fm_22-100 army leadership - 31_august_1999

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FM 22-10031 AUGUST 1999

By Order of the Secretary of the Arm y:ERIC K . SHIN SEK IGeneral, Un ite d S ta te s A rmyChie f o f S ta ffOfficial:

# (j JL-)JOEL B. HUDSONAdmin is tr ativ e Assistant to th eS ecreta ry o f th e A rmy9924501

DISTRIBUTION:Active Army, Army National Guard, and U. S. Army Reserve: To be distributed ina ccord ance w ith in itia l d is trib ution number 110180, re qu iremen ts fo r FM 22-100 .


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RMY LE DERSHIP

Headquarters, Departm ent of the Arm yDISTRIBUT ION RESTRICT ION: App ro ved fo r p ub lic re le ase; d is trib utio n is u nlim ite d.


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-- UNITED STATES AR M YTHE CH IEF OF STAFFF O R E W O R DSoldiers represent w hat's best about our A nny. D ay in and day out, in the dark and in them ud and in faraway places, they execute tough m issions whenever and w herever theN atio n calls. T he y d eserv e o ur v ery b est--Iead ers o f ch aracter an d comp eten ce w ho actto ach iev e ex cellen ce. T hat th em e reso un ds th ro ug ho ut FM 22-1 00 , A rmy L ead ersh ip ,a nd ech oes o ur tim e-h on ored p rin cip le o f BE, K NO W , D O.T his lead ersh ip m an ual lay s o ut a fram ew ork th at ap plies to a ll A rmy lead ers-{ )fficerand NCO, m ilitary and civilian, active and reserve com ponent. A t the core of ourleadership doctrine are the sam e A nny Values em bedded in our force: loyalty, duty,respect, selfless service, honor, integrity, and personal courage (LD RSHIP). Thefram ew ork also o utlin es p hy sical, m en tal, an d emotio nal attrib utes th at to geth er w ithva lues form character-what a lead er m ust BE.Being a person of character is fundam ental to our A rm y. W hat m akes Arm y leaders ofcompetence are sk ills w ith p eo ple, id eas, th in gs, an d w arfig htin g. We re fer to th ose fo ursets o f sk ills as in terp erso nal, co nc ep tu al, tech nical, an d tactical. M an y are common tole ad er s in a ll situ atio ns; some a dd itio na l s kills a re re qu ire d fo r th ose who g ain in cre asin gr es pons ib ili ty . Leade rs o f cha ra cte r and compet ence a re thos e w it h t he app ropr ia te s kil ls ,le ader s who KNOW the ir peopl e, t he ir e qu ipmen t, a nd thei r p ro fe ss ion.A ll th at is still n ot en ou gh . We call o n o ur lea ders to tran slate ch arac ter an d comp eten cein to le ad er a ctio ns. A rmy le ad ers in flu en ce p eople -b y p ro vid in g purp ose , d ire ctio n, a ndmotiv atio n-while o pe ra tin g to a cc omp lish th e m issio n a nd imp rovin g th e o rg an iz atio n.Leaders inspire others tow ard com mon goals and never lose sight of the future even asth ey lab or tirelessly fo r th e d em an ds o f to day . T ha t is w hat w e ex pect o ur lead ers to D O.Unlik e th e p re vio us e ditio ns, th is le ad ersh ip manua l c ov er s th re e le ve ls o f le ad ers hip --d ir ec t, o rgan iz ati onal, a nd s tr ate gi c. Wh ile t he s kil ls a nd acti on s nec es sa ry for le ader sh ipsu ccess at th e d irect lev el c on tin ue to b e im po rtan t at h ig he r lev els, o rg an izatio nal an ds tr ate gi c le ader s need add it iona l s ki ll s t o per fo rm in thei r more comp lex role s.I urge Army leaders to read this m anual thoroughly, study it carefully, and teach itfaith fu lly . B ut ab ov e all, I ch allen ge y ou to b e lead ers o f ch arac ter an d comp eten ce w hole ad o th ers to e xc elle nc e. Wheth er su pportin g, tr ain in g, o r fig htin g, Americ a lo ok s to y outo B E, K NO W, and D O w hat is right. ~~RIC K . SHINSEKlGene ra l, Un ite d S ta te s A rmyChie f o f S ta ff

