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Chapter 7
Table 7-31. Demonstrates care for follower well-being (continued)
Set aside social time with subordinates, peers, and their families. These activities can help
develop compassion and provide insight for ways to help meet their needs.
Draft a statement of how you want the unit to be treated. When the unit’s treatment does not live
up to your standards, list objectives for improvement to implement.
Practice
Create a record of each time you rebuke a peer or subordinate for failing to live up to set
standards. In the record, include a memory of when you failed to meet the same standard.
Ask subordinates and peers to explain their understanding of the reasons for specific training
exercises. If they understand the links among training, safety, and effectiveness, they will
likely respect the rigor of their training.
ANTICIPATES PEOPLE’S DUTY NEEDS
7-47. To anticipate team member and subordinate on-duty needs, leaders should be aware of each
individual’s responsibilities, duties, strengths, current workload, as well as their professional interests and
goals (see table 7-32). In addition, leaders should become aware of subordinate strengths and developmental
needs to provide a holistic understanding of both where the individual currently is and where they want to
be. Attempt to match subordinates with tasks and opportunities that not only foster career and professional
development, but that also align with their interests and motivations.
Table 7-32. Anticipates people’s duty needs
Strength Indicators
Need Indicators
Monitors subordinate’s current positions, duties,
Does not attempt to account for team member and
strengths, and developmental needs for a
subordinate developmental needs, professional
performance baseline.
interests, satisfaction, or morale in assigning
As part of formal counseling sessions or informal
positions or tasks.
conversations with subordinates, discusses and
Resources projects without a clear commitment to
verifies professional interests and goals.
meet expectations within the required time.
Interacts with subordinates frequently to ensure roles
Interacts with and observes staff infrequently.
and responsibilities are clear and satisfaction
Just does it and does not analyze the mission and
and morale are high.
risk.
Assigns roles based on members’ interests,
motivation, strengths, and developmental needs
against mission tasks.
Underlying Causes
Assumes individuals have the same interests and motivators.
Allocates insufficient time to become aware of subordinates' professional interests, motivation, strengths, and
developmental needs.
Believes the role of a leader is to tell people what to do without telling them why.
Overly focused on placing the mission first.
Does not consider individual and unit morale when assigning individual and unit tasks.
Set aside time to ask subordinates to discuss their position responsibilities. Ensure their
understanding of their responsibilities is the same as yours. Reconcile any differences
through conversations with the subordinate.
Conduct periodic meetings with trusted staff to discuss and gather feedback regarding unit
morale and ways to better anticipate the on-duty needs of unit staff.
Feedback
Conduct debriefs after mission completion to compare the performance with the indicators of
success and failure, discuss learning opportunities, and focus on problem-solving regarding
any mistakes made.
Have periodic discussions with subordinates to discuss their current positions, duties, and
professional interests and goals, and how well their current duties are aligned with their
professional goals.
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Learning and Development Activities
Table 7-32. Anticipates people’s duty needs (continued)
Assess current positions against the mission to identify tasks, knowledge, skills, and abilities the
mission requires and are likely to develop.
Determine whether any additional support will be needed, such as resources, a mentor, or extra
time to complete the task.
Identify and provide resources to team members and subordinates, such as aids and decision
Study
support tools, to help make task achievement easier and more stress-free.
During normal operations, observe team members and subordinates performing their duties to
gauge motivation and morale levels as they perform their duties.
Access the Virtual Improvement Center to complete: The Leader's Role in Providing On-the-Job
Learning and Support or Out of Time: Managing Competing Demands.
Assign roles only after considering the unit member’s strengths, developmental needs, and
professional interests against mission tasks. Assign challenging roles that will help with
growth, development, and gaining confidence in their skills.
Communicate expectations to unit members about tasks. Be upfront about intentions of why this
Practice
is a learning opportunity.
Create opportunities for on-duty learning by pairing team experts with novices.
Weigh the criticality and time available to accomplish tasks. Time permitting, adjust the pace and
personnel involved to balance individual development with meeting objectives.
SETS AND MAINTAINS HIGH EXPECTATIONS FOR INDIVIDUALS AND TEAMS
7-48. Leaders sometimes focus considerable energy on annual performance reviews and do not give
sufficient attention to providing guidance and establishing expectations during the course of a rating period.
7-49. Providing direction and setting expectations are crucial to getting the best results and promoting
professional and career development. When setting expectations with team members and subordinates, make
sure that stated expectations are connected to unit objectives and mission, clearly expressed, and mutually
agreed upon (see table 7-33).
Table 7-33. Sets and maintains high expectations for individuals and teams
Strength Indicators
Need Indicators
Clearly articulates expectations for subordinates and
Only sets expectations once per year during the
teams.
subordinate’s performance review.
Expects good performance and does not accept poor
Speaks infrequently with team members regarding
performance.
how they meet expectations and standards.
Provides recognition of superior performance.
Determines expectations for subordinates without
Identifies poor performance and attempts to
discussion or consultation.
understand and address its cause.
Does not communicate individual and team
Speaks frequently with the individual or unit regarding
expectations.
their ability to meet the standard.
Provides expectations to subordinates or teams
Ensures that expectations relate clearly to unit goals,
during the task rather than at the beginning.
objectives, and mission.
Underlying Causes
Feels uncomfortable discussing areas for improvement and delivering feedback.
Is unclear what expectations for team members and subordinates at different levels should look like.
Has not allocated appropriate time to speaking with individuals or teams regarding expectations.
Believes the unit leader should articulate expectations to unit members rather than obtaining acceptance and
buy-in from unit members regarding the expectations.
Does not clearly understand how expectations of subordinates and teams relate to the unit's mission.
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Table 7-33. Sets and maintains high expectations for individuals and teams (continued)
Have a peer review the performance expectations you developed for subordinates or team
leaders. Tell them to review the document with a critical eye to ensure that it is reasonable
given the current environment of the Army.
Discuss unit expectations and assign stretch tasks to willing individuals or teams. When
Feedback
assigning the tasks, ensure the individuals can visualize how to achieve the goals. If they
cannot visualize how to achieve the goals, they will not be able to define a path forward.
Periodically assess how the measurement of performance expectations is going. Ensure that the
data and measures accurately assess performance against expectations.
Study other organizations’ performance expectations in the military, public, and private sectors
and develop a list of best practices based on what you learned.
Ensure that you have a firm understanding of the organization’s mission and goals. Also, ensure
that you understand and can discuss the unit’s mission and goals. This should function as a
refresher for you to make sure you are on the right page.
Study
Examine if the unit has a process for goal setting, evaluation, feedback, and accountability that
lets team members and subordinates know how they are doing.
Research how to develop clear, challenging, and achievable goals; discuss with unit members.
Access the Virtual Improvement Center to complete: Creating and Supporting Challenging Job
Assignments; Creating and Promulgating a Vision of the Future.
Develop expectations for subordinates together. This should not be a management-only task.
Develop useful measures for performance expectations agreed upon by the entire team.
Measures should be consistent for all subordinates and teams and should assess
capabilities related to the task.
Encourage team members and subordinates to stretch themselves to reach for new goals during
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their performance review. Ask yourself how you know it is a stretch.
Make sure that definitions of the performance expectations are clear and not open to
interpretation. Remember to make them specific and write them down.
Develop a clear rewards and recognition system. Recognition should communicate the
expectations from team members and subordinates for behaviors and conduct.
PREPARES SELF
7-50. Leaders ensure they are prepared to execute their leadership responsibilities fully. They are aware of
their limitations and strengths and seek to develop themselves. Leaders maintain physical fitness and mental
well-being. They continue to improve the domain knowledge required of their leadership roles and their
profession. Only through continuous preparation for missions and other challenges, being aware of self and
situations, and practicing life-long learning and development can an individual fulfill the responsibilities of
leadership. This competency has seven components:
z
Maintains mental and physical health and well-being.
z
Expands knowledge of technical, technological, and tactical areas.
z
Expands conceptual and interpersonal capabilities.
z
Analyzes and organizes information to create knowledge.
z
Maintains relevant cultural awareness.
z
Maintains relevant geopolitical awareness.
z
Maintains self-awareness: employs self-understanding and recognizes effect on others.
MAINTAINS MENTAL AND PHYSICAL HEALTH AND WELL-BEING
7-51. Army leaders cultivate comprehensive fitness through both physical and mental health and make
logical and clear-headed decisions (see table 7-34). They inspire confidence in their followers and set the
example of how to balance the inherent stresses of both personal and professional life. Reducing stress and
improving physical fitness are tactics for avoiding sickness, promoting mental clarity, and encouraging
similar outcomes in others.
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Learning and Development Activities
Table 7-34. Maintains mental and physical health and well-being
Strength Indicators
Need Indicators
Recognizes imbalance or inappropriateness of
Avoids physical activity.
personal actions.
Frequently abandons sleep for other activities.
Removes emotions from decisionmaking.
Perpetuates a deadline-based environment that
Seeks work and life balance.
leaves no time for relaxation.
Applies logic and reason to make decisions when
Engages in unhealthy eating or drinking habits.
interacting with emotionally-charged individuals.
Uses tobacco products or misuses legal or illegal
Recognizes the sources of stress and maintains
drugs or other substances.
appropriate levels of challenge to motivate self.
Allows personal emotions to drive decisions or guide
Takes part in regular exercise, leisure activities, and
responses to emotionally charged situations.
time away from routine work.
Tries to deny, ignore, or push through stress.
Stays focused on life priorities and values.
Underlying Causes
Overwhelmed by workload or responsibility.
Poor time management.
Keeps emotions contained and does not find opportunities to release them.
Lack of experience in new position tasks.
Believes that being a Soldier or leader means being able to endure or be immune to high stress levels.
Get periodic health examinations to assess indicators of physical health and stress, as well as
lifestyle factors that may affect physical and mental health. Obtain guidance on corrective
actions from healthcare and diet professionals.
Ask a trusted leader for feedback on your performance in handling emotionally-charged issues
Feedback
or decisions. Are you able to remain logical and objective, or do emotions drive decisions?
How might you handle these situations better?
Use a trusted family member or friend as an advisor for feedback on your perception and
interpretation of events as well as your plans and intended actions.
Observe the behaviors of other leaders you admire. How do they handle their stress? Make a
list of the methods they use that you would like to try.
Reflect on an incident where stress disrupted your performance. How could you have dealt with
the stress better? Consider a high-pressure incident that you handled well. What allowed
Study
you to deal effectively with the stress?
Analyze your diet by keeping a dietary journal over a one-week period. Identify unhealthy foods
(such as high fat, salt, or calories) and healthier alternatives to adopt.
Reflect on values and priorities to build a clear sense of direction and perspective.
Access the Virtual Improvement Center to complete: The Value of Self-Awareness
Exercise for 30 minutes or more several times per week. Make aerobic exercise or sport a main
component of personal exercise to maintain cardiovascular health and reduce stress.
Maintain interest by including favorite sports, exercise with friends, and variety.
Make time every day to organize personal activities. Use lists to prioritize what to do, track
Practice
progress, identify accomplishments, and practice time management.
Socialize with others, and maintain friendships.
Find a trusted family member or friend to serve as an advisor, someone with whom you can
discuss concerns and issues.
Reduce or eliminate alcohol and tobacco consumption.
EXPANDS KNOWLEDGE OF TECHNICAL, TECHNOLOGICAL, AND TACTICAL AREAS
7-52. Technical knowledge consists of specialized understanding of a particular function or system. Army
leaders are responsible for leveraging both individual and collective specialized knowledge to complete the
mission. They must expand their skills in technical, technological, and tactical areas. This requires an
understanding of how functional components relate as well as the requirements for training and logistical
planning to support technical operations. Army leaders capitalize on opportunities to share knowledge across
an organization, especially to use their subordinate’s knowledge to educate others on technical and tactical
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Chapter 7
details (see table 7-35). Army leaders also must maintain awareness of new trends and emerging technologies
that are available and their application.
