a. military leadership
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GENTLEMENGENTLEMENGOOD DAYGOOD DAY
WELCOMEWELCOMETOTO
COMBAT SUPPORT SCHOOLCOMBAT SUPPORT SCHOOL
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MILITARYMILITARY
LEADERSHIPLEADERSHIP
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LESSON OBJECTIVELESSON OBJECTIVE TO PROVIDE THE STUDENTS THE
BASIC KNOWLEDGE ON MILITARY
LEADERSHIP, LEADERSHIP TRAITS
AND PRINCIPLES.
TO PROVIDE STUDENTS TECHNIQUES
ON LEDERSHIP DEVELOPMENT
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SCOPE:SCOPE:DEFINITION OF TERMS
LEADERSHIP TRAITSLEADERSHIP PRINCIPLES
LEADERSHIP STYLES
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MILITARYMILITARY
LEADERSHIPLEADERSHIPIS THE PROCESS OF
INFLUENCING OTHERS TOACCOMPLISH THE
MISSION BY PROVIDING
PURPOSE, DIRECTION AND
MOTIVATION.
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MILITARYMILITARY
LEADERSHIPLEADERSHIP IT IS AN ART OF INFLUENCING
AND DIRECTING MEN IN A WAYAS TO OBTAIN THEIR WILLING
OBEDIENCE, CONFIDENCE,
RESPECT AND LOYAL
COOPERATION TO
ACCOMPLISHED THE MISSION.
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Leadership AttributesLeadership Attributes Beliefs
Values
Ethics
Character
Knowledge
skills
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LEADERSHIP TRAITSLEADERSHIP TRAITSPERSONAL QUALITIES WHICH
ASSIST IN EXERCISE OFMILITARY LEADERSHIP.
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ASSERTIVENESSASSERTIVENESSTAKING CHARGE WHEN
NECESSARY, MAKING YOURIDEAS KNOWN, HELPING DEFINE
THE PROBLEM AND GETTING
OTHERS TO DO THE RIGHT
THING TO SOLVE THE PROBLEM.
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Hitler Reviews Storm TroopersHitler Reviews Storm Troopers
Adolf Hitler, centre, reviews the SA, or
storm troopers. This organization was
established in 1921, as the bodyguard
unit of the Nazi party, though itsmembers were later designated auxiliary
police. The British prime minister Neville
Chamberlain, who adopted a policy of
appeasement towards Nazi Germany
before the outbreak of World War II, is
seen on the far right.
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BEARINGBEARINGA PERSONS GENERAL
APPEARANCE, CARRIAGE,DEPORTMENT AND
CONDUCT.
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CONFIDENCECONFIDENCETHE ASSURANCE THAT
YOU AND YOUR MEN WILLBE SUCCESSFUL IN
WHATEVER YOU DO
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COOLNESS UNDERCOOLNESS UNDER
STRESSSTRESS
A CONFIDENTCALMNESS IN LOOKS
AND BEHAVIOR.
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COURAGECOURAGEMENTAL QUALITY THAT
RECOGNIZE FEAR OFDANGER OR CRITICISM, BUTENABLES A MAN TOPROCEED IN THE FACE OF ITWITH CALMNESS &FIRMNESS
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CREATIVITYCREATIVITYDEMONSTRATED BY
THINKING OF NEW ANDBETTER GOALS, IDEAS,
PROGRAMS AND
SOLUTION TO THE
PROBLEMS.
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DECISIVENESSDECISIVENESSTHE LEADER SHOULD BE
ABLE TO MAKE DECISIONSPROMPTLY AND TO STATE
THEM IN A CLEAR,
FORCEFUL MANNER.
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DEPENDABILITYDEPENDABILITYTHE CERTAINTY OF
PROPER PERFORMANCE OFDUTY.
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EMPHATY OREMPHATY OR
COMPASSIONCOMPASSIONIS BEING SENSITIVE TO
THE FEELINGS, VALUES,INTEREST AND WELL-
BEING OF OTHERS.
