For further information or to submit comments on this handbook,

contact the Combined Arms Center—Center for Army Leadership at

(913-758-3160 or http://usacac.army.mil/CAC2/CAL
UNIT LEADER DEVELOPMENT
Today’s fast-paced, deployment-focused Army demands that a commander’s first priority is a
trained and ready unit. Leader development makes a substantial contribution to a unit’s abil-
ity to train effectively and accomplish its mission. Yet commanders across the Army acknowl-
edge the constant challenge to effectively implement unit leader development.
This handbook is designed to provide commanders with an efficient and effective way to
develop leaders. The handbook supports this goal by:

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

This handbook draws on the input of successful Army commanders and non-commissioned
officers, recent Army leadership studies, research on effective practices from the private and
public sectors, and applicable Army regulations and doctrine. An online and downloadable
version of this handbook is available on the Center for Army Leadership’s Army Knowledge
Online (AKO) Web page. Any feedback on this handbook can also be sent to the Center for
Army Leadership via the previously referenced Web page.
 Leader Development Input from Experienced
Practices of High Commanders & NCO’s
Performing Organizations

Army Command
FM 6-22 Army
Guidance Regulations
Leadership
(AR 600-20)

COMMANDER’S
HANDBOOK FOR
UNIT LEADER
DEVELOPMENT

Army Trends in FM-7 Training for Full

Leader Development Spectrum Operations

Leader Development HRC Selection, Promotion,

Research Findings Career Management
Guidance

Commander’s Handbook for Unit Leader Development Inegrates:

Doctrine, Experience, and Research
CONTENTS
 EFFECTIVE EFFICIENT AND INSPIRED
Effective Methods of Unit Leader Development...................................................................2
Efficient Implementation of Unit Leader Development.......................................................4
Personal Inspiration for Unit Leader Development..............................................................6

SET THE CONDITIONS

Model Leadership That Encourages Development...............................................................8
Foster a Learning Environment for Development.................................................................11
Know Your Subordinate Leaders............................................................................................13

PROVIDE FEEDBACK
Planned Observation...............................................................................................................16
Accurate Observation and Assessment...................................................................................18
Leadership Assessment...........................................................................................................20
Feedback and Counseling.......................................................................................................22

INTEGRATE LEARNING
Apply Learning Principles......................................................................................................24
Leverage Leader Role Models Within Your Unit...................................................................26
Foster Mentorship in Your Command....................................................................................28
Training/Professional Development......................................................................................30
Reflect......................................................................................................................................31
Study........................................................................................................................................34

CREATE A LEGACY
Create Challenging Job Experiences......................................................................................36
Sharpen Leader Selection.......................................................................................................38
Plan Leader Succession...........................................................................................................40
Implement Leader Development...........................................................................................42
Evaluate the Effectiveness of Leader Development...............................................................44

APPENDIX — BLANK APPLICATIONS................................................................................46

 ASPECT ONE | FOCUSED METHODS
Effective, Efficient, and Inspired

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

Effective Methods of Unit Leader Development

Leaders develop from a combination of new challenges and experiences, new knowl-
edge, and time for reflection. Leader development in the Army is a deliberate, continu-
ous, sequential, and progressive process, grounded in Army values (FM 7-0). The result
is Soldiers and civilians who are competent and confident leaders capable of decisive
action. The operational (unit) assignment is the most effective setting for leader devel-
opment. In leader development surveys, captains and majors ranked leading a unit
along with personal examples and mentoring as the three most effective ways their lead-
ership qualities are developed. The consensus among private sector leader develop-
ment professionals is that a full 70 percent of leader development occurs on the job, 20
percent from other people (leaders, mentors), and 10 percent from training courses.

The organization and content of this handbook provide you with key principles, TTPs,
and applications to implement the most effective methods of leader development.
UNIT LEADER DEVELOPMENT

SET CONDITIONS PROVIDE FEEDBACK INTEGRATE LEARNING CREATE A LEGACY

• First – Set conditions for leader development. Personally model behaviors that encour-
age leader development, create an environment that encourages on-the-job learning,
and get to know the leaders within your command.

• Second – Provide feedback on a leader’s actions. Immediate, short bursts of feedback on

actual leadership actions enhance leader development in operational assignments.

• Third – Integrate Learning. Leverage leaders who are role models in your unit.
Encourage mentoring, training, reflection, and study. Learning from other leaders is
one of the most effective and efficient methods of development.

• Fourth – Create a legacy. Modify job assignments to challenge leaders. Be deliberate

about the selection and succession of leaders. Integrate leader development across
day-to-day unit activities. Evaluate its effectiveness.

2 — ASPECT ONE | FOCUSED METHODS

 TTP
Ask the leaders in your unit to describe their most valuable leader development experi-
ence. Give them a few days to think about it before they respond. Have them briefly write
the experience down or tell it to a group of their peers. Use their experiences to help
prioritize your implementation.

Providing a first, second, third, and fourth priority reflects the fact that unit command-
ers are not always going to be able to implement every section of this handbook. Also,
some methods of leader development provide a commander with more return in per-
formance for less investment of resources.

Application
What are the most effective methods of leader development you have personally expe-
rienced, observed, or implemented in the past? List them here to remind you to make
them a part of your command’s unit leader development.
 Efficient Implementation of Unit Leader Development
As the commander, you are by regulation held accountable for unit leader develop-
ment. To implement it efficiently, however, you need to delegate specific responsibili-
ties to others. Responsibility for leader development cuts across leader and staff roles. If
left unclear, everyone and no one will take responsibility for it. Some examples of roles
and responsibilities for unit leader development:

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

You will also need to clarify leader development roles and responsibilities with your
higher commander, personnel and operations staff, and senior cohort leaders. These
individuals will directly and indirectly impact the efficiency and effectiveness of unit
leader development.

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

4 — ASPECT ONE | FOCUSED METHODS

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

RESPONSE | Unit Leader Development Roles & Responsibilities

Position Roles & Responsibilities

Set the conditions for leader development at the unit echelon.

Each Leader Observe, assess, and provide feedback to subordinate lead-
ers. Train/hold subordinate leaders accountable for their
leader development responsibilities. Identify role models from
who other leaders will learn. Be a mentor. Integrate leader
training, reflection, and study into day-to-day activities.
Evaluate effectiveness of leader development. Take responsi-
bility for own leader development: be self-aware, assess own
actions, and adapt leader actions at own initiative. Create
and implement an Individual Development Plan.

Plan and implement new leader orientation and certifica-

Operations
tion. Designate leader role models for new leader orienta-
tion, certification, and ongoing training responsibilities.

Provide qualified leaders for open leadership positions.

Personnel
Advise commander on leader selection criteria. Manage and
track leader succession.

Senior Cohort Set the conditions for leader development across the cohort.
Leader (CSM/ Work with the commander and operations to implement
1SG/Sr. WO/ leader training that is collectively needed by the cohort.
Sr. Civilian) Establish criteria for cohort role models. Nominate cohort
role models to operations. Evaluate leader training. Advise
commander and personnel staff on the selection, education
and training, and appropriate career path succession of
cohort leaders. Be a mentor.

Convenes Leader Development Council to synchronize leader

XO/COS/Second
development initiatives across command, cohort, and staff
in Command
responsibilities. Develops, implements, and reports on the
effectiveness of unit leader development. Be a mentor.
 Personal Inspiration for Unit Leader Development
The road to effective unit leader development is paved with good intentions. As a
commander you may start out with a plan, but it can quickly be overcome by events.
To maintain the momentum of unit leader development, identify sources of purpose,
motivation, and inspiration to stay on task. For starters, the Army promotes three rea-
sons for leader development:

1. To sustain and improve the imme-

diate performance of your com-
mand. Better leaders translate
into better performing teams and
units, and better units accomplish
their mission. Challenges

Transformation
2. To improve the long- and short-
term performance of the Army. Mission
PURPOSE
Better prepared leaders will be bet-
Unit Army Leader
ter equipped to fulfill the Army’s
leadership needs in the future.
Opportunity
3. For the well-being of the individual
leader. Leader development will
let good leaders know that they are
valued by the Army and fulfill their
desire to expand their capabilities
to meet their personal goals.