Table 7-35. Expands knowledge of technical, technological, and tactical areas
Strength Indicators
Need Indicators
Seeks knowledge of systems, equipment,
Does not locate and attend to information on new
capabilities, and situations, particularly
trends, developments, ideas, and technologies
information technology systems.
that are relevant to or provide context for
Encourages understanding of systems.
organizational requirements.
Considers how systems affect doctrine, tactics,
Views equipment and technologies in isolation without
organizational design, training, related material,
understanding how they integrate or combine to
personnel, and facilities.
operate as a system.
Embraces efforts that share knowledge across and
Sees no personal need to understand technology and
between organizations.
technological developments.
Encourages subordinates to share their specialized
Hinders the exchange of knowledge between
skills and knowledge.
personnel in the organization.
Adapts to new technologies, learning capabilities and
Overemphasizes or relies on a single tactic or
shortcomings technical systems offer.
technical approach that has worked in the past.
Underlying Causes
View technologies only as their individual components; not practiced in systems thinking.
Tries to avoid time and expense required to share or grow technical or tactical knowledge.
Is not comfortable with team changes brought on by knowledge sharing and innovation.
Is dubious about piloting new technologies or standards.
Comfortable with status quo; hesitant to change a proven process or system.
Seek testing and certification in relevant technologies and apply technological competencies.
Practice tactics and technologies to address organizational requirements or mission. After each
significant attempt, capture the lessons of the experience to guide future attempts.
Feedback
Request that technical staff provide their suggestions on operational and planning details.
Request that other technical teams provide updates on their progress and challenges to identify
areas that might be able to build collaboration.
Read or engage in technical discussions to understand how components and processes combine
to create systems and how to optimally design and employ these systems.
Attend briefings, meetings, or courses that address pertinent technologies including the effective
uses and limitations of those technologies.
Study
Capitalize on opportunities to share technical or tactical information with your team. Run a
professional development interest group or forum that focuses on exchanging information
and keeping up to date on technical and tactical developments.
Engage in a professional reading program that includes books and journals that report on tactical
and technological developments and their employment to address operational requirements.
Employ technologies, organization, people, and processes as an integrated system to produce
desired outcomes.
List technological knowledge and skills key to individual performance and the functioning of the
organization. Implement a method for acquiring and disseminating information about
developments in these areas.
Practice
Organize a session among technical staff from the organization or across similar organizations to
share ideas and knowledge.
List pros and cons of new technologies or tactics to reason out effects of a new system.
Look for ways to test new ideas and technologies in organization operations; incorporate
effective innovations into the organization’s business processes. This approach supports the
goal of continuous organizational improvement.
EXPANDS CONCEPTUAL AND INTERPERSONAL CAPABILITIES
7-53. Conceptual abilities enable sound judgment; help Army leaders think creatively; and permit leaders to
reason analytically, critically, ethically, and with cultural sensitivity. Army leaders consider intended and
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FM 6-22
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Learning and Development Activities
unintended consequences and anticipate the results and consequences of important decisions on people and
mission. To expand conceptual and interpersonal capabilities, Army leaders use opportunities to improve
reasoning and problem-solving skills and to implement the best solution for the unit (see table 7-36).
Table 7-36. Expands conceptual and interpersonal capabilities
Strength Indicators
Need Indicators
Applies lessons learned to avoid repeating mistakes
Uses limited approaches to problem solving.
and guide future actions.
Accepts problem situations at face value; does not
Filters unnecessary information efficiently.
examine them critically or fully; ignores system
Sets aside time for self-development, reflection, and
influences and interactions.
personal growth.
Goes with the first solution that might work even if
Understands and appropriately employs critical
time permits thorough solution development.
thinking, imagination, and problem solving under
Becomes overwhelmed and frustrated by the number
different task conditions.
of details of a situation.
Learns new approaches to problem solving.
Uses a scattered approach to thinking through
problems and developing solutions.
Underlying Causes
Perceived lack of interest or time to learn or engage in critical and creative thinking and problem solving.
Fears the risk of failure when opportunities to be innovative present themselves.
Does not see the benefit of personal reflection and thought.
Perceives a lack of time for self-development, reflection, and personal growth.
Is dubious about piloting new ideas or approaches to solving problems.
As you lead a team in complex problem solving, use a skilled problem solver to observe and
provide feedback on the team’s methods, processes, communications, and dynamics.
Seek multiple perspectives and ideas from superiors, peers, subordinates, or others outside the
Feedback
organization to get a holistic view of a problem.
Meet with team members to discuss alternate approaches to solving a problem or issue.
Actively brainstorm ideas and encourage divergent thinking to develop creative solutions.
Ask for performance feedback as a member of a planning or problem solving team.
Observe a leader strong at implementing conceptual skills and models. Ask key questions about
developing skill at conceptualizing problems and applying critical and creative thinking.
Volunteer to be part of a project team addressing a complex issue requiring a creative solution.
While working, observe the methods and processes used by the team and reflect on their
Study
effectiveness and possible improvements.
Read references on how to expand conceptual and analytical skills, such as concept mapping,
divergent thinking, systems thinking, or the military decisionmaking process.
Access the Virtual Improvement Center to complete: Leadership Decision Making, The Value of
Self-Awareness, or Beyond People Skills: Leveraging Your Understanding of Others.
Use reflective journaling as an aid for developing critical and creative thinking.
Purposefully test new approaches and ideas for problem solving as the mission allows. Note
which methods work best for different types of problems and circumstances.
Practice
Incorporate lessons learned into processes. When providing guidance, identify known areas in
need of improvement and have others determine how to avoid the same mistakes. Identify
comprehensive, detailed solutions that account for multiple variables.
ANALYZES AND ORGANIZES INFORMATION TO CREATE KNOWLEDGE
7-54. Army leaders prepare themselves for leadership positions through life-long learning, which involves
study and reflection in how best to acquire new knowledge (see table 7-37). Becoming a better learner
involves several steps including planning a learning approach, focusing on specific and achievable learning
goals, setting aside time to study, organizing new information as it is encountered, and tracking progress.
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Chapter 7
Table 7-37. Analyzes and organizes information to create knowledge
Strength Indicators
Need Indicators
Analyzes and synthesizes relevant source
Draws conclusions based on limited facts or an
information, sees implications, and draws
incomplete understanding of an issue.
conclusions.
Organizes data for personal use rather than sharing
Reflects on learning; organizes insights for future
resources.
application.
Does not document information sources.
Identifies reliable sources of data and other resources
Ignores connections between pieces of information.
to acquire knowledge.
Accepts information and assertions without critical
Implements strategies to learn new information faster
review or thought to see if it makes sense.
and more thoroughly.
Considers source, quality or relevance, and criticality
of information to improve understanding.
Underlying Causes
Lacks a mental structure or frame of reference to organize, connect, and make sense of information.
Assumes that sources are reliable without cross-referencing or checking them.
Does not have the time to review newly learned information and organize it for future application.
Applies past approaches and current knowledge rather than gain new knowledge and expanded perspectives.
Does not understand how to determine or implement a plan or strategy for knowledge acquisition and sharing.
Describe your understanding (such as facts, relationships, or mental models) of an important
topic with a topical expert. Seek feedback on the completeness and accuracy of your
understanding and advice on how to improve it further.
Apply your understanding of a topic to predict emerging or anticipated events and their
outcomes. Later compare predictions to actual outcomes and reflect on incorrect predictions:
Feedback
what information was misinterpreted or misapplied, what information was lacking, how to
become better informed, and how to modify your mental models?
Talk with experts in an area of interest who can provide recommendations on new resources or
sources of knowledge relevant to the topic. Have them discuss how they used that
information and translated it into practice.
Read about methods of studying and reading to build understanding and insight.
Investigate methods of categorizing and relating information to build mental models and systems
understanding.
Get instruction on how to conduct library and internet research to find relevant information
Study
Discuss, with an expert in an area of interest, methods, and criteria for evaluating the validity and
usefulness of information.
Access the Virtual Improvement Center to complete: Leadership Decision Making; The Value of
Self-Awareness.
Develop a personal action plan that identifies personal information needs, how to obtain the
information, and how you will study and synthesize it to produce needed knowledge and
insights.
Organize information and data as it is obtained. Do this by consciously looking for themes,
principles, and connections. Make a concept map showing these elements and connections,
Practice
then use this map as a way of organizing and making sense of newly acquired information.
Develop a system for organizing, categorizing, integrating, and retrieving information that you
need and use. This may involve filing, note taking, or databases. To organize and share
information with others, consider online collaboration tools or interest groups.
Use reviews to gather and make sense of important information from organizational events.
MAINTAINS RELEVANT CULTURAL AWARENESS
7-55. In today’s contemporary operational environment, it is critical for Army leaders to understand the
culture in which they operate including awareness of partners, neutral parties, and adversaries. Army leaders
must be mindful of cultural factors that may influence members of their unit, multinational partners, host
nations and the local populace. Culturally astute leaders are able to more effectively utilize resources and
complete the mission (see table 7-38).
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Learning and Development Activities
Table 7-38. Maintains relevant cultural awareness
Strength Indicators
Need Indicators
Studies issues such as language, values, customs,
Fails to maintain an awareness of the effect culture
ideas, beliefs, and patterns of thinking that
factors can have on outcomes.
influence self and others.
Relies on tactical solutions without consideration of
Takes advantage of opportunities to expand
cultural influences.
knowledge of different cultures and languages.
Views other cultures as inferior to own culture.
Stays current on cultural issues that contribute to
Makes little or no attempt to learn about the cultures
successes or shortcomings in working with
of adversaries and allies.
multinational partners and host nation citizens.
Stays aware of current events, particularly those of
international interest.
Underlying Causes
Underestimates, or fails to recognize, the influence that culture can play in shaping a person's values,
behavior, ideas, beliefs, and patterns of thinking.
Too busy to learn from previous encounters when cultural issues helped shape events.
Personal way of thinking about culture and its influence on mission success is not aligned with Army doctrine.
Believes that forces from partner nations will think and act like U.S. forces.
Connect with an individual with whom you are comfortable from a different culture and discuss
the social norms, mores, and expectations of their culture. Have the individual provide you
with feedback on the degree of your cultural knowledge and sensitivity.
Feedback
Share what you have learned about other cultures with peers and subordinates. Encourage
them to ask questions and provide insights related to your experiences.
Take knowledge and skill tests as part of a formal language or culture-related course.
Read about cultural awareness and the role that cross-cultural proficiency plays in influence and
work across cultures, especially related to military operations.
Read novels or short stories placed in and written by authors from cultures of interest.
Join a club or professional association that fosters and encourages cross-cultural contact and
understanding.
Study a foreign language through a college, professional association, or computer-based
Study
learning opportunities. Seek information on the accompanying cultural norms and
expectations.
Take courses or engage in independent study of cultural anthropology, comparative religion,
and other similar culture-spanning topics.
Set aside a few hours each week dedicated to reading the news, paying particular attention to
areas where America has national interests.
Access the Virtual Improvement Center to complete: Seeking and Incorporating Diverse Ideas.
Consider subordinates’ cultural backgrounds. Think about using a subordinate’s particular
background or experiences to increase the understanding and awareness of others and to
accomplish the mission.
Take advantage of cultural and language training courses and other learning opportunities.
