complex situations. Topics may include
systems thinking, mind mapping, and others.
Train yourself to visualize how plans or operations will unfold by thinking through branches,
phases, sequences, and time schedules.
Study
Study the topics of critical and creative thinking; apply the methods to issues you face.
Observe a leader who is adept at conceptual skills and developing conceptual models. Discuss
the leader’s thought process with the leader.
Access the Virtual Improvement Center to complete: Leadership Decision Making or Being an
Adaptable Leader in Times of Change.
When faced with a problem, apply a systematic approach to define the problem, gather relevant
information, make essential assumptions, and develop courses of action.
Work to synthesize facts, data, experiences, and principles to make sense of situations. Look
for patterns, themes, connections, and interactions.
When faced with a problem, take time to develop multiple plausible solutions to the problem.
Practice
Apply pre-selected criteria to help evaluate the solutions and select the best.
Use a mind mapping technique or tool to make sense of the elements of a complex or
ambiguous situation and their relationships.
Create and communicate your vision for the outcome of an important effort and the process to
achieve the outcome.
SEEKS DIVERSE IDEAS AND POINTS OF VIEW
7-32. By seeking and being open to diverse ideas and points of view, Army leaders become exposed to new
ideas, perspectives, explanations, and approaches that can help achieve tasks and projects more efficiently
and effectively. Consideration of diverse ideas and points of view helps ensure the adequate conceptualization
of issues as well as the development and selection of viable courses of action. Being open to diverse ideas
7-22
FM 6-22
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Learning and Development Activities
and points of view also aids in the perception of change, identification of new requirements, and adaptability
to dynamic operational environments (see table 7-21).
Table 7-21. Seeks diverse ideas and points of view
Strength Indicators
Need Indicators
Encourages respectful, honest communication among
Settles for the first solution that comes to mind.
staff and decision makers.
Views subordinates’ opinions and ideas as irrelevant.
Explores alternative explanations and approaches for
Does not express opposing views to gain favor or
accomplishing tasks.
avoid argument.
Reinforces new ideas; Willing to consider alternative
Operates in isolation.
perspectives to resolve difficult problems.
Maintains the status quo and hesitates to alter
Uses knowledgeable sources and subject matter
current “tried and true” approaches.
experts.
Belittles, bullies, and berates rather than offering
Encourages team members to express their ideas
constructive and specific feedback.
even if they question the consensus.
Underlying Causes
Views subordinates' ideas as threats to personal expertise or authority.
Impatient with talk and discussion; wants to quickly reach a decision.
Has difficulty perceiving or understanding shades of meaning or differences in opinion.
Relies excessively on certain individuals' perspectives; does not offer everyone a chance for input.
Does not take time for personal reflection and thought.
Encourage team members to express ideas and opinions about the team’s functioning. Use
active listening methods to ensure accurate understanding of their perspectives.
Get someone skilled in team processes and communications to observe a team meeting and
Feedback
provide feedback on how open to diverse ideas and opinions you appeared to be and how
you encouraged or discouraged ideas and opinions.
Communicate the desired outcome of task and ask team members for their feedback and
opinions. Use that opinion to devise new and more effective strategies.
Learn how to conduct research in subject areas important to your position.
Get involved in your professional community by participating in associations and groups that
promote learning and creative solutions.
Interview a leader with a reputation as a strong innovator and leader of teams that solve complex
and unique challenges. Learn about the thought process and methods used to get the best
Study
from team members and reach a creative solution.
Read about the approaches and methods that people in other fields or from other backgrounds
used to solve problems like those you face.
Access the Virtual Improvement Center to complete: Seeking and Incorporating Diverse Ideas;
Achieving Shared Understanding; The Art of Asking Questions; Seeking and Delivering
Face-to-Face Feedback; Beyond People Skills: Leveraging Your Understanding of Others.
Keep an open mind even when ideas do not fit conventional thinking or seem to be tangential to
the mission.
Ensure that when team member ideas are ‘off target’ that you do not belittle or berate them. Look
for the merit in every argument rather than the fatal flaw.
Purposefully assemble diverse teams for projects or tasks. Solicit input and opinion from all team
Practice
members when trying to find a solution to the problem.
Do not dismiss others’ opinions because of their grade, age, or gender. Actively listen to their
opinion and determine how to apply the approach to a particular solution.
Meet with the team to brainstorm creative solutions to a challenge that the organization or unit
currently faces. Try to approach the problem from a new and different direction.
COMMUNICATES
7-33. Leaders communicate by clearly expressing ideas and actively listening to others. By understanding
the nature and importance of communication and practicing effective communication techniques, leaders will
relate better to others and be able to translate goals into actions.
-XQH
FM 6-22
7-23
Chapter 7
7-34. Communication is essential to all other leadership competencies. Four components are in this
competency:
z
Listens actively.
z
Creates shared understanding.
z
Employs engaging communication techniques.
z
Sensitive to cultural factors in communication.
LISTENS ACTIVELY
7-35. The most important purpose of listening is to comprehend the speaker’s thoughts and internalize them.