Beyond the Army’s purpose statements, it is your personal experiences with leaders
and leader development that provide inspiration:

• An exceptional leader, peer, or subordinate

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

6 — ASPECT ONE | FOCUSED METHODS

Application
Write out your sources of personal inspiration for investing in unit leader development.
Use the notes to communicate them to others and remind yourself of the importance
of unit leader development when events threaten its implementation.
(Blank application on page 47.)
 ASPECT TWO | ENVIRONMENT
Set the Conditions.

One of the most effective and efficient ways to promote leader development through-
out your command is to set the right conditions for it to occur. Experienced command-
ers say there are three key components to creating an environment that promotes
leader development. The most important is that you, the commander, are a role
model for leader development. Next, you
should establish a climate that encourages
Know Your Foster leaders to take risks, grow, and develop on
Leaders Learning
their own initiative. Third, get to know the
leaders within your command as individuals
with unique skills, abilities, backgrounds,
and goals.
CONDITIONS FOR LEADER Setting the conditions for leader develop-
DEVELOPMENT ment is merely performing your job in ways
that signal leaders and Soldiers throughout
your command that leader development is
highly important. It can have a big impact
in return for minimal time and resource
Model Good investment on your part.
Leadership

Model Leadership That Encourages Development

Setting the example or being a role model for leader development is essential. Suc-
cessful commanders identified the following observable leader acts to be what encour-
ages leader development in others. Likewise, a commander who does not demonstrate
these behaviors sends the message that leader development is not valued or important.
What message are you sending throughout your command? Are you a leader:

• With empathy? Do you put yourself in the situations of others; relating to their
challenges?
• Who is composed and confident? Do you speak openly about your leadership mistakes
and lessons learned?
• Who promotes innovation? Can leaders debate with you, exchanging issues and chal-
lenging each others’ perspectives?
• Who communicates? Do you actively listen to what others have to say?
• Who creates a positive environment? Do you enjoy being a leader and does your example
motivate subordinate leaders to aspire to it?

8 — ASPECT TWO | ENVIRONMENT

• Who is constantly developing yourself? Are you observed engaged in learning? Are you
prepared to meet mission challenges as they arise?
• Who knows and develops your subordinate leaders? Do you know their strengths, weak-
nesses, goals, and life activities that extend beyond the workday? Are you willing to
serve as a teacher and mentor?

Successful commanders also noted that when these acts were not modeled by the com-
mander, unit leader development was ineffective.

TTP
Be especially aware of how you react during times of crisis. Leader behavior at that time
is remembered and sends a strong message about what you truly believe and value. Col-
lect your thoughts before making off-the-cuff remarks. Ask yourself what you want less
experienced leaders to learn from your reaction to a crisis. What do you want them to be
like when they face a similar situation?

WHAT AN ARMY LEADER IS

CHARACTER PRESENCE INTELLECTUAL

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

LEADS DEVELOPS ACHIEVES

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

WHAT AN ARMY LEADER DOES

 Application
Use this assessment tool to learn whether your behavior communicates support for
leader development. Ask peers and subordinates to rate you or ask your command ser-
geant major or first sergeant to watch for these behaviors in you for a couple of weeks.
Then ask them to report back on their findings. See FM 6-22 for more information on
these leader attributes and competencies. (Blank application on page 54.)

SELF-ASSESMENT | Evaluate your behavior.

Place an X in the column that represents how The last time I engaged in this was:
often you engage in each behavior. Evaluate Within
Not Within Within Within
your behavior as accurately as you can. Within the the the the
the Past Past Past Past Past
Actions to Set the Example for Development Year Year Quarter Month Week
Develops self and engages in learning
Reinforces guidance given to others through own actions
Does not expect others to do what s/he would not do
Improves abilities to interact interpersonally
Serves as a mentor to others outside the chain of command
Is positive, encouraging, and realistically optimistic
Actions to Develop Leaders
Takes time to get to know and understand subordinates
Inspires people to do their best
Assesses strengths/developmental needs of subordinates
Takes leaders aside and discusses lessons learned/feedback
Reviews job performance with subordinates to assist in
their growth
Makes task and assignment decisions based in part on develop-
mental needs
Encourages subordinates to engage in self-study and training
opportunities
Actions to Create a Learning Environment
Communicates an expectation of continuous learning
Encourages open and candid communications
Engages leaders in critical thinking, challenges them to shift
perspective
Speaks openly of own leadership mistakes and what s/he
learned from them
Accepts that leaders will make mistakes
Fosters team work, cohesion, cooperation, and loyalty
Sets/maintains high expectations for individuals and teams
Encourages innovation and new ways of doing things

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

10 — ASPECT TWO | ENVIRONMENT

Foster a Learning Environment for Development
Your unit’s environment for learning communicates to leaders whether or not develop-
ment is encouraged. Does your unit environment:
• Encourage learning? Do your leaders feel free to ask themselves what went right and wrong
in planning and executing an operation? Is there tolerance for discussing mistakes?
• Promote learning from mistakes? When mistakes are made, do you focus on assigning
blame, or on why the mistakes were made and how to reduce the likelihood of a
reoccurrence?
• Encourage innovation? Are leaders restricted to operating strictly according to stand-
ing operating procedures? Are ideas from leaders dismissed in favor of tried and
true practices?
• Allow for risk taking? Are you willing to accept the ups and downs in unit performance
that come with trying new ideas?
• Encourage effective decisionmaking? Are leaders well informed when they make important
decisions, and do they consider the relevant consequences for Soldiers and the mission?

TTP
Mistakes occur in all units and operating environments. Foster a learning environment by
acknowledging that honest mistakes come with challenging missions. Tell your leaders
about a time you took on a risky, challenging mission. Recount the mistakes you made in try-
ing to accomplish it. Wrap up the discussion with what you learned from the experience.
 Application
Use the Tiger Team Implementation tool to promote learning while generating innovative
solutions to critical problems or opportunities. By rotating different leaders through the
Tiger Team experience, you create agents of innovation and learning throughout your
command. The unit commander’s role is critical to the Tiger Team’s success. You must be
willing to let a free-roaming team work autonomously around stovepiped functions and the
unit chain of command. And you must be comfortable with the risk that comes with imple-
menting Tiger Team recommendations on the spot. If you are, the Tiger Team concept
will encourage a climate of learning, development, and innovation across your command.

TIGER TEAM | Implementation Tool

Action Notes/Guidance

ID problem/opportunity
with critical mission/ IED explosions killing Soldiers and Civilians. AO is not secure.
Soldier impact
Brief chain of command
Bypasses chain of command; direct coordination authority; ID temporary
on Tiger Team authority
replacements for Tiger Team.
and process

Select cross-functional team WO Getty (EOD); SSG Banks (MP); MAJ Johns (CA); CPT Ryan
based on expertise, (ALPHA Cmdr); CPL Wills (IN); WO Shaw (MI); Jim – InterAgency;
innovative thinking, and MSG Blank (SF)
self-motivation
Identify Tiger Team
CPT Ryan (ALFHA), WO Getty (EOD) – meet with them 0800–0900
facilitator(s); clarify their
Cmdr’s hooch.
roles/responsibilities.
Isolate/protect Team from CSM/ISG: Take off of duty rosters for next 40 hours. Allocate S-3 Plans
operational responsibilities facility to Tiger Team next 40 hours.

Provide Team with reach-

back capability/ SIGO: Equip with S-3 Plans; link to CALL; TACSAT; eight (8) laptops
access to knowledge
Authorize direct coordina-
tion with higher/ S-3: Message to higher, lower, adjacent, and supporting units
adjacent experts
Establish quick deadlines 72-hour IPR. Recommendation(s) in 40 hours.
for results
Report directly to com- Presentation initially to me followed by chain of command, higher Cdr.
mander with solution
Facilitate solution Appoint Lead Cdr/Staff for solution implementation. Provide lead with 4
implementation Tiger Team members for an additional 40 hours to initiate implementation.
Schedule AAR after weeks 1 and 2; S-3 facilitates and records. Invite
AAR Tiger Team process
outside experts consulted.

Announce solutions, recognize CDR/XO: At end of week 1 and week 2. Command and staff Meeting;
Tiger Team members and sup- visit each subordinate unit and personally disseminate.
porting personnel. Officially
disband.