Discuss current cultural issues with subordinates and with other leaders. What effects do
Practice
current issues have on unit effectiveness? What effect could they have in the future?
Consider the historical evolution of other cultures and the functions that different elements of the
culture serve in preserving the society.
Make a personal inventory of your own opinions and create actionable steps to eliminate any
obstacles you face that impede greater understanding of different people.
MAINTAINS RELEVANT GEOPOLITICAL AWARENESS
7-56. Today’s military leaders are expected to operate in a variety of physical and cultural environments
worldwide. To be prepared for worldwide deployment, military leaders must stay current on events and
national policies around the world that may affect national interests or potentially lead to military
intervention. This requires an understanding of American interests; an appreciation of international, political,
and military processes; and study of relevant news from around the world (see table 7-39 on page 7-44).
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Chapter 7
Table 7-39. Maintains relevant geopolitical awareness
Strength Indicators
Need Indicators
Learns about societies, news, and events outside
Demonstrates lack of awareness or concern for
America through self-study.
geopolitical issues and their relevance to military
Can describe America’s effects on other countries.
operations.
Applies understanding of Army influences on other
Views military solutions as involving only the
countries, multinational partners, and opposing
application of military power.
forces in support of the mission.
Unaware of other American government agencies’
Understands factors that influence conflict and
contributions to planning and operations.
peacekeeping, peace enforcing, and
Views countries as disconnected rather than mutually
peacemaking missions.
influencing components of a global system.
Explains the implications and possible outcomes of
geopolitical events to team members.
Underlying Causes
Unwilling or unskilled in using influence and negotiation to achieve mission objectives.
Embraces a limited and simplistic view of the scope of military objectives and methods.
Unaware of the influence and intricacies of the global political network.
Has trouble relating to other cultures or believes that personal culture is superior.
Views political issues, considerations, and behaviors as unsavory.
Discuss geopolitical events with knowledgeable individuals to test personal perceptions and
understanding of related facts and implications.
When reviewing the effectiveness of mission performance or training events related to
Feedback
peacekeeping, peace enforcing, and peacemaking, examine the actual or likely political
outcomes of decisions and unit’s actions.
Meet with the team to brainstorm creative solutions to any challenges the unit is facing or likely to
face because of geopolitical events.
Get in the habit of reading newspapers, news magazines, or online news sources. Make a point
to seek out news on societal and political issues around the world.
Research the cultures, physical resources, geography, histories, aspirations, policies, and
Study
geopolitical climates of the countries likely to affect national interests.
Consider how other nations and cultures are reacting to current geopolitical events. How are
other militaries acting or reacting?
Access the Virtual Improvement Center to complete: Seeking and Incorporating Diverse Ideas
Lead group discussions on current geopolitical events. Consider questions such as: What driving
factors are causing international conflicts? What cultures are involved? What role might the
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Army play in mitigating or resolving these conflicts?
When making military decisions or planning military operations, consider how the methods and
outcomes may affect American interests and international perceptions.
MAINTAINS SELF-AWARENESS
7-57. Self-aware leaders know themselves, including their traits, feelings, and behaviors. They employ self-
understanding and recognize their effect on others. Self-aware leaders recognize their strengths and
developmental needs across a range of environments and progressively use this knowledge to develop a clear,
honest picture of capabilities and limitations (see table 7-40). Leaders must be flexible and adaptable by
constantly assessing abilities and limitations in the context of mission requirements.
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FM 6-22
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Learning and Development Activities
Table 7-40. Maintains self-awareness
Strength Indicators
Need Indicators
Actively evaluates one’s strengths and
Unclear on personal and professional values,
developmental needs.
priorities, and objectives.
Learns from mistakes and makes corrections; learns
Is uncomfortable with the status quo; has no
from experience.
developmental direction or goals.
Considers feedback on performance, outcomes
Not attentive to the reaction of others.
associated with actions, and actions taken by
Completes tasks and moves on without reflecting on
others to achieve similar goals.
what went well and what could go better next
Determines personal goals and creates a path to
time.
achieve those goals.
Rejects or lacks interest in feedback.
Develops capabilities and seeks opportunities to
improve in areas in need of development.
Understands self-motivation under various
conditions.
Underlying Causes
Fearful of identifying personal developmental needs or the effort required to resolve them.
Does not think personal improvement is necessary.
Disconnected or aloof from team members and subordinates.
Not practiced or in the habit of self-observation, analysis, and reflection.
Has personal blind spots or biases that block or distort self-observation, analysis, and reflection.
Seek feedback openly and actively by sitting down and informally talking with the team members
and subordinates.
Take a multi-source (360-degree) assessment, such as the Army’s Multi-Source Assessment
and Feedback instrument.
Feedback
Discuss one of your recent accomplishments or setbacks with a coach, friend, or other trusted
individual who can provide you with honest feedback and encouragement.
Analyze personal behaviors, performance, and interests to identify strengths and developmental
needs. Share them with a trusted family member or associate and ask for their feedback.
Keep an experience journal. Reflect on successful and unsuccessful situations. Write about
events and describe what happened, how you reacted, how others reacted, and why. What
can you learn about yourself based on what you did and how you felt?
Self-analyze the gaps between your actual and desired self. Investigate ways that you can close
those gaps using training, coaching, mentoring, books, and other learning materials.
Analyze the actions of others in a variety of events. Think about the situations leading to the
events, behaviors, and apparent motives during the events, and consequences or outcomes.
Study
Take time for personal reflection during your daily routine. Consider your recent thoughts and
behaviors and how they relate to your values, priorities, and goals.
Access the Virtual Improvement Center to complete: Seeking and Incorporating Diverse Ideas;
Achieving Shared Understanding; The Art of Asking Questions; Building Working
Relationships Across Boundaries; The Value of Self-Awareness; Seeking and Delivering
Face-to-Face Feedback; Building Trust; Navigating Contentious Conversations; Beyond
People Skills: Leveraging Your Understanding of Others.
Take a multi-source (360-degree) assessment, such as the Army’s Multi-Source Assessment
and Feedback instrument. Multi-source assessments collect data from peers, subordinates,
superiors, and you to provide information on strengths and developmental needs.
Create an individual development plan that identifies strengths and developmental needs and the
Practice
activities to practice to achieve objectives.
After important meetings or encounters, reflect on your statements and behaviors and their
apparent effect on others. Reflect on your reactions to statements and behaviors.
Find a coach to guide you through self-improvement. Good coaches know how to effectively
collect and digest feedback and make it relevant and specific to you.
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Chapter 7
DEVELOPS OTHERS
7-58. Leaders encourage and support others to grow as individuals and teams. They facilitate the
achievement of organizational goals through assisting others to develop. They prepare others to assume new
positions elsewhere in the organization, making the organization more versatile and productive. This
competency has four components:
z
Assesses developmental needs of others.
z
Counsels, coaches, and mentors.
z
Facilitates ongoing development.
z
Builds team skills and processes.
ASSESSES DEVELOPMENTAL NEEDS OF OTHERS
7-59. Regular counseling and evaluation of subordinates allows leaders to have a greater knowledge of their
capabilities—including their strengths and limitations. This knowledge can help optimize Soldier and unit
performance (via improved staffing decisions)—it demonstrates to Soldiers that leaders care about their
performance and their development. Investing time and resources into team members’ and subordinates’
developmental needs fosters enhanced well-being for the individual and leads to improved unit and Army
performance as a whole (see table 7-41).
Table 7-41. Assesses developmental needs of others
Strength Indicators
Need Indicators
Identifies subordinate internal drivers and uses those
Gathers information about a subordinate’s
motivators to analyze developmental needs.
performance from only one source or only a few
Gathers information about a subordinate’s
points in time.
development needs from multiple sources.
Assesses Soldiers on a small number of performance
Reviews assessments or reports about a
dimensions or competencies.
subordinate’s interests or capabilities.
Reviews only one completed assessment or report.
Observes and monitors subordinates under different
Takes notice of subordinates only when challenged.
conditions.
Generalizes subordinates’ leadership patterns,
Helps subordinates develop individual development
strengths, and developmental needs based on
plans.
limited observation.
Underlying Causes
Does not allocate the necessary time to get to know subordinates and understand their developmental needs.
Too busy to actively monitor subordinate performance on the full range of performance competencies.
Lacks a clear understanding of the subordinates' position requirements.
Uncomfortable delivering constructive feedback.
Time pressures hinder ability to provide immediate feedback.
Views an individual's continuous development as a low-ranking priority.
Hold development discussions with subordinates at least once every three months. Integrate
these discussions into the normal duty hours.
Communicate to people that their work is important, even if it just means simply saying, “Thank
Feedback
you, I appreciate your hard work.”
Be open and tactfully forthright with people when discriminating between the developmental
needs of subordinates. Make decisions in the best interest of the Army.
Elicit input and feedback from subordinates on unit developmental needs.
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FM 6-22
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Learning and Development Activities
Table 7-41. Assesses developmental needs of others (continued)
Become familiar with personal and career goals of subordinates, as appropriate.
Become knowledgeable of the roles, responsibilities, and requirements of subordinates’ duties
with which you are less familiar. This allows you to have a better understanding of what right
looks like so you can better evaluate your Soldiers.
During a usual workday, analyze the organization’s overall approach to managing multiple
priorities. How does this approach affect subordinates and their developmental needs?
Study
Observe another leader’s behaviors during analysis of a subordinate’s developmental needs.
Analyze the communication skills used. Record the types of questions asked, language
used, balance between positive and negative feedback, and time spent listening vice
delivering feedback.
Read a reference book or learn from listed resources.
Access the Virtual Improvement Center to complete: Counseling and Coaching Videos.
Allocate time during the duty day to help subordinates create and implement an individual
development plan. Be sure to have subordinates identify only one or two concrete goals at a
time to build confidence and decrease frustration with vague, overly ambitious goals.
Set up an office hour each week during which subordinates can freely come to talk with you
Practice
about their developmental needs.
Spend time each day among your Soldiers to observe their performance first-hand, talk with
them about their duties, give immediate feedback, and talk with noncommissioned officers
and junior officers in a good position to observe Soldier performance. This demonstrates to
Soldiers that their performance is a priority.
COUNSELS, COACHES, AND MENTORS
7-60. Counseling, coaching, and mentoring stand as the principal ways by which leaders provide others with
knowledge and feedback. Counseling occurs when leaders review with the subordinate their demonstrated
performance and potential; coaching occurs when you guide another’s development in new or existing skills
during the practice of those skills; and mentoring occurs when you have greater experience than a mentee
and guide and advise the mentee in their professional growth (see table 7-42).
Table 7-42. Counsels, coaches, and mentors
Strength Indicators
Need Indicators
Sets up regular counseling, coaching, or mentoring
Inconsistently or infrequently sets up counseling
sessions with subordinates.
sessions.
Clearly defines the purpose of a counseling,
Counsels or mentors only those subordinates
coaching, or mentoring session.
considered to have the most potential.
Encourages subordinates through actions while
Uses a one-size-fits-all mentality when designing
guiding them.
counseling, coaching, and mentoring sessions.
Helps an individual understand the current level of
Fails to provide coaching and feedback during the
performance; Instructs and guides on how to
workday—provides feedback only during
reach the next level of knowledge and skill.
scheduled sessions.
Candidly discusses a subordinate’s strengths,
Avoids providing negative feedback.
developmental needs, and the courses of action
Talks at subordinates instead of with subordinates.
to improve.
Displays personal biases (such as likes, dislikes, or
prejudices) and judges too rashly.
Underlying Causes
Busy with other duties (such as completing the mission) so that coaching, counseling, and mentoring have a
lower priority.