Throughout a conversation, listeners should pay attention to what the other is trying to communicate. Active
listeners have a lot to focus on—a variety of verbal and nonverbal cues, the content of the message the speaker
is trying to deliver, and the urgency and emotion of the speaker (see table 7-22). Stay alert for common
themes that recur with the speaker as well as inconsistencies or topics they completely avoid.
Table 7-22. Listens actively
Strength Indicators
Need Indicators
Pays attention to nonverbal cues.
Interrupts to provide own opinions and decisions.
Asks questions to clarify meaning when the
Distracted by anger or disagreement with the
speaker’s point is not understood.
speaker.
Summarizes and paraphrases the speaker’s main
Uses the first response that comes to mind.
points before creating an answer.
Focuses attention on taking copious notes.
Maintains eye contact.
Confuses the overall point of the message with the
Takes brief mental or written notes on important
details provided.
points for clarification.
Tells people what they should say or think.
Stays alert for the speaker’s common themes.
Reflects on information before expressing views.
Underlying Causes
Focused on what to say next rather than accurately understanding the other person.
Unskilled at accurately perceiving feelings and reading body language.
Feels uncomfortable with the topic, information, or emotions the speaker is sharing.
Believes that own way is the only way; does not listen to others' opinions.
Distracted by time pressure, other concerns, or environmental factors.
If you do not understand what the speaker tries to communicate, ask them to restate the idea.
Paraphrase what the speaker said before you respond. Use wording such as “So what you’re
saying is…”
Feedback
Ask others, at work or in your network, how you can improve active listening skills.
At the close of a conversation, recap or summarize the main points and the motivations that
might be behind them. Note trends and themes from the discussion.
During daily activities, try to observe someone who you feel is a strong listener interacting with
someone else. What makes that person a good listener? What verbal and nonverbal cues
are used?
Learn what behaviors limit active listening. Consider how often you say things such as “Yes,
but…” or “Let’s get to the point.” Do you check your mobile device or continue to type on
the computer during conversations? These types of behaviors tend to communicate an
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unwillingness to listen and limit conversation.
Find out if you are a selective listener by observing what topics, what people, and in what
settings you are or are not an active listener.
Access the Virtual Improvement Center to complete: Achieving Shared Understanding, The Art
of Asking Questions, Building Working Relationships across Boundaries, Seeking and
Delivering Face-to-Face Feedback, Navigating Contentious Conversations, Managing
Difficult Behavior, Beyond People Skills: Leveraging Your Understanding of Others.
7-24
FM 6-22
-XQH
Learning and Development Activities
Table 7-22. Listens actively (continued)
During conversations, offer brief summary statements of the person’s statements and associated
feelings. Look for confirmation of your understanding from the other person. Paraphrase in
your own words to avoid parroting the words of the other person, which they may perceive
as mocking.
Employ verbal prompts, such as “Yes…”, “Go on…”, and “Tell me more…” and nonverbal
prompts, such as nodding your head, leaning toward the other person, and making eye
contact to encourage the other person to talk.
During everyday conversations, try to focus solely on what the speaker is saying rather than
Practice
forming your argument.
Minimize external distractions by turning off mobile devices and closing the door or going where
you can be with the speaker one-on-one. If this is not convenient, ask to meet the speaker
later to focus on what the speaker has to say.
Try not to argue mentally with the person. It distracts you from listening to what the speaker is
trying to convey.
Take notes that identify important points or items for clarification during meetings. Review your
notes and follow-up with an email or conversation if it remains unclear.
CREATES SHARED UNDERSTANDING
7-36. Leaders should understand the unit’s mission and develop plans to meet mission goals. Leaders owe it
to subordinates, the organization, and unified action partners to share information that directly applies to their
duties and provides the necessary context for what needs to be done (see table 7-23). Keeping team members
informed aligns the organization, relieves stress, and shows appreciation for team members.
Table 7-23. Creates shared understanding
Strength Indicators
Need Indicators
Expresses thoughts and ideas clearly.
Creates inconsistent and confusing messages,
Double checks that subordinates understand the
arguments, and stories.
communicated message.
Communicates technical subject matter without
Reinforces the importance of current unit objectives
converting it into general terms.
and priorities for subordinates.
Places an emphasis on the wrong subject matter for
Recognizes and addresses the potential for
an audience (too simplistic for management and
miscommunication.
too detail-heavy or strategically focused for
subordinates).
Uses a communication method aligned with the
information that will be expressed.
Shares information and understanding with only
select favorites.
Communicates to subordinates as well as superiors to
ensure everyone is in the loop.
Limits communication to subordinates and superiors
in own chain of command.
Underlying Causes
Has only a little preparation time before speaking to individuals or a group on a topic.
Does not have accurate knowledge of the gaps in the audience's understanding of the subject.
Not skilled in creating messages or explanations suited to the audience's background, comprehension level,
language, culture, or other factors.
Partial or incomplete understanding of the subject matter.
Encourage open feedback and dialogue among and with subordinates, particularly when they
are asking questions about a project or process.
Discuss intent, priorities, and thought processes with subordinates to ensure understanding.
Offer subordinates the opportunity to ask about any points they may not have understood.
Feedback
After delivering information, ask others to summarize the information just delivered.
Communicate this in a nonthreatening or condescending way but show interest in making
sure that everyone is on the same page.