12 — ASPECT TWO | ENVIRONMENT

Note: The concept of a Tiger Team is taken from “‘Adapt or Die’: The Imperative for
a Culture of Innovation in the United States Army,” by BG David A. Fastabend and Mr.
Robert H. Simpson. Introduction by General Peter J. Schoomaker, Chief of Staff, Army.
Army, February 2004. (Blank application on page 55.)

Know Your Subordinate Leaders

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

TTP
There are boundaries to what you ought to know about the personal lives of the leaders in
your command. Everyone has a private side to their lives that they would rather not share or
have made public knowledge. To avoid crossing this line, do not ask direct questions about
an individual’s personal life. Merely interact with your leaders in varied on- and off-duty situ-
ations. You will get to know them, and just as important, they will get to know you!
 Application
Use the Getting To Know tool to write down key information on each subordinate leader.
For leaders with a number of blank entries, take action to get to know them better.

Getting to Know: 2LT Tenhoff, (PL-3rd platoon)

Name of Subordinate

Use this note card to begin to get to know the subordinate leaders in your command.
Use the blank space to take notes on items as you learn them. The notes will serve as
convenient reminders. For items you do not know, consider learning them to better
get to know this leader.

Professional goals and priorities:

Lead his platoon through a deployment. Learn how to deploy sniper teams. Wants to be a
recon platoon leader.

Key challenges in current assignment:

Preparing Soldiers for deployment; inexperienced squad leaders.

Personal leadership strengths and development needs:

Strength – leads others; Need – develop others.

14 — ASPECT TWO | ENVIRONMENT

Satisfaction with work and the Army profession:

Somewhat frustrated with inexperienced subordinates.

Relationship with peers and subordinates:

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

Feelings about boss and our work relationship:

Reluctant to admit mistakes and ask for help.

Previous assignments and career experiences:

None

Important family members:

Not married; close to parents and grandparents

Housing location and transportation to work:

Recently purchased house off-post; rides motorcycle to company area.

Unique skills (beyond military):

Need to find out

Main interests outside of work:

Big football fan; working on his Harley.

Personal stressors:
Has high performance expectations but subordinates not there yet. Worries too much about
competing for recon plt job.
 ASPECT THREE | ENHANCE
Provide feedback to subordinate leaders.

Your ability to provide feedback to your subordinate leaders will significantly contrib-
ute to their development. It will enhance and accelerate learning from the day-to-day
work experience—the most valued and effective environment for leader development.
Timely, accurate feedback should also translate into better leader performance, which
will in turn have an impact on unit performance and mission success. Providing accu-
rate feedback starts with planned observation and accurate assessment.

Planned Observation
The first step to having a legitimate role in your subordinates’ leader development is to
observe them. To make the most productive use of your time, plan to:
• See them challenged by a developmental need
• See them excel by applying a personal strength
• Observe their actions during critical times of unit performance
• See them reach their limits of strength and endurance
• Observe decisionmaking
• Observe their impact on subordinate leaders and Soldiers
• See them relaxed and available for conversation

TTP
Do not draw a lasting impression of a leader from a single observation. It usually takes
multiple observations before a pattern of behavior emerges. Take time to gather informa-
tion from others who are observing the same leader, as different people pay attention to
different aspects of leadership.

16 — ASPECT THREE | ENHANCE

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

Daily Leader Observation Planner

DATE | 13 October

Observation
Name of Leader Situation to Observe
Window

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

(Blank application on page 59.)

 Accurate Observation and Assessment
Next, employ an accurate way of taking leader observations and assessing them across
your command. Effective commanders are constantly out observing training, participat-
ing in operations, and interacting with subordinate leaders and their units. Use the SOAR
card (section application) to capture your observations and assessment. It is a quick,
accurate, and complete way to take notes that makes for an effective feedback session.

• Situation/Conditions of the observation and assessment

• Observation of the leader behavior and its impact on the mission and/or Soldiers
• Associate the behavior with the Army Core Leader Competency Model (see FM 6 -22);
Assess level of proficiency
• Reinforce the behavior through praise or correction; Recommended action agreed
upon to sustain or improve leader performance

TTP
Ask the observed leader for a self-assessment before providing your views. Do this by first
recounting back to the leader the first two parts of SOAR (Situation and Observation). Then
ask the leader to provide an assessment and recommendation. This TTP reinforces three
important leader development principles:

1) Leader self-assessment and self-awareness

2) Individual leader responsibility for leader development
3) Leader ownership of the recommendation

18 — ASPECT THREE | ENHANCE

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

Daily Leader Observation Planner

Situation: Describe the situation/conditions of the assessment

2LT Tenhoff leads night convoy opns. LT supervises 4 NCOs and 18 enlisted Sol-
diers; 5 vehicles.

Observation: Describe behavior and Associate & Assess: Identify FM 6-22 com-
impact on mission and/or Soldiers. petency (see page 19); assess proficiency.
Well liked by fellow junior officers; needs Communicates—strength;
to build trusting relationships with NCOs Leads by Example—development need
and junior enlisted. Gets Results—development need

Reinforce & Recommend: Note appropriate feedback, praise, or correction. Recommended

action to sustain/improve leader behavior.
Reiterate strength as ensuring shared understanding.AAR the missed-turn incident. Recom-
mend shadow of other convoy operations. Recommend AAR with NCOs to work better with
them; learn when to ask for help.

(Blank application on page 59.)

 Leadership Assessment
The Army possesses a number of tools and measures for unit readiness and perfor-
mance. Quarterly training briefs are full of these metrics, and leaders generally receive
continual feedback on their units’ performance. This type of performance assessment
and feedback, however, does not provide leaders with an assessment of their leadership
behaviors. Leadership assessment:

• Speaks to the leader behaviors that contributed to the unit’s performance

• Is part perception and reality, with reality best confirmed by multiple sources
• Is accomplished through two-way communication between leader and led
• Has a common language defined by the doctrinal language of FM 6-22, Army
Leadership

TTP
Often you will not directly observe the leadership behavior of a subordinate leader, but
will observe or receive a report of unit performance. Leader assessment in this situation
requires you to communicate the performance indicator to the subordinate leader. Then,
together, move the discussion to the causes of the unit performance. Ask the question,
“What part did your leadership play in the performance of the unit?”

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

Group Discussion of Leader Competency Model

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

20 — ASPECT THREE | ENHANCE

Army Core Leader Competency Model (FM 6-22)
(Blank application on page 59.)

Leads Others Leads by Example

• Provide purpose, motivation, inspiration • Display character
• Enforce standards • Lead with confidence in adverse conditions
• Balance mission and welfare of Soldiers • Demonstrate competence

Extends Influence Beyond the Leads by Example

Chain of Command • Display character
• Build trust outside lines of authority • Lead with confidence in adverse conditions
• Understand sphere, means, and limits of • Demonstrate competence
influence
• Negotiate, build consensus, resolve conflict

LEADS
Creates a Positive
Environment
• Set the conditions for positive climate
• Build teamwork and cohesion
• Encourage initiative
• Demonstrate care for people
CORE LEADER Prepares Self
COMPETENCIES • Be prepared for expected and unexpected
DEVE
ES

challenges
• Expand knowledge
EV

• Maintain self-awareness
LO
HI

Develops Leaders
PS
AC • Assess developmental needs, Develop on
the job.
• Support professional and personal growth
• Help people learn
• Counsel, coach, and mentor
Get Results • Build team skills and processes
• Provide direction, guidance, and
priorities
• Develop and execute plans
• Accomplish tasks consistently

Discussion Questions
Choose a competency and discuss the listed behaviors that support it. Describe a situa-
tion in which you or someone you observed demonstrated this competency well.

• What actions did they take?

• What was the outcome?
• Why do you consider this a good demonstration of the competency?

Describe a situation in which you or someone you observed did not demonstrate this
competency well, but could have.

• What actions did they take?

• What was the outcome?
• What actions would have been more effective?
 Feedback and Counseling
When experienced commanders were asked to reflect back on their own leader devel-
opment, they placed high importance on day-to-day, two-way communication with their
commander. As a result, they encourage serving commanders to do the same with their
subordinates. Today’s junior leaders also desire constructive feedback more frequently
than junior leaders in the past. This means you will be less effective if you wait until
there is time for a sit-down counseling session to provide feedback. To impact leaders,
provide feedback as soon as possible after a leader behavior is observed by using the
SOAR tool.