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ENDURANCEENDURANCE
THE MENTAL AND PHYSICALSTAMINA MEASURED BY THE
ABILITY TO WITHSTAND
PAIN, FATIGUE, STRESS ANDHARDSHIP.
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ENTHUSIASMENTHUSIASM
THE DISPLAY OF SINCERE
INTEREST AND ZEAL INTHE PERFORMANCE OF
DUTIES.
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FLEXIBILITYFLEXIBILITY
THE CAPABILITY TO MAKETIMELY AND APPROPRIATECHANGES IN THINKING,PLANS AND METHODS WHENYOU SEE OR WHEN OTHERSCONVINCE YOU THAT THEREIS A BETTER WAY.
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HUMILITYHUMILITY
ADMITTING WEAKNESS ORINPERFECTIONS IN YOUR
CHARACTER, KNOWLEDGEAND SKILLS. IT ISACKNOWLEDGING MISTAKES
AND TAKING APPROPRIATEACTIONS TO CORRECT THOSEMISTAKES.
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INITIATIVEINITIATIVE
MAKING ACTION IN THE
ABSENCE OF ORDERS.
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INTEGRITYINTEGRITY
THE UPRIGHTNESS AND
SOUNDNESS OF MORALPRINCIPLES, THE QUALITY
OF TRUTHFULNESS AND
HONESTY.
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JUDGEMENTJUDGEMENTTHE ABILITY TO
LOGICALLY WEIGH FACTSAND POSSIBLE SOLUTION
ON WHICH TO BASE
SOUND DECISION
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JUSTICEJUSTICETIMELY AND FAIR
DISPOSITION OF CASES.
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Johnsons ImpeachmentJohnsons Impeachment
HearingHearing
In 1868 in the United States Senate chambers,
Chief Justice Salmon P. Chase,far right,presided over the impeachment of US President
Andrew Johnson, who did not attend the trial.
Johnson won acquittal by one vote.
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KNOWLEDGEKNOWLEDGE
THE LEADER SHOULDDEVELOP A PROGRAM OFLEARNING TO KEEP TO KEEP
HIM ABREAST OF CURRENTDEVELOPMENT IN HISSPECIALTY, COMMAND
POLICIES ANDDEVELOPMENT IN LOCALAND WORLD COMMUNITIES.
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LOYALTYLOYALTYTHE QUALITY OF
FAITHFULNESS TOCOUNTRY, THE ARMY
SENIORS, SUBORDINATES
AND PEERS.
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MATURITYMATURITYREFERS TO THE SENSE OF
RESPONSIBILITY A PERSONHAS DEVELOPED. DOES NOTMAKE IMPULSIVE DECISIONBASED IN CHILDLIKE
EMOTIONAL DESIRES OFFEELINGS.
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SELF DISCIPLINESELF DISCIPLINEFORCING YOURSELF TO
DO YOUR DUTY WHATYOU OUGHT TO DO
REGARDLESS OF HOW
TIRED OR UNWILLING YOU
MAY BE.
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SELFSELF--IMPROVEMENTIMPROVEMENT
SHOWN BY READING,STUDYING, SEEKINGCHALLENGINGASSIGNMENTS ANDWORKING TO STRENGHTENBELIEFS, VALUES, ETHICS,CHARACTER, KNOWLEDGEAND SKILLS.
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SENSE OF HUMORSENSE OF HUMORSHOWN BY NOT TAKING
YOURSELF TOOSERIOUSLY AND BY
CONTRIBUTING TO
LAUGHTER AND MORALEOF PEOPLE AROUND YOU.
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TACTTACTTHE ABILITY TO DEAL
WITH OTHERS INRESPECTFUL MANNER.
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UNSELFFISHNESSUNSELFFISHNESSA LEADER WHO AVOIDS
PROVIDING FOR HIS OWNCOMFORT AND PERSONAL
ADVANCEMENT AT THE
EXPENSE OF OTHERS.
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WILLWILLTHE PERSEVERANCE TO
ACCOMPLISH A GOAL,REGARDLESS OF
SEEMINGLY
INSURMOUNTABLEOBSTACLES.