Periodically check-in with team members and subordinates to ensure they know what is going
on in the organization. Fill them in on any missing details.
-XQH
FM 6-22
7-25
Chapter 7
Table 7-23. Creates shared understanding (continued)
Assess the best way to communicate with different individuals or groups both inside and outside
the organization. Learn how to match the message and method to the audience.
Study individuals (public figures, historical, or local) considered skilled communicators and able
to provide messages that translated into action.
Take a course on effective communications techniques or join a public speaking group to build
your knowledge and skill in creating and delivering compelling messages to others.
Study
Access the Virtual Improvement Center to complete: Making Influence Count; Achieving Shared
Understanding; The Art of Asking Questions; Rapid Team Stand-up: How to Build Your
Team ASAP; Building Working Relationships Across Boundaries; Beyond People Skills:
Leveraging Your Understanding of Others, Navigating Contentious Conversations; The
Leader as Follower.
ASAP: as soon as possible
Relate the unit’s current objectives and priorities to the larger organizational goals.
As you plan the words and delivery of the message, imagine how the intended audience will
receive the message.
Practice
Consider the information you are trying to explain and build the explanation in a logical
progression that fits the topic (such as chronological, sequential, top down, or bottom up).
Do not overload the team with information. Offer information in segments for understanding
without causing confusion and together will convey the complete story.
EMPLOYS ENGAGING COMMUNICATION TECHNIQUES
7-37. Leaders must deliver a message clearly and succinctly to the unit or subordinates to ensure shared
understanding (see table 7-24). To ensure that the message stands out from the crowd, leaders will need to
employ engaging communication techniques to make sure the message understood and remembered.
Table 7-24. Employs engaging communication techniques
Strength Indicators
Need Indicators
States goals to energize others.
Delivers an unclear goal or key message.
Makes eye contact when speaking.
Provides information using a monotone voice and
Speaks enthusiastically; maintains listeners’ interest.
few aids or devices to support understanding.
Uses appropriate gestures.
Uses a condescending tone of voice.
Selects the appropriate communication medium to
Mismatches the message and the communication
deliver the message.
medium.
Recognizes and addresses misunderstandings.
Takes a long time to express central ideas.
Seeks feedback about how communications worked.
Determines, recognizes, and resolves
misunderstandings.
Underlying Causes
Does not consider the audience well enough; uses words and delivery approach that do not connect.
Is not able to communicate the main message succinctly and clearly.
Is uncomfortable presenting information to others.
Matches a message with an inappropriate communication medium (such as delivering constructive criticism
via email rather than face-to-face).
Does not have ample time to prepare the information for delivery.
7-26
FM 6-22
-XQH
Learning and Development Activities
Table 7-24. Employs engaging communication techniques (continued)
Assess the individual or group to see if they are engaged in what you are conveying. Shift the
conversation or the method of delivery based on verbal and nonverbal cues.
Ask team members or subordinates to give you specific feedback on your ability to deliver
information in an engaging and easily comprehensible manner. Ask how to improve.
Feedback
During a presentation or meeting, ask direct and specific questions about the information you are
communicating.
Talk to team members or subordinates about misunderstandings when they arise. Analyze the
reasons why a misunderstanding may have occurred.
Assess the best way to communicate with various individuals in the organization including
superiors, peers, and subordinates. Match method with the individual.
Measure whether team members are absorbing the thoughts and ideas provided to them.
Indicators may include more eye contact, following directions accurately, asking fewer
Study
questions for clarification, or appearing more relaxed.
Observe someone who seems to connect when communicating with others. Investigate how
they generate interest and retain attention. What communication techniques are used?
Access the Virtual Improvement Center to complete: Seeking and Delivering Face-to-Face
Feedback; Navigating Contentious Conversations.
Communicate thoughts and ideas in a simple way that all staff understands using a logical and
sequential progression. Provide supporting details to prove your central idea.
Create buzz around new tasks that the unit is undertaking. Have informal conversations with
subordinates about the benefits of the new task. Convey enthusiasm both verbally (using
active vice passive words) and nonverbally (with posture, tone, or gestures).
Match tone of voice with the information to be delivered. For example, if the unit will undergo a
Practice
major change, use a direct, clear, and reassuring tone. If the unit is embarking on a new and
innovative task, use a tone that builds excitement and enthusiasm.
Employ a variety of techniques to ensure that the audience is engaged in the presented
information, such as stories, anecdotes, and examples.
Use visual aids, when appropriate, to support the message. Make sure that visual aids have a
clear and direct relationship to the presented information.
SENSITIVE TO CULTURAL FACTORS IN COMMUNICATION
7-38. Cultural awareness and understanding of how cultural factors can influence the success of
communications has long been an important competency for military leaders leading ethnically and culturally
diverse organizations. In recent years, the necessities of counterinsurgency, stability, and interorganizational
operations have placed cross-cultural communications skills at the center of operational success.
7-39. Understanding cross-cultural factors and the ability to adjust communication attempts to accommodate
and capitalize on them are crucial in today’s operational environment (see table 7-25). It is important to note
that Soldiers do not have to agree with all of the cultural norms or practices; however, they must understand
how those cultural values affect interactions with individuals from that culture.