Allocates insufficient time for counseling, coaching, and mentoring sessions.
Does not see value in spending time and resources on counseling, coaching, or mentoring subordinates
perceived as having little potential.
Avoids personal conflict with subordinates; has difficulty telling subordinates things they may not want to hear.
Does not want to impose on subordinates' time with frequent follow-up calls or emails.
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FM 6-22
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Chapter 7
Table 7-42. Counsels, coaches, and mentors (continued)
Ask peers about helpful training or learning materials they have experienced, whether it is
civilian or military. Determine what they specifically found to be beneficial.
Determine subordinates’ attitudes toward counseling, coaching, and mentoring. If viewed
negatively or as resources for the weak, set out a plan for changing that perception.
Feedback
Contact other units and find out how they have instituted and structured their counseling,
coaching, or mentoring programs. Document this information and share it with the unit.
Have a discussion with someone you have counseled, coached, or mentored in the past. Ask
them to provide feedback on what you did right and what you could improve on.
Identify individuals who served as counselors, coaches, and mentors to you. Document the
actions they took to help you develop; identify those actions that were beneficial and
analyze why that was the case.
Study and read about counseling, coaching, or mentoring relationships in other, non-Army fields.
Identify the qualities that counselors, coaches, and mentors in these fields exhibit and
determine how you can best apply them.
Study
Next time you counsel, coach, or mentor a subordinate, take a moment following the session to
record what you did and how the subordinate reacted. Reflect on your actions and the
subordinate’s responses to identify actions that could have used to improve the session.
Actively observe how other leaders provide effective (or ineffective) coaching and feedback.
Determine what could improve the effectiveness of the coaching or feedback.
Access the Virtual Improvement Center to complete: Supporting the Developing Leader; Every
Leader as a Coach; Counseling and Coaching Videos.
Schedule time to contact subordinates you counsel, coach, or mentor to regularly check-in and
support their development. Consider sending an email as simple as “How’s everything
going? Let’s catch up.”
Seek out on-duty or in-the-moment opportunities to reinforce or coach on specific issues,
making links to broader developmental goals for that individual.
Practice
Emphasize to subordinates the benefits of taking time to engage in developmental activities.
Focus on the benefits it provides to both the unit and to the Army.
Spend time walking around the unit each day. This provides opportunities to observe and
providing immediate feedback and coaching to subordinates.
Facilitate a unit culture that values feedback and coaching by evaluating subordinates (such as
junior noncommissioned officers or officers) on the feedback and coaching they provide.
FACILITATES ONGOING DEVELOPMENT
7-61. As a learning institution, the Army seeks to continuously shape and develop their leaders to learn and
adapt as conditions and operational environments evolve. Leaders must instill in subordinates a thirst for
knowledge and continued development and must support them throughout the process (see table 7-43).
Table 7-43. Facilitates ongoing development
Strength Indicators
Need Indicators
Maintains awareness of existing individual and
Fails to stay up-to-date on individual and
organizational development programs.
organizational development programs.
Nominates and encourages subordinates to take
Displays ambivalence towards opportunities for self-
advantage of developmental opportunities.
development.
Arranges opportunities to help subordinates improve
Selects only some subordinates to take advantage of
self-awareness, and competence.
developmental opportunities.
Pushes tasks and decisions down to the lowest
Adopts an “I’ll do it all” mentality—failing to identify
practical level to develop subordinates’
tasks for delegation.
capabilities and decisionmaking confidence.
Ignores obstacles to development.
Identifies and removes obstacles to development.
Provides subordinates with (or directs them to) the
necessary resources for development.
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Learning and Development Activities
Table 7-43. Facilitates ongoing development (continued)
Underlying Causes
Unable to devote time to stay up-to-date on individual and organizational development programs.
Feels that the organization will suffer if too many members are engaged in developmental activities.
Feels that individual development should be left up to the individual.
Believes that mission or task effectiveness might suffer through delegation.
Is not personally affected by developmental obstacles so treats them as if they do not exist.
Ask unit members to help identify any obstacles to development that exist. Request that they
provide recommendations for eliminating the identified obstacles.
Talk with subordinates you counsel, coach, or mentor. Ask what you can do to support their
development and what you can do better to support unit development.
Have a conversation with a superior about how well you are supporting development. Then ask
Feedback
them to share successful tips and tricks they have learned.
Talk with a leader from another organization about ways to facilitate ongoing development.
Share what you learned with your unit.
Ask trusted unit members how supportive they think you and the organizational leadership are of
training and development activities that occur during the workday and self-development that
takes place on personal time.
Allocate time to research development programs available to your subordinates. Recommend
specific programs to individuals based on their developmental needs.
Investigate the development practices of other organizations (such as sister Services or private
sector companies) and incorporate their techniques if possible.
Add leader development indicators to the unit training brief. Have subordinate units track and
Study
report on indicators of the health of leader development like other key unit systems (such as
training, maintenance, and budget).
Access the Virtual Improvement Center to complete: The Leader's Role in Providing On-the-Job
Learning and Support; Supporting the Developing Leader; Creating and Supporting
Challenging Job Assignments; Every Leader as a Coach; Enabling Subordinates Using
Mission-Focused Delegation; Counseling and Coaching Videos.
Encourage subordinates of the same position to form a community-of-practice group and
allocate training time to support them. Provide each group with an opportunity to present
recommendations from their group to the leadership team.
Encourage subordinates to hold others accountable for self-development, inquiring after
development goals and actions and providing targeted feedback.
Encourage other leaders and subordinates to use reflective journaling. Emphasize how it leads
to greater self-awareness and serves as a reference for passing along lessons learned to
Practice
others during times of transition or promotion.
Hold brown bag lunches about various leadership and leader development topics. Solicit input
from other leaders and subordinates regarding topics they would like to learn more about.
Ask volunteers to present during the sessions.
Have a subordinate help complete a task or make a decision to build confidence and
competence.
Encourage subordinates to support one another (as peers) during the implementation of their
individual development plans.
BUILDS TEAM SKILLS AND PROCESSES
7-62. Building team skills and processes means that leaders inspire, motivate, and guide others toward
accomplishing a common goal through cooperative efforts (see table 7-44). Effective cooperation and
communication in (and between) teams facilitates unit success. Indeed, no single person, squad, platoon,
company, battalion, or brigade ever won a war; it was the collaboration and teamwork at and between each
level that enabled mission success.
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Chapter 7
Table 7-44. Builds team skills and processes
Strength Indicators
Need Indicators
Presents challenging assignments that require team
Presents assignments that do not stretch the team
interaction and cooperation.
beyond their comfort zones.
Sustains and improves the relationships among team
Provides minimal resources and support.
members.
Fails to spend sufficient time on group dynamics and
Facilitates effective and ongoing communication
relationships.
between team members.
Focuses on the efforts and successes of individual
Provides realistic, mission-oriented training.
subordinates.
Provides feedback on team processes.
Conducts training exercises, but never provides
teamwork-specific feedback.
Emphasizes the importance of working together to
achieve a “common purpose.”
Fails to prioritize team goals over individual goals.
Underlying Causes
Does not have the time or desire to help teams accomplish challenging assignments.
More comfortable and experience teaching through lecture than through experiential activities.
Unaware of the importance of providing teamwork-specific feedback.
Feels that encouraging individual achievement is a more effective motivator than providing feedback and
targeting motivation to groups or teams.
Does not communicate the importance of teamwork.
Ask subordinates about activities they engage in outside of the Army that require teamwork.
Then compile these examples, and share any best practices with the unit.
Use an open-ended questionnaire to survey the unit and determine how well you are supporting
team building and the improvement of group skills and processes. Use the answers to
determine what is working well, what is not working, and how to enhance team performance.
Feedback
Following a training exercise, incorporate feedback specifically related to teamwork and skill
building as part of the review.
Whenever you conduct a training exercise, ensure that you reference the teamwork lessons
learned when speaking with the unit. Reinforce lessons learned to ensure the unit
remembers the role of teamwork in the activities they complete.
Assess how well you interact with other leaders as part of a team. Although the command
structure specifies the accountable individual in an Army team, are you soliciting input from
lower-ranking team members and making them feel like their input is valued.
Observe another leader engaging in a team-building exercise with their unit. Record the activities
they perform and the feedback about what teams did well and what needs improvement.
Study
Study how teamwork and team building is used in other organizations or in other fields (such as
sports teams or business organizations). Then document tips and strategies that stand out
to you that could be adapted for unit use.
Access the Virtual Improvement Center to complete: Rapid Team Stand-up: How to Build Your
Team ASAP, Building Working Relationships across Boundaries, or Fostering Team Unity.
ASAP: as soon as possible
Promote unit discussions about teamwork. Encourage subordinates to share their views on
teams and the similarities and differences between teamwork and other types of
collaboration (such as partnerships).
Conduct frequent problem solving or brainstorming sessions with groups of subordinates (it is
beneficial to change the composition of this group depending upon the problems or tasks
discussed) to identify unit challenges and tasks, potential courses of action, strengths,
Practice
developmental needs, and likely consequences associated with each.
Emphasize to squads, platoons, or other teams in the unit that teamwork involves shared
responsibility. There can be no blaming a bad team for not accomplishing a goal—each
member of a team contributes to the success or failure.
Dedicate time to develop Army-specific, realistic, and mission-oriented team building exercises
for the unit.
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Learning and Development Activities
STEWARDS THE PROFESSION
7-63. In planning, the Army requires its leaders to think beyond their current team, mission, and direct chain
of leadership. Leaders steward the profession when they act to improve the organization even when the effects
may not be realized until after their tenure. Stewarding the profession is about life-long learning, a
commitment to an effective future organization, and developing others. This competency has two
components:
z
Supports professional and personal growth.
z
Improves the organization.
SUPPORTS PROFESSIONAL AND PERSONAL GROWTH
7-64. Supporting institutional-based development means that leaders should focus on personal and
subordinate development at both the macro- and micro-levels: leaders are responsible for the development
of the Army as an institution (macro-level), and for the development of each individual (micro-level). By
supporting the development, leaders strengthen the Army profession and ensure that it produces multi-skilled
leaders, capable of adapting and excelling in a constantly changing strategic environment (see table 7-45).
Table 7-45. Supports professional and personal growth
Strength Indicators
Need Indicators
Encourages subordinates to pursue institutional
Does not allow subordinates to attend institutional
learning opportunities and allows time to attend
training or educational opportunities.
training.
Fails to stay up-to-date on individual and
Provides information about institutional training and
organizational development programs.
career progression to subordinates.
Shows little personal interest in helping subordinates
Maintains resources related to institutional
pursue institutional development opportunities.
development.
Tells subordinates to go find their own learning
Participates in discussions across units to see the
opportunities.
types of learning opportunities they recommend
Sends an implicit message to subordinates: self-
to their team members and subordinates.
development and organizational development are
Updates team members and subordinates on
what Soldiers should focus upon; institutional
learning opportunities that will occur.
training and education is a luxury.
Underlying Causes
Providing Soldiers time to attend institutional training seems too large of a drain on the unit.
Leader is too busy accomplishing the mission or task to be spending time thinking about the long-term
developmental needs of subordinates.
Belief that individual development is up to the individual and performed on personal time.
Belief that subordinates should "learn by doing" rather than via institutional training.
Ask trusted subordinates to help identify obstacles to development. Request that they provide
recommendations for eliminating the identified obstacles.
Have a conversation with a superior about how well you are supporting development. Ask them
to share tips and strategies that they have found to be effective.
Feedback
Talk with a leader from another unit about how to facilitate Soldier participation in professional
military education without compromising unit effectiveness.