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F ie ld Manua lNo . 22- 100

*FM 22-100HeadquartersDepartment of the Army

W ashington, DC, 31 August 1999

Army LeadershipContents Page

Examples vPreface vi i

PAR T O NE: TH E LEAD ER , LEAD ER SH IP, AN D TH E H UM AN D IM ENSIO NCHAPTER 1

CHAPTER 2Section I

Sec tio n IISect ion III

THE ARMY LEADERSHIP FRAMEWORK.. ..1-2Leadership Defined .1-4BE, KNOW , DO .1-6Levels of Leadership .1-10Leaders of Leaders .1-13Leadership and Command .1-14Subordinates .1-15The Payoff: Excellence .1-17Summary .1-19THE LEADER AND LEADERSHIP: W HAT THE LEADER MUST BE,KNOW , AND DO ..2-1CHARACTER: WHAT A LEADER MUST BE .2-2Army Values .2-2Leader Attributes .2-10Focus on Character .2-19COMPETENCE: WHAT A LEADER MUST KNOW 2-24LEADERSHIP: WHAT A LEADER MUST DO 2-26Infl uencing .2-27Operating .2-27Improving .2-28SUMMARY .2-28

DISTRIBUTIO N R ESTRICTION : Approved for public release; distribution is unlim ited.

*This publication supersedes FM 22-100, 31 July 1990; FM 22-101, 3 June 1985; FM 22-102, 2 March 1987; FM22-103, 21 June 1987; DA Pam 600-80, 9 June 1987; and DA Form 4856, June 1985.

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Contents

CHAPTER 3 THE HUMAN DIMENSION ..3-1People, the Team, and the Institution 3-1Combat Stress .3-6The Stress of Change .3-8Climate and Culture .3-12Leadership Styles .3-15Intended and Unintended Consequences .3-18Summary .3-19

PART TW O: DIRECT LEADERSHIPCHAPTER 4

CHAPTER 5

DIRECT LEADERSHIP SKILLS ..4-2Interpersonal Ski lis .4-2Conceptual Skills .4-6Technical Skills .4-11Tactical Skills .4-12Summary .4-14DIRECT LEADERSHIP ACTIONS ..5-1Influencing Actions .5-1Operating Actions .5-8Improving Actions .5-13Summary .5-27

PAR T TH RE E: O RG AN IZA TIO NAL A ND ST RAT EG IC LEA DE RS HIPCHAPTER 6Section I

Sec tio n II

Sect ion II I

CHAPTER 7Section I

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ORGANIZATIONAL LEADERSHIP ..6-1WHAT IT TAKES TO LEAD O RGANIZATIONS-SKILLS 6-3Interpersonal Ski lis .6-3Conceptual Skills .6-5Tech n ical Ski lis .6-9Tactical Skills .6-10WHAT IT TAKES TO LEAD ORGANIZATIONS-ACTIONS 6-12Influencing Actions .6-12Operating Actions .6-18Improving Actions .6-25A H ISTORICAL PERSPECTIVE OF ORGANIZAT IONALLEADERSHIP-GENERAL RIDGWAY IN KOREA 6-29SUMMARY .6-32STRATEGIC LEADERSHIP 7-1STRATEGIC LEADERSHIP SKILLS 7-2Interpersonal Ski lis 7-2Conceptual Skills 7-7