Table 7-25. Sensitive to cultural factors in communication
Strength Indicators
Need Indicators
Is sensitive to cultural variations in communication; is
Stereotypes and generalizes about individuals based
willing to accommodate or adapt to them.
on their culture, race, or ethnicity.
Maintains a broad awareness of communication
Avoids situations where interacting with other cultures
customs, expressions, and behaviors.
is required.
Demonstrates respect for others regardless of their
Assumes that individuals from other cultures have the
culture, race, or ethnicity.
same values, priorities, and worldview as
Looks beyond individual features or manner of
Americans.
communication to discern the message and its
Pushes personal beliefs or norms onto an individual
meaning.
from a different culture, race, or ethnicity.
-XQH
FM 6-22
7-27
Chapter 7
Table 7-25. Sensitive to cultural factors in communication (continued)
Underlying Causes
Assumes American views and understanding is correct and other perspectives are less developed or faulty.
Fears how individuals from different cultures will react to American cultural norms and mores.
Fears embarrassment; self-conscious about not understanding or violating another culture's norms or mores.
Believes cultural differences are too great to permit creation of an advantageous alliance.
Does not have the time or inclination to focus on learning about a new culture.
Lack of exposure to other cultures or previous negative experience with individuals from other cultures
Connect with an individual, with whom you are comfortable, from a different culture to discuss
their social norms, mores, and expectations. Obtain feedback on how appropriate or
effective your interpersonal communications habits are likely to be with other members of
their culture.
Seek help from external resources (such as chaplains or counselors) for overcoming any deep-
seated biases due to traumatic or negative experiences with individuals from other cultures.
Feedback
Take advantage of counterinsurgency field exercises to practice culturally appropriate
communications skills and receive feedback on their effectiveness.
Share what you have learned about other cultures with peers and subordinates. Discuss
effective and ineffective approaches to cross-cultural communications.
Seek help (such as chaplains or counselors) if you have any deep-rooted biases or issues that
may affect your ability to function effectively in a specific culture.
Become a part of a club or professional association that fosters and encourages cross-cultural
understanding. Research opportunities by contacting cultural organizations and asking
about cross-cultural meet-ups.
Take a foreign language or culture course at a community college. Pay attention to specific
cultural norms and practices. Highlight areas of cultural difference common across all
cultures (such as religion, sport, economic structure, gender difference, or power distance).
Study
Use resources and references to examine a culture’s history, society, religion, sports,
governance, lifestyle, business practices, current events, and other important aspects.
Observe and assess how others with extensive cross-cultural communication experience
conduct themselves when communicating across cultures. Look for attitudes, behaviors,
and methods that you can adopt.
Access the Virtual Improvement Center to complete: Making Influence Count; Seeking and
Incorporating Diverse Ideas; Building Working Relationships across Boundaries.
Make a genuine effort to communicate with an individual from another culture by learning and
using culturally correct communication, greetings, behaviors, and patterns. Solicit feedback
to understand their interpretation of American culture and your behavior.
Make a personal inventory of your own biases. Create and implement actionable steps to
reduce these issues.
Practice
Focus awareness on how you evaluate others and the role cultural differences play. Attempt to
evaluate people on an individual basis rather than cultural stereotypes.
Use active listening techniques, such as summarizing the main points of an individual’s
discussion to ensure mutual understanding.
Be on the lookout for possible misunderstanding or misinterpretation. Proactively consider
issues from other cultures’ perspective.
CREATES A POSITIVE ENVIRONMENT/FOSTERS ESPRIT DE
CORPS
7-40. Leaders have the responsibility to establish and maintain appropriate expectations and attitudes that
foster healthy relationships and a positive organizational climate. Leaders are charged with improving the
organization while accomplishing missions. They should leave the organization better than it was when they
arrived. This competency has eight components:
z
Fosters teamwork, cohesion, cooperation, and loyalty (esprit de corps).
z
Encourages fairness and inclusiveness.
7-28
FM 6-22
-XQH
Learning and Development Activities
z
Encourages open and candid communications.
z
Creates a learning environment.
z
Encourages subordinates to exercise initiative, accept responsibility, and take ownership.
z
Demonstrates care for follower well-being.
z
Anticipates people’s on-duty needs.
z
Sets and maintains high expectations for individuals and teams.
FOSTERS TEAMWORK, COHESION, COOPERATION, AND LOYALTY (ESPRIT DE CORPS)
7-41. A team is a group of individuals with complementary skills committed to a common purpose, set of
performance goals, and approach for which they hold themselves mutually accountable. Commitment may
not always be present from the start, but it is critical for team sustainability. The team needs to have a detailed
common purpose so that all members can understand the what, how, and who (see table 7-26).
Table 7-26. Fosters teamwork, cohesion, cooperation, and loyalty
Strength Indicators
Need Indicators
Encourages people to work together effectively.
Attributes mission success or failure to the
Promotes teamwork and achievement to build trust.
performance of individuals.
Draws attention to the consequences of poor
Regularly provides meaningful assignments to high-
coordination.
performing or experienced team members over
new or less experienced team members.
Attributes mission success or failure to team
performance.
Maximizes the skills and talents of only a few team
members.
Rapidly and effectively integrates new members.