Talk to subordinates about the benefits of institutional-based development: to meet and network
with others outside their chain of command and share ideas and best practices.
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FM 6-22
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Chapter 7
Table 7-45. Supports professional and personal growth (continued)
Think back to the last few times you nominated someone to take advantage of a developmental
opportunity. Analyze your reasons for nominating them and the opportunities for which you
nominated them. Look for patterns or potential biases.
Ensure to set aside an appropriate amount of time to investigate available Army developmental
opportunities so you are able talk about development with team members and subordinates.
Remember that development does not equal training. Review opportunities for coaching,
Study
conference attendance, and scenario participation to provide a diverse set of activities.
Solicit input from supervisors and peers on effectively managing Soldier attendance in
institutional training and development while maintaining unit effectiveness.
Access the Virtual Improvement Center to complete: The Leader's Role in Providing On-the-Job
Learning and Support; Clarifying Roles; Supporting the Developing Leader; Every Leader as
a Coach; Counseling and Coaching Videos.
Identify key leadership positions in the command to conduct and manage succession planning.
Chart the timing and sequencing of subordinates into and out of leadership positions and
schedule subordinates in institutional training programs accordingly.
Maintain an institutional development resource binder of resources offered by the Army related to
Practice
development. This could include counseling, coaching, or mentoring programs or
opportunities or training courses offered.
Send out periodic reminders to subordinates to enroll in selected training opportunities.
Create a calendar of Army-based training opportunities and post it in a central location.
Champion learning by encouraging others to attend training opportunities.
IMPROVES THE ORGANIZATION
7-65. Leaders demonstrate stewardship when they act to improve the organization for not only the present
but also the future Army (see table 7-46). Acting to improve the organization involves prioritizing and
managing people and resources when the effect may not be immediately evident. Leaders who steward the
profession have a lasting concern over how their decisions affect the organization’s future.
Table 7-46. Improves the organization
Strength Indicators
Need Indicators
Demonstrates commitment to the organization and
Fails to take time to develop others.
others by attitude, beliefs, and behaviors.
Takes an apathetic posture to the future of the unit
Is future thinking, articulates a future for the
and the Army.
organization.
Fails to articulate a vision for the future.
Possesses the leadership characteristics of self-
Appears overly self-focused.
sacrifice and vision.
Does not seem concerned about unit morale.
Prioritizes the future of the organization beyond
Fails to be conscientious in decisionmaking.
immediate, personal goals.
Considers the effects of decisions carefully.
Underlying Causes
Overly focused on self and personal ambitions.
Fear of the unknown, an unwillingness to shape the future.
Lack of vision; narrow focus.
Impulsive.
Impatient to cultivate slow-growing positive effects.
Seek informal feedback constantly from subordinates on the effects of decisions. Understand
how personal decisions reverberate down the chain of command.
Seek counsel from mentors and trusted peers. Ask them what they do to ensure the future unit
Feedback
success beyond their tenure. Describe your own actions and get feedback.
Hold informal, periodic meetings with subordinates to discuss unit vision. Get feedback on
current policies and practices to implement that vision, and possible obstacles.
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Learning and Development Activities
Table 7-46. Improves the organization (continued)
Study the actions of leaders you admire. Note their approaches to improve the organization
(such as support growth through leader development). Consider applying a similar
approach.
Study the nature of the unit in its present state. Consider the major differences between the
Study
present and envisioned unit. Improving the organization is about narrowing that gap.
Study Army policy and guidance. Prepare for the future by measuring the gap between the
current unit status and future requirements. Then, determine what actions to take.
Access the Virtual Improvement Center to complete: Clarifying Roles, Creating and
Promulgating a Vision of the Future, Building Working Relationships across Boundaries.
Have a vision for the future of the unit. Regularly communicate that future in staff meetings and
via other outlets such as newsletters and emails.
Practice
Make decisions beneficial to the unit, particularly where the rewards might not immediately
available within your tenure as leader.
Invest in people. Support personal and professional growth linked to improving the organization.
GETS RESULTS
7-66. A leader’s ultimate purpose is to get results by accomplishing missions the right way. A leader gets
results by providing guidance and managing resources as well as demonstrating the other leader
competencies. This competency focuses on consistent and ethical task accomplishment through supervising,
managing, monitoring, and guiding the team’s work. Taken together, these components require initiative on
the part of the leader to make decisions, take action to solve problems, and accomplish the mission:
z
Prioritizes, organizes, and coordinates taskings for teams or other organizational groups.
z
Identifies and accounts for individual and group capabilities and commitment to task.
z
Designates, clarifies, and deconflicts duties and responsibilities.
z
Identifies, contends for, allocates, and manages resources.
z
Removes work obstacles.
z
Recognizes and rewards good performance.
z
Seeks, recognizes, and takes advantage of opportunities to improve performance.
z
Makes feedback part of work processes.
z
Executes plans to accomplish the mission.
z
Identifies and adjusts to external influences on the mission and organization.
PRIORITIZES, ORGANIZES, AND COORDINATES TASKINGS
7-67. Leaders are responsible for coordinating all of the simultaneous undertakings of their team and
resourcing subordinates to complete the mission properly. Army leaders must be detailed planners who
actively organize and communicate priorities to their team to ensure task execution in the right place, at the
right time, in the right operational environment (see table 7-47 on page 7-54).
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FM 6-22
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Chapter 7
Table 7-47. Prioritizes, organizes, and coordinates taskings
Strength Indicators
Need Indicators
Breaks down work into process steps or tasks.
Operates “in the moment” without deliberate thought
Accurately scopes out length, sequence, and difficulty
of how to complete the task.
of tasks to achieve desired outcomes.
Fails to identify road blocks that delay or prevent task
Sets goals and clear objectives that are specific,
accomplishment.
measurable, and time bound.
Does not develop a plan of action when coordinating
Develops schedules, assigns tasks, and organizes
tasks across teams and groups.
individuals to accomplish tasks.
Reassigns tasks to different teams without evaluating
Facilitates subordinate and team task
the effect on existing workload and priorities.
accomplishment without over-specification and
Closely and excessively controls the work of
micromanagement.
subordinate staff.
Underlying Causes
Functions as a part of the reactionary environment; does not seek to be proactive.
Does not hold a clear sense of desired outcomes.
Procrastinates; manages time ineffectively.
Operates in isolation; does not effectively delegate.
Does not take time to see how all of the moving pieces fit together as a whole.
Ask trusted peers or superiors for an assessment of your judgment and planning skills. Request
a recommendation on ways to improve.
Get a backbrief from subordinates after issuing directions, warning orders, or operations orders.
Seek feedback on how you influence others in a way that promotes accomplishment of the
organization’s purpose or mission. Ask others how effective you are at providing purpose,
Feedback
direction, and motivation to team members.
While planning and coordinating, continually ask yourself, “Who else needs to (or should) know
about this?” Keep them informed.
After completing a series of tasks, request feedback from individuals and groups on what went
well and what to improve.
Review the steps of the military decisionmaking process to plan for an upcoming project or task.
Reflect on the mission, goals, and commander’s vision for the organization and the next higher
organization. How do they influence prioritization of tasks?
Assess the skills, talents, capabilities, values, personalities, motivations, and needs of team
members. Use this information to make decisions about task assignments, responsibilities,
and how much latitude or supervision to give.
Study
Observe leaders who manage multiple tasks effectively. Discuss the practices they use to ensure
success. Incorporate these practices to manage multiple tasks and priorities.
Access the Virtual Improvement Center to complete: Accounting for Differences in Capabilities
and Commitment, The Leader's Role in Providing On-the-Job Learning and Support;
Removing Work Barriers; Rapid Team Stand-up: How to Build Your Team ASAP; Fostering
Team Unity, Enabling Subordinates Using Mission-Focused Delegation; Out of Time:
Managing Competing Demands.
ASAP: as soon as possible
When starting a new task, define responsibilities and expectations by providing clear guidance
on what to accomplish, the parameters for getting it done, and expectations for the outcome.
Then ask for feedback and concerns about task accomplishment. Ensure understanding by
asking for a backbrief from key members.
When faced with multiple tasks, develop a project plan that details how to execute tasks.
Consider resources available (including time), the level of personnel support, and potential
Practice
obstacles. Before starting, convey task priority to the team.
Develop the sequence of the tasks that are dependent upon one another. List tasks in the order
of an optimal progression to prioritize what to accomplish first.
Set up a process to monitor progress on a task or project against a project plan.
Anticipate the potential problems that may arise during the execution of a task. During the
planning phase, determine ways to prevent the problems from occurring or how to resolve
them effectively and efficiently should they occur.
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Learning and Development Activities
IDENTIFIES AND ACCOUNTS FOR INDIVIDUAL AND GROUP CAPABILITIES AND
COMMITMENT TO TASK
7-68. Matching individuals and groups to a task can be a challenging undertaking, particularly when it comes
to analyzing the capabilities of a unit or organization. Having a clear understanding of the task is important
to identify both individual and group capabilities and developmental needs. It is important for leaders to
understand a team’s individual interests to use their knowledge, skills, and abilities effectively as well as
work towards their developmental needs (see table 7-48).
Table 7-48. Identifies and accounts for capabilities and commitment to task
Strength Indicators
Need Indicators
Considers duty positions, capabilities, and
Assigns tasks without accounting for individuals’
developmental needs when assigning tasks.
interests and abilities.
Assesses skills, capabilities, and developmental
Resources projects without getting a clear
needs when beginning a new task or assuming a
commitment that tasks will finish when required.
new position.
Delegates under the assumption that all staff hold the
Assigns individuals or groups to tasks so that their
same level of capability and commitment.
skills match the task or project requirements.
Does not match project needs with individual
interests and developmental needs.
Assumes that subordinate lack of commitment to a
task means they are disinterested.
Underlying Causes
Assumes all individuals possess similar levels of capability and commitment.
Too busy to stay apprised of personnel capabilities and commitment levels.
Too busy to assess subordinates’ duty and role requirements when assuming a new leadership position.
Is unaware of both individual and group interests and developmental needs.
Does not see the benefit in following up with staff on their progress toward completing a task.
Talk with others who may know your subordinates and have them provide insight about their
skills and interests. Check their perceptions against your own assessment.
Ask peers and subordinates about their commitment to performing a task. Do not assume their
Feedback
level of commitment or interest.
Objectively observe your own behavior managing workloads and leading subordinates. Do you
match individuals with tasks and projects that interest them and match their capabilities? Get
feedback to compare with your self-assessment.
Develop knowledge and expertise regarding the duty and role requirements of subordinate
positions. Document the degree to which current capabilities match requirements.
Observe subordinates at work. Evaluate their capabilities and motivations.
Assess the skills, talents, capabilities, motivations, and needs of members of the team. Use this
information to make decisions about task assignments, responsibilities, and how much
latitude or supervision to give.
Study
Evaluate the skill sets needed to complete a project and match the skills with the capabilities and
level of commitment of team members available to work on the project.
Access the Virtual Improvement Center to complete: The Leader's Role in Providing On-the-Job
Learning and Support; Accounting for Differences in Capabilities and Commitment; Creating
and Supporting Challenging Job Assignments; Rapid Team Stand-up: How to Build Your
Team ASAP; Enabling Subordinates Using Mission-Focused Delegation.
ASAP: as soon as possible
The next time routine task requirements occur, rotate subordinates through different roles to
identify their skills, capabilities, and developmental needs.
Pair up individuals with greater and lesser skills so team members will have the benefit of
teaching and learning from each other.
Practice
Match individuals to tasks or projects by assigning team members with complementary skills to
work together to ensure all skill requirements are met.