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LEADERSHIPLEADERSHIP
PRINCIPLESPRINCIPLES
-FUNDAMENTAL
GUIDELINES FOR THE
SELECTION OF
APROPRIATE ACTIONSAND ORDERS BY A
LEADER.
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KNOW YOURSELF ANDKNOW YOURSELF AND
SEEK SELFSEEK SELF--IMPROVEMENTIMPROVEMENT
TO KNOW YOURSELF, YOU
HAVE TO UNDERSTAND WHO
YOU ARE AND KNOW WHAT
IS YOUR PREFERENCES,STRENGTHS AND
WEAKNESSES.
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SEEK SELFSEEK SELF--
IMPROVEMENTIMPROVEMENT
SEEKING SELF-
IMPROVEMENT MEANSCONTINUALLY DEVELOPING
YOUR STRENGHTS AND
WORKING ON OVERCOMING
YOUR WEAKNESS.
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BE TECHNICALLY ANDBE TECHNICALLY AND
TACTICALLY PROFICIENTTACTICALLY PROFICIENTYOU ARE EXPECTED TO BE
TECHNICALLY ANDTACTICALLY PROFICIENT INYOUR JOB- THIS MEANS THATYOU CAN ACCOMPLISH ALL
TASK TO STANDARD THAT AREREQUIRED TO ACCOMPLISH THEMISSION.
SEEK RESPOSIBILITY ANDSEEK RESPOSIBILITY AND
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SEEK RESPOSIBILITY ANDSEEK RESPOSIBILITY AND
TAKE RESPONSIBILITY FORTAKE RESPONSIBILITY FOR
YOUR ACTIONSYOUR ACTIONS
LEADING ALWAYS INVOLVES
RESPONSIBILITY. YOU WANT
SUBORDINATES WHO CAN
HANDLE RESPONSIBILITY
AND HELP YOU PERFORM
YOUR MISSION.
SEEK RESPOSIBILITY ANDSEEK RESPOSIBILITY AND
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SEEK RESPOSIBILITY ANDSEEK RESPOSIBILITY AND
TAKE RESPONSIBILITY FORTAKE RESPONSIBILITY FOR
YOUR ACTIONSYOUR ACTIONS
WHEN YOU SEE A
PROBLEM OR SOMETHING
THAT NEEDS TO BE FIXED
DO NOT WAIT FOR YOURLEADER TO TELL YOU TO
ACT.
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SEEK RESPOSIBILITY AND TAKESEEK RESPOSIBILITY AND TAKE
RESPONSIBILITY FOT YOUR ACTIONSRESPONSIBILITY FOT YOUR ACTIONS
WHEN YOU MAKE MISTAKESACCEPT JUST CRITICISM ANDTAKE CORRECTIVE ACTION.
YOU MUST AVOID EVADINGRESPONSIBILITY BY PLACINGTHE BLAME ON SOMEONE ELSE.
YOUR OBJECTIVE SHOULD BETO BUILD TRUST BETWEENYOU AND YOURSUBORDINATES.
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MAKE SOUND AND TIMELYMAKE SOUND AND TIMELY
DECISIONDECISIONANNOUNCE DECISIONS IN
TIME FOR YOUR SOLDIER TO
REACT.
GOOD DECISION MADE AT
THE RIGHT TIME ARE BETTERTHAN THE BEST DECISIONS
MADE TO LATE.
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SET THE EXAMPLESET THE EXAMPLE
YOUR SOLDIER WANT AND NEEDYOU TO BE A ROLE MODEL. THIS IS A
HEAVY RESPONSIBILITY, BUT YOUHAVE NO CHOICE. IF YOU EXPECTCOURAGE, COMPETENCE,COMMITMENT AND INTEGRITY
FROM YOUR SOLDIER, YOU MUSTDEMONSTRATE THEM. BE WILLINGTO DO WHAT YOU REQUIRE OFYOUR SOLDIER.
SET THE EXAMPLESET THE EXAMPLE
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SET THE EXAMPLESET THE EXAMPLE
SHARE DANGERS AND HARDSHIP
WITH YOUR SOLDIER. YOUR
PERSONAL EXAMPLE AFFECTS YOURSOLDIER MORE THAN ANY AMOUNT
OF INSTRUCTIONS OR FORM OF
DISCIPLINE.