Permits team members to take independent
Uses unit activities to build cohesion and trust.
approaches to accomplishing unit tasks.
Encourages team members to take on extra
responsibilities for the betterment of the unit.
Maximizes talents of all members of the team.
Underlying Causes
Places greater importance on individual contribution than team-based contribution.
Manages a group that prefers to work individually rather than as a team.
Feels less comfortable guiding a team than guiding individuals.
Lacks a clear process for integrating new members and making them feel like they are part the team.
Lacks awareness of the talents and capabilities of team members.
Lacks trust in capabilities and dependability of team members.
Use reviews to share feedback and promote unit and team self-improvement. Share ways that
the team could improve as a whole rather than singling out individuals.
Articulate the strengths, limitations, preferences, and beliefs of the team members to superiors.
Act as an advocate to promote unit interests and needs.
Feedback
Seek feedback on how you work with team members and subordinates in a way that promotes
accomplishment of the organization’s mission, and how you provide purpose, direction, and
motivation to team members.
Self-assess your ability to manage the team. How do you facilitate teamwork and cohesion? Do
you support and guide team members through difficult situations?
Set aside time to become familiar with subordinates’ career goals. Ask subordinates questions
that treat them as individuals who you want to see succeed.
Identify and utilize informal and formal unit leaders, such as an individual team members respect
and admire. Examine why others view this individual as a role model and seek ways to use
this to build cohesion and teamwork.
Study
Solicit recommended reading or documents on team building from trusted mentors and from
content experts within the Army.
Identify and develop clear linkages between team training and higher unit missions and success.
Access the Virtual Improvement Center to complete: Rapid Team Stand-up: How to Build Your
Team ASAP, Building Trust, and Fostering Team Unity.
ASAP: as soon as possible
-XQH
FM 6-22
7-29
Chapter 7
Table 7-26. Fosters teamwork, cohesion, cooperation, and loyalty (continued)
Define and gain agreement on team missions, standards, and expectations. Have all team
members participate in this process so they buy into what is developed.
Identify and address internal conflicts to minimize effects on team productivity and morale.
Identify and determine opportunities to highlight team interdependencies. Illustrate how an ability
to perform in the position successfully depends on the performance of others.
Practice
Acknowledge and celebrate team accomplishments to build cohesion. Define success by team
accomplishment rather than individual achievement.
Make a point of welcoming and transitioning new team members by ensuring their first few weeks
go smoothly. Assign them a mentor or buddy; speak with them periodically.
Promote teamwork across units and discourages us-versus-them thinking and behaviors.
Reinforce and promote a sense of identity and pride among team members.
ENCOURAGES FAIRNESS AND INCLUSIVENESS
7-42. To build a positive climate, leaders should use consistent but flexible policies and viewpoints in
personally treating others with respect (see table 7-27). While leaders should treat all team members fairly
and consistently, not everyone will be treated exactly the same since not all have the same strengths or needs.
Fairness means that no one gets preferential treatment, but leaves leeway for team member capabilities and
needs. Inclusiveness means that all are valued and accepted into the organization, regardless of differences.
Table 7-27. Encourages fairness and inclusiveness
Strength Indicators
Need Indicators
Applies the same guidance, requirements, and
Exempts a select few team members or subordinates
policies to all team members and subordinates in
from duties.
the organization.
Selects the same high-performing members for
Uses skills and capabilities of team members without
almost all developmental opportunities.
providing preferential treatment.
Prevents high-performers from attending
Adheres to equal opportunity policies and prevents
developmental opportunities (such as resident
harassment.
training or education) because of their value to
Encourages and supports diversity and
the unit mission.
inclusiveness.
Grants permission for training and professional
Actively seeks to integrate all team members and
development only for developmental needs.
subordinates into the unit.
Allows groups or teams to isolate individuals they do
Encourages learning about and leveraging diversity.
not like or have difficulty fitting in.
Saddles burden on high performers.
Underlying Causes
Gravitates to certain team members and wants to provide them with opportunities for development.
Does not successfully balance the need to develop Soldiers with the need to accomplish the mission.
Uses favoritism as a tool to retain team members and subordinates.
Trusts high performers to produce results with limited oversight and guidance.
Does not realize that team members or subordinates are isolating select members of the team.
Conducts an incomplete assessment of the capabilities of some groups or individuals.
Dedicate time during the duty day to meet subordinates one-on-one to ask about their feelings
regarding fairness in the unit. Do they believe only a select few get opportunities? Are some
given tasks that lead to more development than others?
If a team member says you are unfair, ask about their feelings. Let them speak their mind.
Feedback
Reflect upon what they said and ask yourself if their views have merit. Seek out a trusted
peer or subordinate to solicit their input regarding your potential lack of fairness.
Consult with a trusted subordinate to discover biases that unit members may hold toward others
based on their character, personality, religion, race, ethnicity, or culture. Discuss the biases
and devise strategies to overcome them.
7-30
FM 6-22
-XQH
Learning and Development Activities
Table 7-27. Encourages fairness and inclusiveness (continued)
Create an action plan with specific tactics detailing how to make the unit more fair and inclusive.
Document progress towards these goals on a monthly basis.
Set aside time to familiarize yourself with policies related to equal opportunity and harassment
that outline team members and subordinates’ responsibilities.