Reallocate resources on a task or assignment to ensure that people do not become complacent.
Make work assignments to train team members to be multifunctional.
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Chapter 7
DESIGNATES, CLARIFIES, AND DECONFLICTS DUTIES AND RESPONSIBILITIES
7-69. Designating, clarifying, and deconflicting duties and responsibilities is an important leadership
behavior because it improves a team’s satisfaction and performance by removing ambiguity and confusion
related to who is supposed to do what, at what time, and in what location (see table 7-49). Designating,
clarifying, and deconflicting duties and responsibilities also improves a team’s motivation and commitment
as it ensures that team members know they are expected to contribute to the mission.
Table 7-49. Designates, clarifies, and deconflicts duties and responsibilities
Strength Indicators
Need Indicators
Explains how subordinate roles support the unit’s goals
Provides subordinates with competing demands or
and work of others.
contradictory messages about their role.
Establishes procedures for monitoring, coordinating,
Maintains a sink or swim attitude.
and regulating subordinates’ activities.
Does not define or clearly communicate roles,
Informs subordinates of work expectations, particularly
desired outcomes, and goals to team members.
when taking on a new role.
Assigns tasks without determining if work is in the
Successfully resolves subordinate conflicts regarding
scope of an individual’s abilities.
duty tasks or roles.
Refuses to be involved in subordinate conflicts and
Clearly outlines responsibilities and desired outcomes.
disagreements about “who does what.”
Underlying Causes
Does not conceptualize how contributions of team members should fit together.
Unable to see the benefit of providing a clear message or guidance on role expectations.
Over-tasked (or under-tasked) and not able to allocate distinct work roles.
Lacks knowledge of position requirements and personnel capabilities when assigning work.
Uninterested in managing work or people.
Assess workload across teams and individuals. Do some have too much or too little?
Ask subordinates if they are experiencing role conflict. Attempt to identify the causes.
Capitalize on existing group communication mechanisms such as staff meetings, weekly status
Feedback
reports, and informal check-ins. Use these opportunities to assess and gain feedback on
role clarity and shared understanding of responsibilities.
After defining roles and duties for a new operation or process, ask for feedback on how well the
roles are defined and distinctive before making assignments.
Analyze the working relationships, processes, and outcomes of individuals and teams to identify
potential role conflict or stress.
Consider subordinates and their work processes. Are role expectations in line with their abilities?
Evaluate a current performance problem with an individual or team and consider whether the
problem relates to unclear or overlapping roles and responsibilities.
Examine the goals and desired end states the team is currently pursuing. Are current work
Study
assignments appropriate given the requirements of the broader mission?
Study the workload shouldered by team members. Is there a balance in the duties and tasks?
Do some individuals have roles that are responsible for too much work or not enough work?
Access the Virtual Improvement Center to complete: Removing Work Barriers, Clarifying Roles,
Managing Conflict, Rapid Team Stand-up: How to Build Your Team ASAP, or Building
Working Relationships across Boundaries.
ASAP: as soon as possible
When assigning tasks or projects, make a list of those who will contribute to each defined
objective and what specifically they will do to complete the team’s task.
Meet with subordinates who are unclear on their role or expected duties. Discuss and clarify their
role, the difference from other roles, and the collective contribution to the desired outcome.
When placing a subordinate in a new role or increasing their level of responsibility, proactively
Practice
identify role requirements. Help the subordinate create a plan to fulfill expectations.
When tasks transfer from one person or team to another, clarify or redefine the objectives.
Ask subordinates or team members to list the duties and responsibilities associated with their
current roles. Review the lists and confirm the accuracy to each subordinate. As needed,
redefine or clarify the expectations of each role.
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Learning and Development Activities
IDENTIFIES, CONTENDS FOR, ALLOCATES, AND MANAGES RESOURCES
7-70. One of a leader’s main responsibilities is to accomplish the mission using the available resources in
the most effective and efficient way possible (see table 7-50). Some Army leaders specialize in managing
single categories of resources, such as ammunition, food, or finances, but everyone has an interest in seeing
teams use all categories of resources wisely. A leader’s resources include labor, money, and time.
Table 7-50. Identifies, contends for, allocates, and manages resources
Strength Indicators
Need Indicators
Allocates adequate time, money, and personnel for
Wastes time, money, material, and individual
task completion.
productivity.
Keeps track of people, equipment, material, and other
Inconsistently allocates resources; plays favorites.
resources.
Allocates resources without understanding or
Gets things done with less; figures out effective and
evaluating what and when resources are needed.
efficient ways to accomplish work.
Does not track resource usage nor communicate
Allocates resources objectively by evaluating priorities
status to superiors, subordinates, or others who
and needs presented by the situation.
have a need or interest to know.
Negotiates when it is necessary to allocate resources.
Hesitates to make important resource decisions.
Underlying Causes
Relies heavily on managing a single specialty, such as personnel or finance, but does not have a
comprehensive understanding of other resources.
Is disorganized and does not have or use good resource tracking systems.
Feels pressured or obligated to allocate resources to a certain priority.
Does not know how to create alignment among objectives, activities, and outcomes.
Is slow in making decisions, even with adequate facts and information.
After task completion, get input on how resources were used. Did the resources advance the
mission? Were the resources squandered or used effectively?
Communicate openly with superiors, subordinates or others by holding periodic updates to discuss
project status. Include agenda bullets such as budget tracking, personnel constraints, and
Feedback
timeline risks.
Discuss project or task milestones with team members. Determine if they have the necessary
resources to deliver on their work.
Hold a review to analyze how the team managed resources on a recent project or task. Identify
strengths and areas for improvement for next time.
Study how other units and organizations plan and allocate resources. Decide how you could apply
other approaches to your work.
Examine how you handle situations and reactions from individuals who may feel their requests for
resources were not handled fairly or effectively. Develop key points on your reasons for
allocating resources and prepare to discuss them with individuals.
Identify project milestones and evaluate the status of resources against the milestone and
baseline. If resources are not on target, evaluate if they need reallocation.
Study
Study resource allocations (personnel, cost, time, money, and materials) you will need in the
planning phase of a mission or tasking. Identify who controls the resources.
Study how you and others spend time. What types of tasks are the biggest time wasters? Are any
of lesser importance or criticality, and do they adversely affect the task? Determine how to
use time more efficiently.
Access the Virtual Improvement Center to complete: Rapid Team Stand-up: How to Build Your
Team ASAP, Leadership Decision Making, or Out of Time: Managing Competing Demands.
ASAP: as soon as possible
Identify the individuals who will contribute to a project and what they will do. Next, identify required
resources (such as time, equipment, or training) to complete the project and how these
resources will best be allocated.
Practice
Reallocate resources on a task or assignment to balance workload across the team with the goal
of developing team members into multifunctional operators.
Practice resource leveling when allocating resources to ensure a steady level of staffing, resource
spending, and no crunched deadlines.
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FM 6-22
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Chapter 7
REMOVES WORK OBSTACLES
7-71. A work obstacle is anything that stands in the way of getting the task done (see table 7-51). Army
leaders must remove or find ways to overcome a variety of obstacles including resource shortages; competing
or conflicting tasks; personnel issues; new requirements, regulations, or policies; lack of integration among
different branches of an organization; and a failure to synchronize and coordinate efforts.
Table 7-51. Removes work obstacles
Strength Indicators
Need Indicators
Declines tasking requests that would overburden the
Accepts tasking requests from superiors that distract
unit or distract it from its primary mission.
or overburden the unit or organization.
Is proactive in recognizing and resolving scheduling
Leaves subordinates to figure out ways to deal with
conflicts and resource and personnel challenges.
completing or conflicting tasks.
Asks for input on effective solutions to overcome work
Does not recognize or address work obstacles when
obstacles.
they first appear.
Checks in with trusted subordinates to ensure they
Does not maintain close contact with trusted
are not overburdened.
subordinates; loses touch with unit.
Underlying Causes
Wants to please, impress, and create a positive impression to superiors; is afraid to say no to requests.
Lacks focus. Works on issues as they come up.
Is a procrastinator. Puts off addressing a work obstacle until it becomes a crisis.
Sees problem situations as insurmountable, not as challenges that to overcome.
Is resistant to handle or deal with a work obstacle particularly discussing it with leaders at a higher level.
Has a short-term view. Does not see how current problems or obstacles affect long-term results.
After identifying a work obstacle, talk to subordinates and find out more details about how the
obstacle affects their role and their ability to complete the mission.
Identify a work obstacle affecting the group. Meet with a superior or peers to discuss potential
solutions. Ask for feedback on the how likely each solution is to be successful.
Brainstorm creative ways to mitigate, buffer, and reduce the effect of the obstacle with the team.
Feedback
Have subordinates provide their own ideas and feedback.
Get feedback on the original project or work plan. When encountering an obstacle determine
required resources and processes to obtain them.
Get input on your personal effectiveness in removing or reducing an obstacle. What worked
well? What could you have done to be more effective?
Document a potential ripple effect of new requirements or taskings on the unit to see if the
mission, work, or goals are still achievable.
Identify who will be affected by a new requirement or work obstacle. Document how each entity
could be affected and possible solutions to minimize unintended outcomes.
Study
Conduct a broader analysis of a work obstacle to understand who (such as other units or
stakeholders) could be affected. Identify individuals or groups from whom you could request
support and what they could provide.
Access the Virtual Improvement Center to complete: Removing Work Barriers; Out of Time:
Managing Competing Demands.
Set up a process to monitor progress against plans. Search for new and innovative ways to help
reduce, avoid, and overcome obstacles.
Prioritize tasks based on their importance or relation to the mission. Be willing to accept
Practice
deferring some lower priority tasks to a later date.
Be open to suggestions that offer alternative actions and solutions to address a work obstacle.
Actively seek the counsel of senior subordinates to identify current and potential obstacles and
ways to overcome (or remove) them.
RECOGNIZES AND REWARDS GOOD PERFORMANCE
7-72. Leaders usually regard rewards as incentives to influence the behavior of others so they will perform
in ways that are desirable and beneficial to the organization (see table 7-52). They serve as a benefit to Army
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FM 6-22
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Learning and Development Activities
leaders and team members who work to achieve more than is normally expected. Often, rewards relate closely
to motivation and morale and can make an organization a place where its members strive to achieve results.
Table 7-52. Recognizes and rewards good performance
Strength Indicators
Need Indicators
Deflects credit or praise to those subordinates most
Takes credit for unit or team accomplishments and
responsible for unit successes.
successes.
Recognizes individual and team accomplishment and
Creates and promulgates an environment that
provides rewards appropriately.
accepts favoritism.
Gives clear, specific performance feedback so staff
Recognizes only failures or poor performance.
understand why they are recognized.
Rewards only individuals and does not recognize
Takes into account others’ motivations and
team accomplishments.
recognition preferences.
Does not see a relationship between positive
Knows the Army’s performance systems and
recognition, motivation, and morale.
explores other reward systems.
Looks for ways to build on team and individual
successes.
Underlying Causes
Is unaware of the value of recognition and reward for good work as part of leadership.
Unable to see the link between reward and recognition and increased performance or productivity.
Pays little attention to monitoring or observing subordinates.
Does not treat people as individuals or recognize that different types of rewards and recognition motivate
different individuals.
Get feedback from subordinates on their grasp of the performance standards for their work.
Recognize that rewards are specific to each individual, so it is important to understand what
specific motivators are particularly “rewarding” for each individual.
Self-assess your approach to rewarding and recognizing subordinates. Observe factors like how
often success is recognized, who is recognized, and the types of rewards used.