KNOW YOUR SOLDIER ANDKNOW YOUR SOLDIER AND
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KNOW YOUR SOLDIER ANDKNOW YOUR SOLDIER AND
LOOK FOR THEIR WELLLOOK FOR THEIR WELL--BEINGBEING
YOU MUST KNOW HOW TO CAREFOR YOUR SOLDIER. YOU MUST
LISTEN TO YOUR SOLDIER. WHENYOU SHOW GENUINE CONCERN FORYOUR TROOPS, THEY TRUST ANDRESPECT YOU AS A LEADER. IF
YOUR SOLDIER TRUST YOU, THEYWILL WILLINGLY WORK TO HELPYOU ACCOMPLISH THE MISSION.
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KEEP YOUR SUBORDINATEKEEP YOUR SUBORDINATE
INFORMEDINFORMED
KEEPING YOUR SUBORDINATE
INFORMED HELP THEM MAKE
DECISIONS AND EXECUTE PLANS
WITHIN YOUR INTENT. THEY EXPECT
YOU TO KEEP THEM INFORMED AND
WHEN POSSIBLE EXPLAIN REASONSFOR YOUR ORDERS.
DEVELOP A SENSE OFDEVELOP A SENSE OF
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DEVELOP A SENSE OFDEVELOP A SENSE OF
RESPONSIBILITY IN YOURRESPONSIBILITY IN YOUR
SUBORDINATESSUBORDINATES
YOUR SUBORDINATES WILL FEEL A
SENSE OF PRIDE ANDRESPONSIBILITY WHEN THEY
SUCCESSFULLY ACCOMPLISH THE
TASK YOU HAVE GIVEN TO THEM.
YOU ARE A TEACHER ANDRESPONSIBLE FOR DEVELOPING
YOUR SUBORDIANTES.
DEVELOP A SENSE OFDEVELOP A SENSE OF
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DEVELOP A SENSE OFDEVELOP A SENSE OF
RESPONSIBILITY IN YOURRESPONSIBILITY IN YOUR
SUBORDINATESSUBORDINATES
GIVE THEM CHALLENGES AND
OPPURTUNITIES YOU FELL THEYCAN HANDLE. GIVE THEM MORE
RESPONSIBILITY WHEN THEY SHOW
THEY ARE READY.
ENSURE THE TASK ISENSURE THE TASK IS
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ENSURE THE TASK ISENSURE THE TASK IS
UNDERSTOOD, SUPERVISEDUNDERSTOOD, SUPERVISED
AND ACCOMPLISHEDAND ACCOMPLISHED YOUR SOLDIER MUST UNDERSTAND
WHAT YOU EXPECT FROM THEM.
THEY NEED TO KNOW WHAT YOUWANT DONE, WHAT STANDARD IS.SUPERVISING LETS YOU KNOW IFYOUR SOLDIERS UNDERSTAND
YOUR ORDERS. ACCEPTPERFORMANCE THAT MEETS YOURSTANDARDS.
ENSURE THE TASK ISENSURE THE TASK IS
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ENSURE THE TASK ISENSURE THE TASK IS
UNDERSTOOD, SUPERVISEDUNDERSTOOD, SUPERVISED
AND ACCOMPLISHEDAND ACCOMPLISHED GIVE REWARDS FOR THE
PERFORMANCE THAT EXCEED YOUR
STANDARDS. CORRECTPERFORMANCE THAT DOES NOT
MEET YOUR STANDARDS.
DETERMINE THE CAUSE OF THE
POOR PERFORMANCE AND TAKE
APPROPRIATE ACTION.
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BUILD THE TEAMBUILD THE TEAM
WAR FIGHTING IS A TEAM ACTIVITY.YOU MUST DEVELOP A TEAM SPIRITAMONG YOUR SOLDIER THAT
MOTIVATES THEM TO GOWILLINGLY AND CONFIDENTLY.YOU MUST TRAINED YOUR SOLDIER.YOUR UNIT BECOMES A TEAM ONLY
WHEN YOUR SOLDIER RESPECT ANDTRUST EACH OTHER.