Day-to-day feedback also makes sitting down with subordinate leaders for develop-
mental counseling much easier, as you and the subordinate leader will agree on the
assessment of his or her strengths and developmental needs. Still, many leaders find it
difficult to sit down with a subordinate leader and engage in developmental counsel-
ing. Appendix B, Counseling, FM 6-22 provides extensive guidelines on counseling.
Courseware that covers Developmental Counseling is available from the Combined
Arms Center website http://usacac.army.mil/CAC2/.

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

• Team and unit performance will not be optimal.

• Others pick up the slack and grow to resent it; leave the unit.
• Leaders exert a great deal of energy with nothing to show for it.
• Leaders continue on a career path for which they are ill-suited.
• The developmental need continues and someone else has to deal with it.
• Soldiers are killed; missions fail.

Application
Day-to-day feedback is important to ensure improved leader and unit performance. Use
the following “how to” example to guide your delivery of feedback.

How to Give Feedback in 60 Seconds or Less

Situation: Commander walks in on a patrol debriefing that one of his company com-
manders is conducting. There is a break in the debriefing. Commander approaches
CPT Phillips outside the debriefing room.

Commander provides brief description of the situation: “Captain Phillips, I was in the back of
the room a minute ago while you were debriefing 1st platoon. Let’s talk for a minute.”

Commander describes the leader behavior observed: “When I came in, Sergeant Jones was
describing the suspects he had detained. His descriptions were very general. Yet when
I looked over at you, you remained silent, kept looking at your watch, and scribbling
notes in a notebook. Am I correct in what I saw?”

22 — ASPECT THREE | ENHANCE

Answer by CPT Phillips: “Yes sir, you’re right. I have an operations order with another
patrol in 30 minutes. I was writing up my notes for that order instead of listening to
Sergeant Jones.”

Reply by Commander: “Jim, that kind of behavior is not the standard expected of the
senior leader conducting a patrol debriefing. As the senior debriefer, you need to
demonstrate active listening. If we don’t hear what these young sergeants are telling us,
we lose out on valuable intelligence. What should you be doing while Sergeant Jones
is talking?”

Answer by CPT Phillips: “Sir, I should put my notebook down and pay attention to what
Sergeant Jones is saying.”

Reply by Commander: “That’s a good start. Also, ask a few questions to confirm what
Sergeant Jones is saying and probe for more details. He said the suspects were not from
the local area. You should have picked up on that. From the excitement in Sergeant
Jones’s voice, I think he knows the suspects are up to something, but he wasn’t sure
just what.”

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

SOAR: Multi-Purpose
Counseling Tool DA 67-9-1 OER
Support Form
DA 2166-8-1 NCOER
Support Form
DA 4856
Counseling
Form
 ASPECT FOUR | INTEGRATE LEARNING
Integrate learning into leaders’ day-to-day activities.

The previous two sections of this handbook helped you set the conditions for leader devel-
opment and systematically observe, assess, and provide feedback to leaders in your com-
mand. This section focuses on ways to integrate learning into leaders’ day-to-day activities.
Because leaders vary in their skill and experience level, an effective and efficient way for
them to learn is directly from those who are the standard setters (or role models) within
your command. Leaders also learn through mentoring, training, reflection, and study.
Each of these learning methods can be integrated alongside unit collective training.

To begin this section, we start with the overarching principles of learning required for
leaders to actually learn from the methods described in this section.

Apply Learning Principles

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

• Stimulate intellect:
+ With a setting conducive to learning
 Skill
(temperature, tempo) Retention
+ With the right learning media (e.g., role-
 Stimulate Provide
Intellect Experience
playing, discussion, simulation) Maximum
+ By challenging current capabilities
 Learning &
Performance
• Shape motivation:
+
With learning that will have an impact Learner Learning
on leader/unit performance Engagement Transfer
+ By integrating learner experiences

into the learning Shape
+ By expecting learners to draw on an inner
Motivation
drive to learn
• Provide experience:
+ With repetition and practice across varying conditions

+ Through interaction with role models and mentors

+ From feedback and reflection

+ By studying other leaders

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

24 — ASPECT FOUR | INTEGRATE LEARNING

The result will be maximum learning and performance with learners who are actively
engaged in learning, quickly retain and recall information, and readily transfer learn-
ing to novel situations.
Application
Use this questionnaire to plan, conduct, and evaluate unit leader learning interventions.
Provide your suggested improvements to the lead trainer or training operations.

Learning Principles Questionnaire

SUBJECT | IED detection DTG 23 AUG 1400

Assessment/How to
Stimulate Intellect
improve learning
Is the tempo of learning maintaining learner attention? Shorten lecture
Are the physical conditions (temperature, lighting) sufficient to maintain Train in shade
learner attention?
Are the learning media (role play, rehearse/practice, simulation, discussion, Add discussion
lecture) appropriate for the task to be learned?
Do the content and standard for learning challenge/stretch learners beyond Yes—o.k.
their current level of skill and experience?

Shape Motivation

Is the learning highly relevant/will it have an impact on unit performance? Yes—needed topic
On improving leaders for the larger Army?
Are the experiences of leaders at the learning objective drawn upon? No—why not?
Are leaders encouraged to bring up their experiences during the learning?
Are these experiences integrated into the learning? No—discuss experiences
Do leaders look forward to learning opportunities? Yes
In spite of challenges/limitations, do leaders seek to make the best of a
learning opportunity? Yes
Are leaders dissatisfied with their present level of learning and always Yes
looking to improve and learn?

Provide Experience

Does learning include sufficient repetition and practice? Increase repetition

Are the conditions/situations of practice varied? Var y conditions
Do the learning conditions replicate on-the-job conditions? Need more variety
Are experts at the task (role models, mentors) employed to enhance learning? Use experienced leaders
to assist
Do leaders learn from feedback and reflection? Yes
Does the learning draw on the study of previous leaders/historical examples? Incl. CPT Jones experience
Does the learning include a test of the leader’s level of learning? Yes
Does the test employed fully and accurately assess leader learning? Var y conditions of test

(Blank application on page 59.)

Leverage Leader Role Models Within Your Unit
Role models are those leaders who are the standard setters in your command. Their exam-
ple of leadership is what you want other leaders to aspire to and replicate. A leader may
also be a role model in terms of attribute or competency. For example, a leader within your
command may be especially talented in an area of tactical domain knowledge.

Leveraging role models for leader development is an efficient use of time and resources.
They are an ever-present resource right within your command. Start out by identifying role
models for each key position (company commander, platoon sergeant). You may also want
to identify role models possessing special skills that other leaders need to master. Resource
your role models with a strong “second in charge” to free them up for the added responsi-
bilities you are giving them. Create opportunities for less experienced leaders to interact
with unit role models. For example, assign:

• A role model to new leaders for their reception and integration

• A role model to coach a leader in a skill for which s/he has special expertise
• Role models to run unit leader certification
• An inexperienced leader to shadow a role model for a period of time

26 — ASPECT FOUR | INTEGRATE LEARNING

 TTP
The 5-Minute Job Shadow
Pull a subordinate leader into your office and share a part of your work that will make them a
better leader. To make the most of the experience:
• Communicate the situation, decision, or issue
• Convey the importance of acting appropriately or making the right decision
• Describe possible consequences, second- and third-order effects
• Discuss your decision/actions and reasoning behind them

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

LEAVERAGE ROLE MODEL | Squad Leaders (SL)

Name Ways to Leverage RM Support to Provide RM

SSG Ways Certify new SL on combat patrols Take off of duty roster

SSG Rogers Have incoming SL shadow him Extend his Sqd’s precombat check time to
during pre-combat checks allow for learning

Provide welcome briefing to all new

SSG Ricks SL – communicate performance List on NCOER as additional duty
expectations

(Blank application on page 59.)

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

Foster mentorship by:

• Educating the role models within your command on the responsibilities of a mentor
• Educating the less experienced leaders on their responsibilities toward a mentor
• Being a mentor, and participating in role model mentoring
• Inviting more experienced leaders to visit your unit and share their experiences
• Encouraging learning from Web-based sources

TTP
More senior, experienced leaders will visit your unit from time to time. Work in time for them
to meet with a group of less experienced leaders. Provide some structure to this group men-
toring experience by having the less experienced leaders generate questions in advance. Com-
municate your intent to the more experienced leaders and provide them with the questions.