Apply guidance, requirements, and policies to the roles and responsibilities of each team
member. Document how you applied the policy or guidance on a piece of paper in case you
need to reference or communicate it later to someone else.
Study
Participate in a training course or read reference material on how to create an inclusive
environment. Document how specific information pertains to the organization.
Reflect upon your record of selecting subordinates for developmental assignments and
opportunities (including approving and sending subordinates to resident training and
education). Was your approach fair?
Access the Virtual Improvement Center to complete: Seeking and Incorporating Diverse Ideas;
Building Trust.
Lead by example by treating others the way you want to be treated. Favoritism makes team
members feel that they are not important contributors. Invest time and effort in all members
to develop them.
Create a succession plan for key positions in your organization. Develop a pool of individuals
Practice
who could fill the positions in case some do not work as you hoped.
Inclusiveness starts with the members already in the environment. Directly challenge unit
obstacles to inclusiveness. Does the unit have certain individuals who do not mesh well with
the group? What prevents them from successfully fitting-in with the group?
ENCOURAGES OPEN AND CANDID COMMUNICATIONS
7-43. Good leaders should encourage collaboration through open and candid communications to create an
environment where others feel free to contribute and know that their ideas and input are valued. Creating an
open environment is a key to developing a unit capable of reacting to change. Leaders that value and reinforce
open and candid communications, should show respect for subordinate opinions, recognize others’
viewpoints, and encourage input and feedback (see table 7-28).
Table 7-28. Encourages open and candid communications
Strength Indicators
Need Indicators
Reinforces the importance of expressing contrary and
Demeans team member and subordinate opinions
minority viewpoints to guard against groupthink.
either consciously or subconsciously.
Remains calm, objective, and facts-focused when
Halts conversation when it appears to be moving
receiving potentially bad news.
towards a change in unit processes or practices.
Encourages input and feedback especially during
Reacts viscerally or angrily when receiving bad news
times of change.
or conflicting information.
Shows respect for subordinate opinions even while
Shares information and understanding with only
disagreeing with them.
select favorites who disseminate information to
Communicates positive attitude to encourage others
the rest of the unit.
and improve morale.
Displays appropriate reactions to new or conflicting
information or opinions.
Guards against groupthink.
Underlying Causes
Concerned that too much open communication can lead to "too much talking and not enough doing."
Wants to stay true to the current direction of the unit provided by superiors.
Has too many simultaneous tasks moving forward to take time to hear others' ideas.
Does not fully understand the relationship between an open environment and adapting to change.
Has difficulty adapting (emotionally or cognitively) to unforeseen problems, bad news, or conflicting
information.
Feels the need to control information.
-XQH
FM 6-22
7-31
Chapter 7
Table 7-28. Encourages open and candid communications (continued)
Hold monthly updates where members share information and provide status on tasks.
Hold a brainstorming session or forum with team members to discuss possible solutions to
obstacles currently impeding progress. Ask for opinions on how to remove the obstacle.
Hold regular unit meetings to discuss internal operations and ongoing issues. Stress taking
initiative, underwriting honest mistakes, and continuous improvement.
Feedback
Ensure team members feel comfortable presenting their thoughts and ideas. If they are
uncomfortable communicating their ideas, hold one-on-one conversations to seek their
feedback and input into the process.
Lead by example. Ask for feedback from team members and subordinates on your ideas. If they
come up with a good idea or insight, incorporate it into a new initiative.
Observe a leader whose unit has an open communications environment. Watch what the leader
does, and incorporate ideas into personal practices.
Take a course on soliciting input and open communications. Make sure the course has hands-
on examples and scenarios so you can practice improving your skills.
Reflect upon your communication style with others (including superiors, team members, and
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subordinates). Is it conducive to the open and candid flow of information and ideas? Note
things to improve and incorporate these changes into future communications.
Research how to foster an open communications environment.
Access the Virtual Improvement Center to complete: Seeking and Incorporating Diverse Ideas;
Navigating Contentious Conversations; Seeking and Delivering Face-to-Face Feedback;
The Leader as Follower.
Make an effort to know superiors, peers, and subordinates. Showing interest lets them know
they are valued as unit members beyond the work they produce.
Show team members that their ideas are valued and are an important part of unit success.
Demonstrate results by empowering team members and subordinates when they develop a
Practice
good idea. Communicate that their idea was so strong that the unit will implement it.
Recognize team members and subordinates for a job well done at meetings or events.
Conduct regular informal discussions with Soldiers to solicit their ideas for how to address
problems and improve processes. Guide the conversation to reinforce and cultivate
opinions or views that may differ from typical responses.
CREATES A LEARNING ENVIRONMENT
7-44. The Army seeks to constantly reinvigorate and renew its processes to more efficiently and effectively
accomplish its strategic mission. To do so, it depends on the experiences of its people and organizations to
contribute to a climate that values and supports learning. By both acknowledging and embracing the
importance of learning, leaders actively foster both a culture dedicated to life-long learning and a cadre of
leaders who possess a thirst for knowledge and innovation (see table 7-29).
Table 7-29. Creates a learning environment
Strength Indicators
Need Indicators
Uses effective assessment and training methods.