Acknowledge what individuals or teams contribute; relate appropriate rewards.
Feedback
Before recognizing an individual or team, discuss your justification and rationale for the reward
with a trusted leader who is familiar with the situation. Ask for feedback on your justification
and rationale.
Ask subordinates to share their reaction upon receiving a reward. Did they understand and agree
with the performance standards and rationale for the reward? Did they think the reward was
appropriate given the accomplishment?
Observe subordinates to determine what motivates them. Since subordinates are motivated by
different things, document what you believe motivates each member. Consider how to
reward individuals and teams.
Reward desired behaviors. For example, organizations often stress the importance of teamwork
but reward exemplary individuals rather than teams.
Study
Create a matrix that matches members of the team and the reward types they value most.
Analyze whether an accomplishment was due to one or several individuals or a team.
Identify a unit member that appears to successfully reward and recognize superior performance.
How does their behavior compare to yours in providing rewards and recognition?
Access the Virtual Improvement Center to complete: Motivating through Rewards.
Reward high achievement rather than routine work. Devise appropriate rewards for both
individuals and teams.
Create rewards or incentives that boost subordinate morale and motivation. Consider granting
time off, recognizing birthdays, and planning team events.
Practice
Regularly walk around work areas to observe productivity, provide feedback, and praise when
appropriate.
Provide on-the-spot praise or awards for work that exceeds expectations.
Reward instances where subordinates demonstrate innovative thought or creativity in their
approach, even if unsuccessful. This conveys to others that these attributes are valued.
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FM 6-22
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Chapter 7
SEEKS, RECOGNIZES, AND TAKES ADVANTAGE OF OPPORTUNITIES TO IMPROVE
PERFORMANCE
7-73. The individual who recognizes and takes advantage of opportunities to improve performance is a strong
critical thinker who recognizes each completed task as a learning experience to improve upon in the future.
Army leaders must simultaneously be proactive and reflective to seize and take advantage of opportunities
when they occur (see table 7-53).
Table 7-53. Seeks, recognizes, and takes advantage of opportunities
Strength Indicators
Need Indicators
Employs skills and approaches fitting the situation.
Never asks others how processes, conditions, or
Gains support from individuals outside the unit when
situations could be improved.
new or different skills are needed.
Manages without seeing the bigger picture,
Is open to others’ ideas and sees how new ideas can
relationships among activities, and alignment of
improve the unit’s performance.
objectives and activities with outcomes.
Knows strengths and limitations; uses strengths to
Tries to complete too many tasks at once; does not
improve performance.
budget time for planning and reflection.
Reviews what worked well and what to improve.
Underlying Causes
Uncomfortable taking risks; does not like to propose alternative solutions for fear of failure.
Prefers the current routine or status quo, hesitant to implement change.
Does not identify and track the current and future states of projects and tasks.
Is too busy to devote time to consider or implement ways to improve performance.
Is unaware of the opportunities to improve performance that exist.
After completion of a particular project or task, hold an after action review. Specifically identify
and discuss ways to improve performance the next time.
Discuss opportunities to improve performance with team members. Have members identify a
problem they think affects performance. Get feedback before recommending improvements.
Self-assess the recent contributions of the team toward the organization’s mission. Ask, “What
Feedback
small change would make the greatest difference? What time is available to make a
change? What types of changes can I affect? What will I commit to?”
Discuss with others what you can do to improve performance. Learn about actions taken by
others that worked and others that did not work.
If an individual has a performance problem. meet with them to identify the reasons behind the
problem. Get feedback on specific steps they will take to correct the problem and improve.
Create a project plan documenting what needs to happen throughout the project lifecycle to
anticipate needed actions and how to achieve the desired outcome.
Research the best method for developing strategies to achieve tasks. Discuss possible solutions
with peers and senior subordinates.
Write an improvement plan for the organization and outline how to improve certain internal
Study
practices. Evaluate the plan with input from others.
Analyze the ideal state of the organization. What should success look like?
Develop a visual map for a process. Are steps sequenced appropriately? Are intermediate steps
needed? Look for loopholes or obstacles in the process.
Access the Virtual Improvement Center to complete: Fostering Team Unity.
Use communication tools to share available information with group members on opportunities to
improve performance.
Provide subordinates with regular and consistent feedback on their strengths, where they meet
the standard, and their developmental needs.
Try a new approach to improve the performance of others, and see how it works. Adjust the
Practice
approach, as needed, after getting feedback.
Remember there are no bad ideas. Ask comprehensive questions to gauge how realistic an idea
is and how easy or difficult it will be to implement.
Conduct periodic brainstorming sessions with subordinates to identify common or recurring
problems and likely causes. Encourage creative ideas and solutions.
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Learning and Development Activities
MAKES FEEDBACK PART OF WORK PROCESSES
7-74. Consistent and regular feedback provided through coaching, counseling and mentoring has multiple
benefits (see table 7-54). First, feedback helps a person improve at their position by identifying specific areas
in which they excel as well as those in need of improvement. Feedback also helps to gauge subordinate
engagement, motivation, and morale. The exchange of feedback keeps leaders informed on an organization’s
collective strengths and developmental needs.
Table 7-54. Makes feedback part of work processes
Strength Indicators
Need Indicators
Gives and seeks accurate and timely feedback.
Comments on subordinates’ personal characteristics
Uses feedback to modify duties, tasks, and
and not their work behaviors.
procedures where appropriate.
Provides feedback infrequently or only during official
Provides regular, ongoing feedback and coaching to
performance reviews.
subordinates to increase their awareness of
Tends to provide only positive or only negative
performance.
feedback.
Uses assessment techniques and evaluation tools,
Does not provide the subordinate with clear feedback
such as after action reviews, to identify lessons
on what success looks like.
learned and facilitate continuous improvement.
Provides feedback without considering an appropriate
setting or time.
Ignores reviews and other evaluation tools (is not
incorporated into modifications of procedures).
Underlying Causes
Overworked and unable to find the time to give feedback.
Unaware of the relationships between frequent and consistent feedback, subordinate motivation and morale,
and improving performance.
Feels uncomfortable providing negative feedback or discussing areas for improvement.
Believes feedback should be corrective (such as what is not working) rather than supportive.
Lacks knowledge in how to deliver constructive feedback to guide subordinates toward success.
Get feedback from subordinates on the frequency and quality of the performance feedback you
provide. Determine if subordinates consider your feedback helpful and timely. Are they
using it to modify their behaviors?
Informally gain input from the team after completing a task or project. Collect the input first
without offering feedback. Use information in a formal after action review.
Self-assess the frequency and quality of feedback you provide. Notice how often you give
feedback, to whom and when, and indications of how it was received. Seek counsel of a
trusted senior subordinate to verify and validate your self-assessment.
Feedback
Ensure that your subordinates understand what you communicate by using a feedback loop or
asking a question such as “How will you implement this? What will you take away from our
discussion? What changes do you plan to make immediately?”
Observe the actions of someone who provides accurate, effective, and frequent feedback.
Watch their actions and feedback methods. Determine if there are aspects of their approach
that you may be able to adopt and incorporate.
Observe subordinates’ work to determine their strengths and developmental needs. Document
and prioritize needs. Identify candidates for immediate feedback and coaching.
Study the principles and techniques of active listening.
Study subordinates’ behaviors when giving feedback. What nonverbal behaviors do they
demonstrate? Determine if they demonstrate openness or reluctance to accept feedback.
Consider how to adjust feedback to ensure receipt of the message.
Study
Take a course with situational exercises and role-plays that have participants practice delivering
feedback. Learn to give feedback effectively by doing.
Access the Virtual Improvement Center to complete: The Leader's Role in Providing On-the-Job
Learning and Support; Supporting the Developing Leader; Seeking and Delivering Face-to-
Face Feedback.
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FM 6-22
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Chapter 7
Table 7-54. Makes feedback part of work processes (continued)
Use the seven pillars of effective feedback. Be constructive, objective, specific, timely,
considerate, future-oriented, and make sure that feedback is ongoing.
Create a schedule outlining key project milestones. Provide feedback to the team members and
subordinates shortly following each milestone.
Provide feedback that will improve tomorrow’s performance, not fix yesterday’s. Ensure
Practice
feedback enables subordinates to determine their next steps for development.
Practice giving praise for positive performance. Describe specific positive behaviors, their
results, and the effect on work products or team efforts.
Identify unique situations, such as a typically high performing subordinate who is struggling with
one aspect of their position and tailor feedback accordingly. Provide feedback and actively
listen to the subordinate describe the situation.
EXECUTES PLANS TO ACCOMPLISH THE MISSION
7-75. Proper execution of plans to accomplish the mission involves careful task management to ensure plans
are implemented effectively and efficiently through the task lifecycle. This involves managing the scope,
schedule, time, cost, quality, risk, communications, human resources, and project integration. Army leaders
must be organized and clear in their requests of others, ensuring that all issues are handled proactively and
that the project is carefully monitored to ensure alignment with the desired outcomes (see table 7-55).
Table 7-55. Executes plans to accomplish the mission
Strength Indicators
Need Indicators
Schedules activities to meet all commitments in
Over-reliance on personal contributions to execute
critical performance areas.
plans; ineffectively involves others.
Notifies team members in advance when their
Unaware of how various activities come together.
support is required.
Provides plans too late for others to provide support.
Keeps track of task assignments and suspenses.
Rushes at the last minute to complete work and
Adjusts assignments, if necessary.
activities to achieve an objective; constantly
Evaluates work progress and accomplishments
putting out fires.
against plans.
Disorganized and unable to see factors that affect
Attends to details that affect the plan.
plans.
Underlying Causes
Lacks experience to track the current and future state of a project or tasking.
Is unable or unwilling to plan for second and third order effects.
Does not bring the multiple activities together at the right time to achieve objectives.
Lacks ability to be creative and resourceful when problems arise.
Does not use basic project management tools actively or consistently.
Does not effectively delegate or seek assistance before a crisis develops.
Ask trusted peers or superiors for their assessment of your judgment and planning skills and
discuss ways to improve.
After subordinates work on a task, get feedback on their progress through observation, asking
them directly, or asking others. Adjust roles or assignments as needed.
Feedback
Monitor progress against objectives, progress against milestones, resource use and costs, and
human performance by compiling monthly reports that document each area.
Seek feedback from superiors, peers, and subordinates on how well you notify them when your
projects are on target for completion or in need of support.
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FM 6-22
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Learning and Development Activities
Table 7-55. Executes plans to accomplish the mission (continued)
Observe other leaders who effectively develop project plans and handle multiple tasks efficiently.
What aspects of their approach work well? What can you do to adapt their approach?
Review all projects, missions, and objectives to ensure they have measurable, specific,
achievable outcomes. Identify required resources (such as time, personnel, or equipment) to
achieve the desired outcome.
Evaluate your ability to be flexible when unplanned events and problems develop. Decide how
ready you are to change direction or tactics.
Study
Study historical figures that successfully achieved high profile victories. Read about large-scale
failures. What made these leaders successful or unsuccessful in accomplishing the
mission? What factors led to effective or ineffective planning and follow-through?
Research various project management tools and software to find resources that help you to plan
for and execute missions.
Access the Virtual Improvement Center to complete: Leadership Decision Making, Being an
Adaptable Leader in Times of Change, Out of Time: Managing Competing Demands.
Use a tracking system or tools to monitor activities and schedules and timetables.
Be aware and recognize potential conflicts in the project plan before a problem occurs. Take
Practice
preventive action when you foresee complications to the project plan.
Manage time more effectively using a calendar, spreadsheet, or Gantt chart.
Share successful outcomes with others involved throughout the completion of a task.