Application
Use the “Be a Mentor” checklist to encourage the formation of mentoring relationships.

28 — ASPECT FOUR | INTEGRATE LEARNING

 BE A MENTOR

Key Roles and Responsibilities

Candid feedback about perceived strengths and developmental needs

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

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

Potential Mentees

Name Current Position

Rob Williams Plt Ldr
Steve Stanford A Co XO
Melissa Jennings S-2

Note: Circle the individuals you end up mentoring

Planned Action for Becoming a Mentor / Maintaining Mentoring Relationship

Identify own experience areas

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

(Blank application on page 64.)

 Training/Professional Development
Officer and NCO professional development (OPD/NCOPD) is the bringing together
of a command’s leaders for a specific developmental purpose. Leaders responding to
Army-wide surveys repeatedly report that training and professional development for
officers and NCOs are inconsistently applied. One reason is that an effective OPD/
NCOPD program means different things to different leaders. Five common applica-
tions of OPD/NCOPD include:

1. Mission-essential leader task training when a common need exists across the command
2. Orientation/education sessions required by the Army (e.g., Equal Opportunity, Safety)
3. Cohesion-building activities that foster esprit de corps (e.g., a dining in; sports)
4. Opportunities for the commander/CSM to personally emphasize key guidance
to all leaders
5. Education sessions on leader career path topics (assignments, schooling, promotions)

All of these applications fulfill the training and development needs of the leaders
within your command. To implement OPD/NCOPD effectively, invoke the following
guidelines:

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

TTP
To provide leaders with an in-depth perspective on a mission-essential task for your command
(e.g., security patrol, convoy operations), lead the task yourself and have your subordinate
leaders perform the roles of Soldiers. You and they will be much more effective at supervising
it, having practiced executing the task at the Soldier level yourselves.

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

30 — ASPECT FOUR | INTEGRATE LEARNING

Purpose and Method for Training and Professional Development

Application Purpose Method

Leader Mission Increase IED Detection OPD

Essential Task Reporting Procedures Update SOP
List Training

Mandatory EEO Unit Training

Army Training Risk Assessment Bn Level OPD
Requirements

Build Leader NCO & Officer Cohesion Softball Game

Cohesion/Esprit Esprit De Corps Dining Out
De Corps

Issue Command Accidental Discharge NCOPD

Guidance Mid-Tour Leave Policy Memo

Leader Changes to NCOES OPD & NCOPD

Career Path NCO Promotion Board Existing SOP
Education

(Blank application on page 65.)

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

• Keeps leaders from repeating the same mistakes

• Takes into consideration second-order effects in future decisionmaking
• Helps leaders to link their actions with the resulting impact on unit performance

TTP
Leaders are often the busiest people in the unit; their working environment can be chaotic
and filled with noise and activity. See to it that there are times and places for leaders to go
to contemplate and reflect in relative quiet, such as a room or quiet place within your area
of operation.
 Application
Use the guidelines for the Personal After Action Review (AAR) and Reflective Journal-
ing to implement and encourage reflection in your command.

Personal AAR
A personal AAR is an in-depth self-assessment of how leadership contributes to task
and unit performance. Leaders should conduct their own personal AARs after a task is
complete, or even while it is playing out, by asking themselves:
1. What happened and what were the consequences?
2. How were my leader actions supposed to influence the situation?
3. What were the direct results/consequences of my leader actions?
4. How did my actions benefit/hinder unit mission accomplishment?
5. How should I change my leader actions for better results next time?
6. What did I learn?

A good time to encourage personal AARs is following the unit AAR process. The unit
AAR will clarify for the leader “what happened” and accurately assess mission accom-
plishment. Commanders can reinforce personal AARs by:

• Walking less experienced leaders through the personal AAR

• Asking leaders what they learned from their personal AARs
• Telling subordinate leaders the outcome of their personal AARs

Reflective Journaling
A journal may be used to track and record the occurrence, actions, and outcomes of
various situations. Reflective journaling goes beyond a personal AAR to include peri-
odic entries on self-awareness of personal strengths, weaknesses, values, feelings and
perceptions, and questions and ideas about leadership situations. A leader may track
his/her successes and lessons learned by documenting specific tasks that were led, what
actions were taken, the outcome of those actions, and what was learned. The journal
may then be used as a reference for leaders as they pass along lessons learned to others.
Key leader references may also be recorded in the journal.

Sample reflective journaling questions include:

1. What is the best thing that happened today/this week?

2. What is the most difficult/satisfying part of my work? Why?
3. What do I think is my most valuable/valued contribution?
4. What compliments/criticisms have I received lately? What did I learn from them?
5. What did I learn as a result of a recent disappointment or failure?
6. How do recent experiences connect to my long-term goals?
7. What risks have I taken (or avoided taking) lately?

32 — ASPECT FOUR | INTEGRATE LEARNING

Individual leaders should decide whether to share their journal’s content with their
immediate leader or others. Commanders can reinforce reflective journaling by:

• Carrying a journal and being seen writing

• Citing lessons learned while referring to journal entries
• Providing time for a leader to reflect and write down his/her lessons learned
• Providing leaders with a journal and a personal note encouraging them to use it
• Asking leaders to write or recount a story of a key leader challenge and use the stories
to pass on lessons learned to less experienced leaders
 Study
Leader development in your command should require each leader to seek out sources
of knowledge and opportunities to grow and learn at his/her own initiative. If your per-
sonal involvement and unit resources were always prerequisites for leader develop-
ment, it would be a limited effort indeed. Set an expectation that leaders are to spend
time to grow and learn on their own. Leaders within your command should be the
originators of unique ways of studying their chosen profession and identifying ways to
improve the unit.

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

34 — ASPECT FOUR | INTEGRATE LEARNING

 Application
A command reading program is one way to foster self-study. Yet recent survey results
indicate commanders must make the reading relevant, provide a purpose, and follow
up. Use the following study tool to relate readings specifically to leadership and leader
development. The study tool format can be used to present a short lesson on leadership
to other members of the command.

Book/Article/Reference We were Soldiers Once and Young

Name of Leader LTC Hal Moore

Position Battalion Commander

Describe the leader’s Vietnam. Helicoptered Battalion into LZ X-Ray. Attacked by overwhelming number of
environment/ North Vietnam Regulars. Cut off from reinforcements. Formed perimeter defense of the LZ.
situation.

Who was the leader 1/7th Cav Battalion. Officers, NCOs, Soldiers of his battalion. Well trained but this was
leading? their first encounter with NV Regulars.

How did the leader

attempt to influence Warrior Ethos – never quit; never give up; personal stamina. Tactical – kept enemy off
the situation/ balance with counterattacks and shifting of forces; maintained integrity of LZ to permit
people? (Use FM resupply and evac of wounded. Lead by example–took personal risk to circulate among the
6-22 Leadership front lines. Personally engaged enemy.
Requirements Model
language)

What were the posi- The rest of his unit followed his example; persisted; maintained LZ in spite of overwhelm-
tive and negative ing odds. Destroyed numerous enemy. 1/7 Cav eventually extracted from LZ.
outcomes?

What were the

leader’s strengths
and development Strengths – Warrior Ethos; Tactical Expertise; Innovative.
needs?

What lessons from

this leader’s experi- Train hard and realistically. Lead the way when there is uncertainty and high risk. Be
ence can we apply smart—use innovative tactics.
immediately and/or
down the road?

(Blank application on page 66.)

 ASPECT FIVE | INVESTMENT
Create a Legacy.

Whom you select for key positions of leadership and how you shape the responsibilities
of those jobs will have implications for leader development far beyond your time in
command. Your integration of leader development efforts into a cohesive, integrated
plan will establish operating norms that last well after your departure. Taking leader
development to this level requires an investment on your part, but will leave a lasting
legacy of trained and ready leaders for the Army of tomorrow.

Create Challenging Job Experiences

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

• The full potential of the leader will be realized and applied to unit performance.
• I nexperienced leaders will not be put in jobs where the demands all but
guarantee failure.
• Ill-equipped leaders will be supported, sustaining unit performance.
• The challenges will propel leaders to accomplish more than they thought possible,
building confidence.