EMPLOY YOUR UNIT INEMPLOY YOUR UNIT IN
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EMPLOY YOUR UNIT INEMPLOY YOUR UNIT IN
ACCORDANCE WITH ITSACCORDANCE WITH ITS
CAPABILITIESCAPABILITIES
YOUR UNIT HAS CAPABILITIES ANDLIMITATIONS. YOU ARE
RESPONSIBLE TO RECOGNIZED BOTH
OF THESE FACTORS.
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*LEADERSHIP STYLES**LEADERSHIP STYLES*
LEADERSHIP STYLES IS THE
PERSONAL MANNER AND APPROACH
OF LEADING. IT IS THE WAYLEADERS INTERACT WITH THEIR
SUBORDINATES.
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PARTICIPATING STYLESPARTICIPATING STYLES
A LEADER USING PARTICIPATING
STYLES WHEN HE INVOLVES
SUBORDINATES IN DETERMININGWHAT TO DO AND HOW TO DO IT. HE
SIMPLY GETS ADVICE FROM
SUBORDINATES BUT HE STILL
MAKES THE DECISION.
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DELEGATING STYLESDELEGATING STYLES
A LEADER IS USING THE
DELAGATING STYLES WHEN HE
DELEGATES PROBLEM SOLVING ANDDECISIONS TO A SUBORDINATES OR
TO GROUP OF SUBORDINATES.
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Forces that influence the style to be used:Forces that influence the style to be used:
How much time is available. Are relationships based on respect and trust or on
disrespect?
Who has the information - you, your employees, or
both? How well your employees are trained and how well
you know the task.
Internal conflicts.
Stress levels. Type of task. Is it structured, unstructured,
complicated, or simple?
Laws or established procedures
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A good leader uses all three
styles, depending on what forces
are involved between thefollowers, the leader, and the
situation.
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2 Most Important Keys to2 Most Important Keys to
Effective LeadershipEffective LeadershipTrust and confidence in top leadership
was the single most reliable predictor
of subordinates satisfaction in anorganization.
Effective communication by leadershipin three critical areas was the key to
winning organizational trust andconfidence.
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3 Critical Areas3 Critical Areas
Understand Units Mission andStrategy
Understand Each OthersContribution and Share inAccomplishing Such Mission
Sharing Information and IdeasRelative to Strategy on MissionAccomplishment
F t f l d hiF t f l d hi
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Factors of leadershipFactors of leadership
There are four major factors in leadership:
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3 Basic Ways on How People3 Basic Ways on How People
become a Leaderbecome a Leader Personality traits that may lead people naturally
into leadership roles. (Traits Theory)
A crisis or important event may cause a person torise to the occasion, which brings out
extraordinary leadership qualities in an ordinary
person. (Event Theory)
People can choose to become leaders. People canlearn leadership skills. (Transformation Theory)
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LEADERSHIP FRAMEWORKLEADERSHIP FRAMEWORK
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KNOW the four factors of leadership - follower,
leader, communication, situation. KNOW yourself. Examples: strengths and
weakness of your character, knowledge, and skills.
KNOW human nature. Examples: Human needs,
emotions, and how people respond to stress.
KNOW your job. Examples: be proficient and be
able to train others in their tasks.
K
NOW your organization. Examples: where to gofor help, its climate and culture, who the unofficial
leaders are.
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DOprovide direction. Examples:
goal setting, problem solving,decision making, planning.
DO implement. Examples:
communicating, coordinating,supervising, evaluating.
DO motivate. Examples: developmoral and esprit in the organization,
train, coach, counsel.
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ADOLF VON SCHELLADOLF VON SCHELL
Captain, German ArmyCaptain, German Army
The Ultimate role of leaders is to lead
troops in battle. Leaders like greatartist, may be born and not made; but
even the born artist requires years of
hard study and practice before hemaster his art.
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HAVE A NICE DAY!