Puts the onus on other leaders to take full
Challenges how the organization operates, especially
responsibility for the development of their
those processes only done in a certain manner
subordinates.
“because they’ve always been done that way.”
Adopts a “go at it alone” mentality, and fosters an
Discards techniques or procedures that have outlived
individualistic unit climate.
their purpose.
Requires that others follow the rules, allowing no
Regularly expresses the value of seeking counsel
room for deviation or innovation.
and expert advice.
Holds on to techniques or procedures, regardless of
Encourages leaders and their subordinates to reach
their utility, efficiency, or effectiveness.
their full potential.
Accepts outcomes as they are and moves on to the
next task.
Motivates and stimulates innovative and critical
thinking in others.
Fails to seek advice or counsel when facing a new or
Seeks new approaches to problems.
complex task.
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Table 7-29. Creates a learning environment (continued)
Underlying Causes
Unaware of or unwilling to improve the effectiveness of assessment and training methods.
Believes that no matter what example is set, subordinates will not seek self-development opportunities.
Feels that rules and procedures were put in place to be followed.
Supporter of traditional values and approaches to problems.
Afraid of change and the possible difficulties and turmoil that accompany new techniques or procedures.
Feels that effective leaders are "take charge" and are "decision makers." Seeking advice or counsel is a sign
of weakness and lack of expertise.
Informally ask unit members why processes are done certain ways. Identify processes that
appear to be performed a certain way for no apparent reason other than they have always
been done that way. Brainstorm ways to improve these processes.
Make a habit of asking yourself why you perform processes or activities a certain way. If the best
answer you have is “because I’ve always done it that way,” reconsider your approach.
Feedback
Ask unit members about processes that frustrate them. Encourage them to think of a more
effective way. Show that you value their feedback by incorporating their suggestions, as
appropriate.
Have a conversation with your superior about the unit environment. Ask if they feel that it
currently supports learning or if there are ways that it could be more supportive.
Gather lessons learned from recent tasks to improve their execution in the future.
Ask other unit leaders what assessment and training techniques they are using. Document these
techniques and evaluate which ones would work best.
Understand how the Army officially defines “life-long learning”. Think about what that means for
you, the unit, and the Army organization as a whole.
Think about great Army leaders who inspire you. Highlight any of their actions that helped to
advance the Army as a “learning organization.” Use these actions to spur insights that may
Study
be able to relate or incorporate with the unit.
Choose one unit process to study. Document exactly how it occurs, from start to finish. Identify
areas where the process may hit obstacles. Brainstorm possible solutions to either
overcome the obstacles or circumvent them.
Access the Virtual Improvement Center to complete: The Leader's Role in Providing On-the-Job
Learning and Support; Supporting the Developing Leader; Counseling and Coaching Videos.
Conduct periodic brainstorming sessions with groups of subordinates to think through likely
problems the unit may face. Guide the discussion as an opportunity to reinforce the idea of
creative sharing and the importance of others’ advice and counsel.
While performing normal duties, identify processes or procedures that seem slow or inefficient.
Identify and incorporate new methods to increase efficiency.
Practice
Set a self-development example by sharing opportunities related to developmental activities or
training. Share your experience with team members.
During the next unit briefing, consciously make an effort to include information about the
importance of interacting with others and seeking counsel. Couch it in the context of the
Army’s organization-wide commitment to life-long learning.
ENCOURAGES SUBORDINATES TO EXERCISE INITIATIVE, ACCEPT RESPONSIBILITY, AND
TAKE OWNERSHIP
7-45. As a leader, one of the greatest challenges is to encourage subordinates to exercise initiative, accept
responsibility, and take ownership. Subordinates may hesitate to step forward and express their technical
knowledge or provide information because they fear hearing they are wrong or do not want to take on an
additional task. It is a leader’s responsibility to build confidence in a subordinate’s ability to solve problems,
set the conditions that foster taking initiative, and encourage input from anyone with an understanding of the
applicable subject matter (see table 7-30).
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Chapter 7
Table 7-30. Encourages subordinates
Strength Indicators
Need Indicators
Encourages subordinates to explore new
Hesitates to consider or incorporate subordinates’
approaches to a problem.
suggestions into Army unit tasks.
Pushes decision making to the lowest appropriate
Defines the course for most tasks without consulting
level to encourage subordinate responsibility
team members or experienced subordinates.
and empowerment.
Uses only tried and true approaches to solving
Involves others in decisions and keeps them
problems or completing tasks.
informed of consequences that affect them.
Uses only the same small cadre of team members to
Provides subordinates with their “own piece of the
support decisionmaking.
task” to ensure ownership and accountability.
Takes time to inform a subordinate on how to perform
Guides team members and subordinates in thinking
all aspects of a specific task.
through problems for themselves.
Treats Soldiers’ honest mistakes as things to avoid or
Reinforces and rewards initiative.
prevent—not as opportunities to learn.
Underlying Causes
Satisfied with the status quo; does not seek to improve the unit.
Feels a lack of control when decisionmaking authority is delegated to subordinates.
Has insufficient time to help subordinates think through problems.
Has trouble trusting the judgment abilities of others.
Feels that subordinates are not stepping up to take on new opportunities and challenges.