Some missions or circumstances may not offer key developmental opportunities. You
may need to shape job responsibilities to allow a leader to enhance his/her leader-
ship skills. Be sure to take into consideration unit mission demands before changing
a leader’s job requirements.

Be deliberate about who within your command is placed in special missions and assign-
ments. Experienced leaders implicitly know the defining tasks for a leader early in an
assignment. Be deliberate about identifying these tasks and ensuring each leader gains
experience in them. You may also be forced to assign leaders to jobs for which they do
not have the requisite skills and experience. Here, too, you should consider modifying
the job and/or providing support.

Do not assume that each leader develops within the same timeframe. Be willing to adjust
the amount of time each leader stays in a position while weighing the impact on:
• Unit performance
• Stability of the leadership team
• Adjacent-unit, higher, and Army leadership needs
• The leader’s well-being and personal growth

Bring your supporting Human Resources Command (HRC) staff into these discussions
as your decisions have implications beyond your command.

36 — ASPECT FIVE | INVESTMENT

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

Application
Use the Assignment Demands Assessment tool to assess the readiness of a leader for key
job demands. Use this tool to add job demands for purposes of leader development.
If the leader has no experience in the demand, identify the support s/he will need to
maintain unit performance.
Name of Leader: 1LT Roberts

Job Assignment: Maintenance Officer

ASSIGNMENT DEMANDS ASSESSMENT

Demand Leader Support Leader Needs to
Assignment Demands Part of Ready for Succeed
this Job this Demand
Turn around: Unit/team has suffered a set- CSM/Mtr Sgt
back and is performing poorly. Yes Yes re-establish standards
High Performance culture: Expectations of
leaders are high. No
Innovation: Highly skilled team responsible No
for new ideas.
Task Force/Matrix: Leaders must influence
people over whom they have no authority. Yes ? XO coaches on ‘how to’

Cross-Cultural Situation: Differing cultures

must be influenced to achieve mission success. No
Staff Assignment – Direct: Executes systems, Yes Ability—yes; Shadow Best Maint
procedures, and policies in support of unit. exp.—no officer in Division
Staff Assignment – Operational/Strategic:
Designs and executes systems, procedures, No
and policies.
Confront Poor Performance: Need to improve Yes No XO coaches on ‘how to’
or replace subordinates.

Achieve Results: Definable, demanding perfor- Yes ? WO teaches mainte-

mance measures. nance indicators
Additional Assignment Demands: Certify in inspection
Yes Some experience procedures
Technical Experience
Adapted from: McCall, M.W. Jr., M.M. Lombardo, A.M. Morrison. The Lessons of Experience: How Successful Executives
Develop on the Job. New York: The Free Press, 1988.
 Sharpen Leader Selection
Foster an attitude within your unit that leadership positions are not necessarily auto-
matic appointments—that it is a privilege to serve in a leadership position and not
an entitlement. To do so, work with your supporting HRC staff, higher, adjacent, and
subordinate commanders to create a pool of qualified applicants.

Next, complete a systematic review of their qualifications. The more essential the lead-
ership position, the more thorough the selection process should be. Start by identifying
criteria for the job and use the least time-intensive screening methods first. Each step in
the screening/selection process should narrow the field of acceptable candidates:
• Conduct a career file review —identify prerequisite experiences and training; review
files and rate candidates against career indicators.
• Obtain references/recommendations on the leader from trusted sources.
• Conduct structured interviews with the other candidates for the position; structure
the interviews to assess values, attributes, and how the leader would respond to vari-
ous key situations.
• Sample actual job capabilities by having the final candidates conduct a task that dem-
onstrates their qualifications for the job (e.g., lead a patrol, lead a convoy).

If creating a pool of qualified candidates is not possible, revert to the Assignment

Demands Assessment tool in the previous section to modify the job or provide support
to available candidates.

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

Application
Use the Leadership Selection Guidance tool to identify the key qualifications for select-
ing leaders for key positions within your command.

Leadership Selection Guidance

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

38 — ASPECT FIVE | INVESTMENT

 Leader Requirements (write in guidance as to what is important
for this leadership position)
Requirements Model Attributes (refer to FM 6-22)
Leader of Character:
Leader of Presence: Display of Confidence is essential

Leader with Intellectual Capacity: Interpersonal tact under stress

Leadership Requirements Model Core Competencies

Leads: Builds trust outside lines of authority

Develops:
Achieves: Provide direction, guidance, priorities

Previous Leadership Experience/Training/Education (from Officer

Record Brief ORB/DA Form 2-1)
Work Experience: PLT Ldr
Training/Certifications:
Education:

Performance Assessment & Reference Check

Previous OER/NCOER performance needed for success in this position:

Previous Supervisor Recommendation: obtain from CPT Zak

Previous Senior Rater Recommendation: obtain from LTC Smith

Sample Job Capabilities

Task to assess: Proficiency level needed:

FOR KEY LEADERSHIP POSITIONS, CONDUCT DELIBERATE SELECTION.

Forcast Identify Use selection Select

potential key leader Build a pool of tools to screen approved
position characteristics candidates out applicants candidates
openings
 Plan Leader Succession
Plan the systematic replacement of leaders within your unit so that trained and quali-
fied leaders are ready to assume vacancies, proven leaders move on to positions of
greater responsibility, and marginal leaders are given opportunities to improve where
high performance is not critical.

Understanding the Army’s projected career paths and timing for leader branches and
specialties within your command is an important factor in succession planning. Moving
leaders into and out of positions should be a factor of:

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

Work with your HRC to accurately predict leader gains and losses to the unit. Be sure to:

• Account for leader needs for career and job-specific training prior to job assumption.
• Assess leaders during their initial assignments to drive subsequent job assignments.
• Leverage leader vacancies that are due to schooling, special assignment, or leave as
leader development opportunities; assign less experienced leaders temporarily to the
vacancies.

TTP
Identify the key leadership positions in your command for which you should conduct and man-
age succession planning. Chart the timing and sequencing of leaders into and out of leader-
ship positions in your unit. Account for prerequisite schooling and plan primary and alternate
candidates for each position.

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

40 — ASPECT FIVE | INVESTMENT

Individual Plan for Leader Advancement
Name: CPT Rollins Date: Dec 10
Current Position: Assistant S-3

Key Roles/Responsibilities
Responsibilities of this level/position (P=Proficient; A=Adequate; D=Development Area)
Plan Training P
Delegate D
Write Operations Order A

Leader with Intellectual Capacity: Interpersonal tact under stress

Plan/Actions to Address Development Areas:

Plan and Execute Unit Rehearsals
Plan and Execute Air Assault Operation

Next or Potential Position: Company commander

Additional (New) Responsibilities

Responsibilities added at this level (P=Proficient; A=Adequate; D=Development Area)
Lead by Example—Tactical skills D
Lead Others—Balance mission and Welfare of Soldiers D

Plan/Actions to Prepare Leader for This Position:

Send on Observer Controller Tasking
Assign Role Model—B Company Cdr
Shadow B Co Cdr during Tactical Operations
Shadow CSM when checking on Soldiers
(Blank application on page 71.)
 Implement Leader Development
The ideas, TTPs, and applications provided in this handbook enable you to immediately
implement unit leader development in your command:
• S etting the conditionsfor leader development is done by being the example, fostering
a positive climate, and getting to know your subordinate leaders.
• Providing feedbackderived from careful observation and assessment of your subordi-
nate leaders significantly contributes to their development.
• Integrating learningto maximize performance in leader development is done by stimu-
lating intellect, shaping motivation, and providing experience.
• Creating a legacy requires creating challenging job assignments and selecting and
assigning the right leaders to positions.