IDENTIFIES AND ADJUSTS TO EXTERNAL INFLUENCES ON THE MISSION OR TASKINGS AND
ORGANIZATION
7-76. Being able to identify and adjust to external influences on the mission or taskings and organization
requires a certain degree of flexibility and adaptability (see table 7-56). Using a logical and methodical mental
process to document the changing environment is useful in making necessary adjustments to a plan. It also
prevents the excessive expenditure of resources and unwanted changes in project or mission timelines.
Although a project or task may completely change course, it is important to analyze how the current plan can
be adapted to fit the circumstances.
Table 7-56. Identifies and adjusts to external influences
Strength Indicators
Need Indicators
Knows unit processes and the purpose of key policies,
Jumps to decisions based on the first answer that
practices, and procedures.
comes to mind.
Gathers and analyzes relevant information about the
Collects information to form decisions until the
changing situation.
window of opportunity closes.
Determines the causes, effects, and contributing
Is rigid and inflexible; refuses to be open to
factors to problems.
alternative ways of thinking.
Considers contingencies and their consequences.
Rejects the idea that external influences can derail a
Maintains awareness of people and systems that
mission or tasking.
could present obstacles to work accomplishment.
Refuses to give up a course of action when the
Makes necessary, on-the-spot adjustments.
mission or tasking changes.
Underlying Causes
Believes that there is only one viable solution; does not consider multiple solutions to a problem.
Believes that leaders must be decisive and tends to make decisions prematurely.
Is in search of the correct answers rather than the good enough solution; continues collecting data to inform
decisionmaking well after the time for the required decision.
Does not operate well in high-stress situations.
Feels wedded to the original plan; is fearful of changing or modifying the plan midstream.
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FM 6-22
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Chapter 7
Table 7-56. Identifies and adjusts to external influences (continued)
Brainstorm possible solutions to an external change as a group or team. Use the input to
consider alternative ways of adjusting to external influences.
Talk with superiors and peers about external factors that influence unit capabilities. Solicit
feedback on factors that influence subordinates’ ability to complete their work.
Feedback
Gain feedback from superiors, peers, or trusted subordinates on how well you demonstrate
flexibility to alternative ways of thinking. Use the feedback to decide how you can become
more open to new ideas.
Request feedback from subordinates on how well you intervene and adjust their work. Do you
provide appropriate and timely adjustments with clear direction?
Identify new and emerging trends in an area of expertise, and research how the change will
affect existing taskings and mission.
Observe a unit that has undergone a major change due to an external factor, and document how
they handled it. Use effective approaches or best practices.
Study
Reflect upon times when external influences negatively affected your performance or
decisionmaking or team performance. What should you have done? Reflect upon times
when you dealt more effectively with external influences. Why were you successful?
Access the Virtual Improvement Center to complete: Removing Work Barriers, Being an
Adaptable Leader in Times of Change, Out of Time: Managing Competing Demands.
If a mission or project is not on track, take a different action by devising creative solutions. Be
open to the idea that there may be a better way.
Talk with others inside and outside the chain of command to stay current on external influences
that could affect the mission. Key opportunities to share information include attendance at
conferences, conventions, and institutional training courses.
Develop alternative strategies and solutions to accomplish an existing project or task. This
Practice
serves as a contingency plan in case unexpected outcomes occur.
Practice maintaining composure and managing frustration when external influences affect work.
Remain focused on a positive outcome.
Form or expand partnership with peers or others who get things done. Brainstorm ideas with
them on identifying ways to adjust to outside influences that are currently affecting tasks
and projects, as well as those that may affect tasks and projects in the future.
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FM 6-22
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Glossary
SECTION I - ACRONYMS AND ABBREVIATIONS
AAR
after action review
ACT
Army Career Tracker
ACTEDS
Army Civilian Training Education and Development System
ADP
Army doctrinal publication
ADRP
Army doctrinal reference publication
ALDS
Army Leader Development Strategy
AR
Army regulation
ATP
Army techniques publication
CPT
captain
DA
Department of the Army
DA PAM
Department of the Army pamphlet
DOD
Department of Defense
FM
field manual
IDP
individual development plan
JP
joint publication
MSAF
Multi-Source Assessment and Feedback
NCO
noncommissioned officer
SOAR
situation, observation, associate and assess, and reinforce and
recommend
U.S.
United States
SECTION II - TERMS
Army leader
Anyone who by virtue of assumed role or assigned responsibility inspires and influences people to
accomplish organizational goals. Army leaders motivate people both inside and outside the chain of
command to pursue actions, focus thinking and shape decisions for the greater good of the
organization.(ADP 6-22)
*Army team building
A continuous process of enabling a group of people to reach their goals and improve their effectiveness
through leadership and various exercises, activities and techniques.
leader development
The deliberate, continuous, sequential, and progressive process—founded in Army values—that grows
Soldiers and Army Civilians into competent and confident leaders capable of decisive action. Leader
development is achieved through the life-long synthesis of the knowledge, skills, and experiences
gained through the training and educational opportunities in the institutional, operational, and self-
development domains. (AR 350-1)
leadership
The process of influencing people by providing purpose, direction, and motivation to accomplish the
mission and improve the organization. (ADP 6-22)
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FM 6-22
Glossary-1
Glossary
mentorship
The voluntary developmental relationship that exists between a person of greater experience and a
person of lesser experience that is characterized by mutual trust and respect. (AR 600-100)
mission command
The exercise of authority and direction by the commander using mission orders to enable disciplined
initiative within the commander’s intent to empower agile and adaptive leaders in the conduct of
unified land operations. (ADP 6-0)
Glossary-2
FM 6-22
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References
REQUIRED PUBLICATIONS
These documents must be available to intended users of this publication.
Unless otherwise indicated, these are available on the Army Publishing Directorate
(APD)
web
site
Most joint publications are available online: http://www.dtic.mil/doctrine/new_pubs/jointpub.htm.
ADRP 1-02. Terms and Military Symbols. 2 February 2015.
JP 1-02. Defense Dictionary of Military and Associated Terms. 08 November 2010.
RELATED PUBLICATIONS
These sources contain relevant supplemental information.
Unless otherwise indicated, these are available on the Army Publishing Directorate
(APD)
web
site
ADP 5-0. The Operations Process. 17 May 2012.
ADP 6-0. Mission Command. 17 May 2012.
ADP 6-22. Army Leadership. 1 August 2012.
ADRP 1. The Army Profession. 14 June 2013.
ADRP 6-0. Mission Command. 17 May 2012.
ADRP 6-22. Army Leadership. 1 August 2012.
ADRP 7-0. Training Units and Developing Leaders. 23 August 2012.
AR 1-201. Army Inspection Policy. 25 February 2015.
AR 350-1. Army Training and Leader Development. 19 August 2014.
AR 600-20. Army Command Policy. 6 November 2014.
AR 600-100. Army Leadership. 8 March 2007.
AR 621-7. Army Fellowships & Scholarships. 8 August 1997.
AR 623-3. Evaluation Reporting System. 31 March 2014.
AR 690-950. Career Management. 31 Dec 2001.
Army Leader Development Strategy (ALDS). June 2013. Available at
http://usacac.army.mil/cac2/CAL/repository/ALDS5June%202013Record.pdf.
ATP 2-33.4. Intelligence Analysis. 18 August 2014.
ATP 6-22.1. The Counseling Process. 1 July 2014.
DA PAM 600-3. Commissioned Officer Professional Development and Career Management. 3
December 2014.
DA PAM 600-25. U.S. Army Noncommissioned Officer Professional Development Guide. 28 July
2008.
DOD Instruction 1430.16. Growing Civilian Leaders. 19 November 2009. Available at
http://dtic.mil/whs/directives/corres/ins1.html.
FM 27-10. The Law of Land Warfare. 18 July 1956.
PRESCRIBED FORMS
Unless otherwise indicated, DA Forms are available on the Army Publishing Directorate (APD) web site
None.
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FM 6-22
References-1
References
REFERENCED FORMS
Unless otherwise indicated, DA Forms are available on the Army Publishing Directorate (APD) web site
DA Form 2028. Recommended Changes to Publications and Blank Forms.
RECOMMENDED READINGS
These sources contain relevant supplemental information.
All URLs were accessed on 29 April 2015.
Some sites may require CAC authentication.
U.S. Center of Military History Professional Reading Lists. Available at
www.history.army.mil/reading.html.
RECOMMENDED WEB SITES
All URLs were accessed on 29 April 2015.
Some sites may require CAC authentication.
All Army Activities (ALARACT) Messages. Available at https://www.us.army.mil/suite/page/550282.
Army 360 Multi-Source Assessment and Feedback (MSAF) Program. Available at
https://msaf.army.mil/Home/LeadOn.aspx.
Army Career & Alumni Program (ACAP). Available at https://www.acap.army.mil.
Army Career Tracker (ACT). Available at https://actnow.army.mil.
Army Center for Enhanced Performance (ACEP). Available at:
http://www.acep.army.mil/resources.html.
Army Civilian Training, Education & Development System (ACTEDS). Available at
http://cpol.army.mil/library/train/acteds/.
Army Civilian Training & Leadership Development. Available at
http://www.civiliantraining.army.mil/Pages/Homepage.aspx.
Army Credentialing Opportunities On-Line (COOL). Available at https://www.cool.army.mil.
ArmyFit. Available at https://armyfit.army.mil/.
Army Learning Management System (ALMS). Available at https://www.lms.army.mil.
Army Personnel Testing. Available at https://www.hrc.army.mil/site/education/APT.html.
Army Professional Forums. Available at https://www.milsuite.mil/book/community/spaces/apf.
Army Ready and Resilient. Available at: http://www.army.mil/readyandresilient.
Army Suicide Prevention Program. Available at http://www.armyg1.army.mil/hr/suicide.
Army Training and Certification Tracking System (ATCTS). Available at https://atc.us.army.mil.
Army Training Network (ATN). Available at https://atn.army.mil.
ATRRS Self-Development Center. Available at
Center for Army Leadership (CAL). Available at https://usacac.army.mil/cac2/CAL.
Center for Army Lessons Learned (CALL). Available at http://usacac.army.mil/cac2/call/index.asp.
Center for Army Profession and Ethic (CAPE). Available at http://cape.army.mil.
Central Army Registry (CAR). Available at https://atiam.train.army.mil/catalog/catalog/search.html.
Comprehensive Soldier & Family Fitness Program. Available at http://csf2.army.mil.
Congressional Medal of Honor Society. Available at http://www.cmohs.org/recipient-archive.php.
Digital Army Library Service (DALS). Available at http://www.libraries.army.mil.
FORSCOM Leader Development Toolbox. Available at
http://www.forscom.army.mil/leaderdevelopment.
GoArmyEd. Available at https://www.goarmyed.com.
Human Resources Command (HRC). Available at www.hrc.army.mil.
References-2
FM 6-22
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References
Institute for NCO Professional Development (INCOPD). Available at
http://www.tradoc.army.mil/INCOPD/index.html.
MILCONNECT Online Portal. Available at https://www.dmdc.osd.mil/milconnect.
Military OneSource. Available at http://www.militaryonesource.mil.
Military Personnel (MILPER) Messages. Available at https://www.hrc.army.mil/Milper.
Professional Development Toolkit. Available at http://www.army.mil/professional/.
Soldier for Life. Available at http://soldierforlife.army.mil.
U. S. Army Combat Readiness/Safety Center. Available at https://safety.army.mil/Default.aspx.
Virtual Improvement Center (VIC). Available at https://msaf.army.mil/My360/VIC/Default.aspx.
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FM 6-22
References-3
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