Feels that mission success is compromised when decisionmaking is delegated to lower levels.
When presented with a new task, interview a handful of team members interested in the role.
Select the best candidate.
At the beginning of a new task, hold a brainstorming session with team members to discuss
possible solutions to obstacles currently impeding progress. Ask for opinions on how to
Feedback
remove obstacles.
Hold regular unit meetings to discuss internal operations and ongoing issues. Stress taking
initiative, underwriting honest mistakes, and continuous improvement.
Periodically check-in with team members to ensure they are comfortable with their current task
responsibilities. Ensure they do not feel overwhelmed making critical decisions.
Take a course or training on delegation and implement learned techniques on-duty.
Consult a coach or mentor to discuss your delegating skills. Create a list of tangible practices
that you can incorporate on-duty.
Observe a peer or superior who is adept at delegating responsibility to subordinates. Examine
their process for selecting subordinates and communicating responsibility and expectations.
Allocate time to create an initiatives wish list that you as a leader would like to take on. Share the
Study
list with team members and subordinates and discuss how to make wish list items a reality.
Read a reference book or article to learn about effectively encouraging subordinates to exercise
initiative, accept responsibility, and take ownership.
Access the Virtual Improvement Center to complete: Supporting the Developing Leader; Creating
and Supporting Challenging Job Assignments; Enabling Subordinates Using Mission-
Focused Delegation.
Use teams with diverse backgrounds and experience to attack new or complex problems and
operations. Encourage trial and error for solutions that are not obvious.
Delegate stretch assignments to subordinates. Match the complexity of the task to the skill-level
and potential of each person.
Monitor delegated tasks, but do not micromanage. Use progress-related milestones or reviews to
Practice
ensure progress. Encourage subordinates to ask questions and discuss challenges.
Have subordinates define what taking initiative and ownership mean to them. Discuss their
responses one-on-one and create or provide opportunities to help them develop.
Conduct periodic brainstorming sessions with subordinates to analyze likely problems the unit
may face; guide the discussion as Soldiers think through problems and identify potential
obstacles to taking initiative. Use this information to cultivate initiative and ownership.
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DEMONSTRATES CARE FOR FOLLOWER WELL-BEING
7-46. Army leaders should cultivate both physical and mental health by being both logical and clear-headed
when making decisions. Leaders who emphasize mental and physical health and well-being inspire
confidence in subordinates and set an example of how to balance the inherent stresses of both personal and
professional life (see table 7-31). Reducing stress and improving physical fitness are excellent tactics for
avoiding sickness, promoting mental clarity, and encouraging similar behavior in subordinates.
Table 7-31. Demonstrates care for follower well-being
Strength Indicators
Need Indicators
Ensures subordinates’ and their families’ health,
Unwilling to decline taskings even when the unit is
welfare, and development are provided for.
overburdened or at the breaking point.
Monitors morale and encourages honest feedback.
Fails to provide for family and individual support
Sets a personal example for colleagues.
needs.
Nurtures long-term well-being through rigorous
Takes credit for unit success or unfairly blames
training and preparation.
subordinates when failures are experienced.
Understands and nurtures individual subordinates’
Ignores morale indicators and promotes overly
intrinsic motivators.
optimistic feedback.
Tells a subordinate to go home when they have been
Does not share in the hardships experienced by
working long hours.
Soldiers.
Gives subordinate time off during the workday to take
Coddles subordinates with easy or comfortable
care of family matters.
training.
Underlying Causes
Wishes to avoid controversial or critical decision-making.
Wants to please, impress, and create a positive impression to superiors (such as not declining taskings).
Focused on accomplishing the short-term mission without sufficient concern for the long-term needs and well-
being of Soldiers and their families.
Expects more of subordinates than of oneself.
Prizes personal relationships over the health, welfare, and safety of the organization.
Expects that subordinates will be self-sufficient or capable of addressing issues independently.
Encourage peers and subordinates to share their candid opinions, reiterating that you welcome
different perspectives.
Speak with the team and their families to determine how you can better serve them.
Solicit feedback on specific issues that may be affecting morale. Seek assistance from
subordinates in developing a full understanding of the issues.
Feedback
Ask subordinates to explain the range of perspectives on an issue rather than only providing
their opinions.
Discuss with the team how to improve training exercises to meet specific objectives.
Seek feedback from trusted senior subordinates regarding their perceptions of unit welfare and
morale--including families. Identify potential stressors or factors negatively affecting the
unit and work with subordinates to identify ways to address them.
Observe the behaviors of other leaders who you admire. Note how these leaders make difficult
decisions that balance the welfare of Soldiers with mission accomplishment.
In addition to maintaining personal knowledge and awareness of Army programs, identify and
investigate programs offered by local communities and social service organizations that
may be of help to Soldiers and their families.
Regularly reflect upon your actions to balance the welfare of Soldiers and their families with
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mission accomplishment. When your actions fail to maintain this balance, reflect upon what
motivated you to act as you did.
Question the value of training exercises. Are they rigorous for rigor’s sake or do they serve a
specific objective, such as safer or more efficient operations?
Access the Virtual Improvement Center to complete: Seeking and Delivering Face-to-Face
Feedback.
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FM 6-22
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