Additional considerations important to implementing leader development in your com-

mand include:

• Identifying where, within the training and HRC processes of your command, you can
implement the methods for leader development described in this handbook
• Training and educating your subordinate leaders in the methods of this handbook—
you need them to implement leader development with their subordinate leaders as well

TTP
Unit leader development will not primarily consist of separate activities that are listed on your
training schedule as OPD or NCOPD. Rather, you and your subordinate leaders will be adjust-
ing your day-to-day activities to:
• Provide observation, assessment, and feedback
• Leverage role models
• Foster mentorship
• Integrate reflection and study
• Create demanding job assignments
• Deliberately select leaders
• Plan the succession of leaders
• On occasion, identify the purpose and method by which you will implement the five applica-
tions of an OPD/NCOPD program

42 — ASPECT FIVE | INVESTMENT

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

Leader Development Action Pan

SET THE CONDITIONS

Key Elements of LDAP Phases of LDAP Commander’s Handbook Methods

Record review Sharpen leader selection

Purpose, opportunity, roles & responsibilities,

Initial interview
create challenging jobs

In-process / introduction Reception & Know your subordinate leaders

Integration

Unit certification program Leverage role models, train

Identify strengths & weaknesses Systematic observation and assessment, feed-

back and counseling

Complete unit certification Reflect, study, leverage role models, train

Leadership assessment, systematic observa-

Meet duty standards
tion and assessment

Establish relationships Basic Leverage role models; foster mentoring

Competency
Prioritize training needs Training Systematic observation and assessment, create
challenging job experiences, train

Identify additional skills Plan leader succession

Draft developmental needs Feedback and counseling

Develop sustainment plan Reflect, study, leverage role models, train

Leader Leadership assessment, systematic observa-

Develop training plan
Development & tion and assessment
Training
Plan for future development Sustainment Leverage role models; foster mentoring

Create self-development program Systematic observation and assessment, create

challenging job experiences, train

Evaluate Leader Development

 Evaluate the Effectiveness of Leader Development
Developing a set of formal and informal indicators that accurately assess the “health” of unit
leader development in your command is essential.

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

Formal Periodic Metrics

• More than one highly qualified candidate for each key leader position.
• Surveys of subordinates indicate they would follow their leader into combat.
• Unit performance is high.
• Leaders in a position to leave the Army while under your command choose to stay.
• Command climate surveys indicate good morale and climate.

TTP
Add leader development indicators to the unit quarterly training brief. Have subordinate units
track and report on indicators of the “health” of leader development similar to other key unit
systems (e.g., training, maintenance, budget). Refine the measures to those that most accu-
rately indicate the ”health” of unit leader development.

44 — ASPECT FIVE | INVESTMENT

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

COMMAND UNIT LEADER DEVELOPMENT SCORECARD

Indicators of the Health of Unit Status Action Needed
(Green, Amber,
Leader Development or Red)

A subordinate leader shared a challenge they are

experiencing with you Red Share a personal challenge with them

Leader(s) expressed interest in joining your unit Green Follow up with HRC
Leader(s) expressed a desire to stay in your unit Amber 1 – yes; 1 – no; talk w/Chain of Cmd
Other units requested a leader from your unit Green Co Cdr selected - General’s Aide
Unsolicited Soldier comments about their leaders Amber Talk with CSM about unit ldrs
A new idea/innovation was implemented in Red Execute an Action Learning Sequence
your command

All key leader positions are filled/occupied Amber Review succession plan for 1stSgts
Multiple qualified candidates competed for last Amber Talk w/CSM to increase PSG candidates
leadership position vacancy

Last leader with option to leave the Army was Amber Interview CPTs on career intentions
retained

Unit leader changes have little or no detrimental

effect on unit performance
Green Sustain job shadow

Initial performance of new leaders is high Green Sustain role models running certification
Overall unit performance is high; no sub-unit is a
consistent low performer Amber Increase unit visits to HHC

Leaders and their units demonstrate lessons

learned; few repeat mistakes Green Sustain personal AARs

Notes:
• �An amber or red indicator rating suggests that you further investigate the indicator. The cause of the indicator may or may
not be related to unit leader development.
• �Be careful not to react to just one occurrence of the indicator. Look for trends over time and those indicators that occur
frequently.

(Blank application on page 73.)

BLANK
APPLICATIONS
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Application
What are the most effective methods of leader development you have personally expe-
rienced, observed, or implemented in the past? List them here to remind you to make
them a part of your command’s unit leader development.
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Unit Leader Development Roles and Responsibilities

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

Position Roles & Responsibilities

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Application
Write out your sources of personal inspiration for investing in unit leader development.
Use the notes to communicate them to others and remind yourself of the importance
of unit leader development when events threaten its implementation.
 Filled in by: Date:

Leadership That Encourages Development

Use this assessment tool to learn whether your behavior communicates support for
leader development. Ask peers and subordinates to rate you or ask your command ser-
geant major or first sergeant to watch for these behaviors in you for a couple of weeks.
Then ask them to report back on their findings. See FM 6-22 for more information on
these leader attributes and competencies.

SELF-ASSESMENT | Evaluate your behavior.

Place an X in the column that represents how The last time I engaged in this was:
often you engage in each behavior. Evaluate Within
Not Within Within Within
your behavior as accurately as you can. Within the the the the
the Past Past Past Past Past
Actions to Set the Example for Development Year Year Quarter Month Week
Develops self and engages in learning
Reinforces guidance given to others through own actions
Does not expect others to do what s/he would not do
Improves abilities to interact interpersonally
Serves as a mentor to others outside the chain of command
Is positive, encouraging, and realistically optimistic
Actions to Develop Leaders
Takes time to get to know and understand subordinates
Inspires people to do their best
Assesses strengths/developmental needs of subordinates
Takes leaders aside and discusses lessons learned/feedback
Reviews job performance with subordinates to assist in
their growth
Makes task and assignment decisions based in part on develop-
mental needs
Encourages subordinates to engage in self-study and training
opportunities
Actions to Create a Learning Environment
Communicates an expectation of continuous learning
Encourages open and candid communications
Engages leaders in critical thinking, challenges them to shift
perspective
Speaks openly of own leadership mistakes and what s/he
learned from them
Accepts that leaders will make mistakes
Fosters team work, cohesion, cooperation, and loyalty
Sets/maintains high expectations for individuals and teams
Encourages innovation and new ways of doing things

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Tiger Team Implementation Tool

Use the Tiger Team Implementation tool to promote learning while generating innovative
solutions to critical problems or opportunities. By rotating different leaders through the
Tiger Team experience, you create agents of innovation and learning throughout your
command. The unit commander’s role is critical to the Tiger Team’s success. You must be
willing to let a free-roaming team work autonomously around stovepiped functions and the
unit chain of command. And you must be comfortable with the risk that comes with imple-
menting Tiger Team recommendations on the spot. If you are, the Tiger Team concept
will encourage a climate of learning, development, and innovation across your command.
Action Notes/Guidance
ID problem/opportunity
with critical mission/
Soldier impact
Brief chain of command
on Tiger Team authority
and process
Select cross-functional team
based on expertise,
innovative thinking, and
self-motivation
Identify Tiger Team
facilitator(s); clarify their
roles/responsibilities.
Isolate/protect Team from
operational responsibilities
Provide Team with reach-
back capability/
access to knowledge
Authorize direct coordina-
tion with higher/
adjacent experts
Establish quick deadlines
for results
Report directly to com-
mander with solution
Facilitate solution
implementation

AAR Tiger Team process

Announce solutions, recognize

Tiger Team members and sup-
porting personnel. Officially
disband.
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Getting to Know Tool

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

Getting to Know:
Name of Subordinate

Use this note card to begin to get to know the subordinate leaders in your command.
Use the blank space to take notes on items as you learn them. The notes will serve as
convenient reminders. For items you do not know, consider learning them to better
get to know this leader.

Professional goals and priorities:

Key challenges in current assignment:

Personal leadership strengths and development needs:

52 — BLANK APPLICATIONS
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Satisfaction Date:

Relationship with peers and subordinates:

Feelings about boss and our work relationship:

Previous assignments and career experiences:

Important family members:

Housing location and transportation to work:

Unique skills (beyond military):

Main interests outside of work:

Personal stressors:
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Daily Leader Observation Planner

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

DATE |

Observation
Name of Leader Situation to Observe
Window

0100
0200
0300
0400
0500
0600
0700
0800
0900
1000
1100
1200
1300
1400
1500
1600
1700
1800
1900
2000
2100
2200
2300
2400

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SOAR Observation & Assessment Tool

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

Situation: Describe the situation/conditions of the assessment

Observation: Describe behavior and Associate & Assess: Identify FM 6-22 com-
impact on mission and/or Soldiers. petency (see page 19); assess proficiency.

Reinforce & Recommend: Note appropriate feedback, praise, or correction. Recommended

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

Leads Others Leads by Example

• Provide purpose, motivation, inspiration • Display character
• Enforce standards • Lead with confidence in adverse conditions
• Balance mission and welfare of Soldiers • Demonstrate competence

Extends Influence Beyond the Leads by Example

Chain of Command • Display character
• Build trust outside lines of authority • Lead with confidence in adverse conditions
• Understand sphere, means, and limits of • Demonstrate competence
influence
• Negotiate, build consensus, resolve conflict

LEADS
Creates a Positive
Environment
• Set the conditions for positive climate
• Build teamwork and cohesion
• Encourage initiative
• Demonstrate care for people
CORE LEADER Prepares Self
COMPETENCIES • Be prepared for expected and unexpected
DEVE
ES

challenges
• Expand knowledge
EV

• Maintain self-awareness
LO
HI

Develops Leaders
PS
AC • Assess developmental needs, Develop on
the job.
• Support professional and personal growth
• Help people learn
• Counsel, coach, and mentor
Get Results • Build team skills and processes
• Provide direction, guidance, and
priorities
• Develop and execute plans
• Accomplish tasks consistently

Discussion Questions
Choose a competency and discuss the listed behaviors that support it. Describe a situa-
tion in which you or someone you observed demonstrated this competency well.
• What actions did they take?
• What was the outcome?
• Why do you consider this a good demonstration of the competency?
Describe a situation in which you or someone you observed did not demonstrate this
competency well, but could have.
• What actions did they take?
• What was the outcome?
• What actions would have been more effective?

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Learning Principles Questionnaire

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

Learning Principles Questionnaire

SUBJECT |
Assessment/How to
Stimulate Intellect
improve learning
Is the tempo of learning maintaining learner attention?
Are the physical conditions (temperature, lighting) sufficient to maintain
learner attention?
Are the learning media (role play, rehearse/practice, simulation, discussion,
lecture) appropriate for the task to be learned?
Do the content and standard for learning challenge/stretch learners beyond
their current level of skill and experience?

Shape Motivation

Is the learning highly relevant/will it have an impact on unit performance?

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

Provide Experience

Does learning include sufficient repetition and practice?

Are the conditions/situations of practice varied?
Do the learning conditions replicate on-the-job conditions?

Are experts at the task (role models, mentors) employed to enhance learning?

Do leaders learn from feedback and reflection?

Does the learning draw on the study of previous leaders/historical examples?
Does the learning include a test of the leader’s level of learning?
Does the test employed fully and accurately assess leader learning?
 Filled in by: Date:

Learning Principles Questionaire

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

LEAVERAGE ROLE MODEL |

Name Ways to Leverage RM Support to Provide RM

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Be a Mentor
Use the “Be a Mentor” checklist to encourage the formation of mentoring relationships.
BE A MENTOR

Key Roles and Responsibilities

Candid feedback about perceived strengths and developmental needs

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

Potential Mentees

Name Current Position

Note: Circle the individuals you end up mentoring

Planned Action for Becoming a Mentor / Maintaining Mentoring Relationship

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Purpose and Method for Training and Professional Development

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

Application Purpose Method

Leader Mission
Essential Task
List Training

Mandatory
Army Training
Requirements

Build Leader
Cohesion/Esprit
De Corps

Issue Command
Guidance

Leader
Career Path
Education

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Study Tool
A command reading program is one way to foster self-study. Yet recent survey results
indicate commanders must make the reading relevant, provide a purpose, and follow
up. Use the following study tool to relate readings specifically to leadership and leader
development. The study tool format can be used to present a short lesson on leadership
to other members of the command.

Book/Article/Reference

Name of Leader

Position

Describe the leader’s

environment/
situation.

Who was the leader

leading?

How did the leader

attempt to influence
the situation/
people? (Use FM
6-22 Leadership
Requirements Model
language)

What were the posi-

tive and negative
outcomes?

What were the

leader’s strengths
and development
needs?

What lessons from

this leader’s experi-
ence can we apply
immediately and/or
down the road?
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Assignment Demands Assessment

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

ASSIGNMENT DEMANDS ASSESSMENT

Demand Leader Support Leader Needs to
Assignment Demands Part of Ready for Succeed
this Job this Demand
Turn around: Unit/team has suffered a set-
back and is performing poorly.
High Performance culture: Expectations of
leaders are high.
Innovation: Highly skilled team responsible
for new ideas.
Task Force/Matrix: Leaders must influence
people over whom they have no authority.

Cross-Cultural Situation: Differing cultures

must be influenced to achieve mission success.

Staff Assignment – Direct: Executes systems,

procedures, and policies in support of unit.

Staff Assignment – Operational/Strategic:

Designs and executes systems, procedures,
and policies.
Confront Poor Performance: Need to improve
or replace subordinates.

Achieve Results: Definable, demanding perfor-

mance measures.

Additional Assignment Demands:

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

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Leadership Selection Guidance
Use the Leadership Selection Guidance tool to identify the key qualifications for select-
ing leaders for key positions within your command.
Position to be Filled:
Fill by (Date): Stays in the job through(Date):
Check the boxes for selection processes to use in the evaluation of candidates for this
position. Then identify key requirements.
Leader Requirements (write in guidance as to what is important
for this leadership position)
Requirements Model Attributes (refer to FM 6-22)
Leader of Character:
Leader of Presence:
Leader with Intellectual Capacity:

Leadership Requirements Model Core Competencies

Leads:
Develops:
Achieves:
Previous Leadership Experience/Training/Education (from Officer
Record Brief ORB/DA Form 2-1)
Work Experience:
Training/Certifications:
Education:
Performance Assessment & Reference Check
Previous OER/NCOER performance needed for success in this position:

Previous Supervisor Recommendation:

Previous Senior Rater Recommendation:
Sample Job Capabilities
Task to assess: Proficiency level needed:
 Filled in by: Date:

Individual Plan for Leader Advancement

Name: Date:
Current Position:
Key Roles/Responsibilities
Responsibilities of this level/position (P=Proficient; A=Adequate; D=Development Area)

Leader with Intellectual Capacity:

Plan/Actions to Address Development Areas:

Next or Potential Position:

Additional (New) Responsibilities

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

Plan/Actions to Prepare Leader for This Position:

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

SET THE CONDITIONS

Key Elements of LDAP Phases of LDAP Commander’s Handbook Methods

Record review Sharpen leader selection

Purpose, opportunity, roles & responsibilities,

Initial interview
create challenging jobs

In-process / introduction Reception & Know your subordinate leaders

Integration

Unit certification program Leverage role models, train

Identify strengths & weaknesses Systematic observation and assessment, feed-

back and counseling

Complete unit certification Reflect, study, leverage role models, train

Leadership assessment, systematic observa-

Meet duty standards
tion and assessment

Establish relationships Basic Leverage role models; foster mentoring

Competency
Prioritize training needs Training Systematic observation and assessment, create
challenging job experiences, train

Identify additional skills Plan leader succession

Draft developmental needs Feedback and counseling

Develop sustainment plan Reflect, study, leverage role models, train

Leader Leadership assessment, systematic observa-

Develop training plan
Development & tion and assessment
Training
Plan for future development Sustainment Leverage role models; foster mentoring

Create self-development program Systematic observation and assessment, create

challenging job experiences, train

Evaluate Leader Development

 Filled in by: Date:

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

COMMAND UNIT LEADER DEVELOPMENT SCORECARD

Indicators of the Health of Unit Status Action Needed
(Green, Amber,
Leader Development or Red)

A subordinate leader shared a challenge they are

experiencing with you

Leader(s) expressed interest in joining your unit

Leader(s) expressed a desire to stay in your unit

Other units requested a leader from your unit

Unsolicited Soldier comments about their leaders

A new idea/innovation was implemented in

your command

All key leader positions are filled/occupied

Multiple qualified candidates competed for last

leadership position vacancy

Last leader with option to leave the Army was

retained

Unit leader changes have little or no detrimental

effect on unit performance

Initial performance of new leaders is high

Overall unit performance is high; no sub-unit is a

consistent low performer

Leaders and their units demonstrate lessons

learned; few repeat mistakes

Notes:
• �An amber or red indicator rating suggests that you further investigate the indicator. The cause of the indicator may or may
not be related to unit leader development.
• �Be careful not to react to just one occurrence of the indicator. Look for trends over time and those indicators that occur
frequently.

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