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Contents

Sec tio n II

Sect ion III

A ppend ix A

A ppend ix B

A ppend ix C

A ppend ix D

A ppend ix EA ppend ix F

Army Leadersh ip

Technical Skills 7-10STRATEGIC LEADERSHIP ACTIONS 7-13Influencing Actions 7-13Operating Actions 7-18Improving Actions 7-22A HISTORICAL PERSPECTIVE OF STRATEG IC LEADERSHIP -GENERAL OF THE ARMY MARSHALL DURING WORLD WAR II 7-26SUMMARY 7-28Roles and Relationships .A-1Authority .A-3Responsibility and Accountability .A-4Communications and the Chain of Command A-4The Noncommis sioned Offic er Suppo rt Channel A-5DA Civilian Support .A -5Performance Ind icators B-1Val ues .B-2Attributes .B-3Skills .B -3Acti ons B-4Developmental Counseling .C-1The Leader s Responsibil ities C-1The Leader as a Counselor C-2Leader Counseling Skills ..C -3The Leader s Lim itations C-5Types of Developmental Counseling C-7Approaches to Counseling ..C -10Counseling Techniques ..C -11The Counseling Process ..C -12Summary ..C -16The Developmental C ou nsel ing Form C-17A Leader Plan of Action and the ECAS D-1Preparation of an ECAS .0-2Preparation of a Leader Plan of Action 0-4Character Development E-1The Constitution of the United States F-1Source Notes ..Source Notes-1G lossary ..G lossary-1Bibli og raphy B ibl iog raphy-1Index 1nd ex-1

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Examples PageCOl Chamber la in a t Getty sburg .1-8Small Un it leaders In it ia ti ve in Normandy 1-16GEN Washington a t N ewbu rgh 2-3Duty in Korea .2-4GA Marshall Con tin ue s to Serv e 2-6MSG Gord on an d SFC Shugh art in S omalia 2-8W 01 Thom pson at My lai 2-10The W ill to Pers ev er e ..2-11The Qu ick React ion P la toon ..2-13GA E is enhowe r Forms SHAEF ..2-15Se lf -Cont ro l in Combat ..2-17BG Jackso n at F irst B ull R un ..2-18Charac te r and Pr isoners .2-19T he B attle o f th e B ulg e ..2-20GA Eisenhower s Message ..2-20The Quali ficat ion Report ..2-22Sold ie rs Are Our Credent ia ls .3-2The 9 6th D iv is io n on le yte .3-4T he K Compan y V isit .3-5T ask Fo rce R an ger in Somalia, 1993 3-6Mix -up a t the C ross roads .3-8Superior Technology ..3-10C hanging a U nit Clim ate-The New S quad leader 3-13The Check ing Account .4-3The Rusty R if le s Inciden t .4-5F inding the Rea l P roblem .4-6Pull ing Dragons Teeth .4-7The E FMB Test 4-10Techn ical Skill in to Combat Powe r 4-11Task Force K ings ton ..4-13So lv ing a T ra in ing Problem .5-5An Im plied M ission and leader P lan of Action 5-9Br ie f So lu tions, Not Prob lems .5-10Trust Earned .5-19Rep la cements in th e ETO ..5-22

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PageRec ep tio n on Chris tmas Eve ..5-22SGT York .5-24Know ing Your People .6-4GEN G rant and the End of the C ivil War 6-6DA C iv ilian Suppo rt to Des ert Shie ld 6-8Innovative Reorganization. ....6-8GEN Grant a t V ic ks bu rg 6-11The Commande r s Note book ..6-14The 5 05 th Par achute In fa ntry Reg imen t a t Normandy 6-18The Paperwo rk Purg e ..6-20A llie d Command Dur ing th e Battle o f th e Bulge 7-5Strateg ic F lexib il ity in Ha it i 7-9Show o f Forc e in th e Philip pin es 7-12Combat Pow er from a G ood Idea 7-14The D -Day Dec is ion 7-16Multinat ional Resource Al location 7-19World Wa r II S trat eg ic Assessment 7-22Change After V ie tnam 7-25

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PrefaceThe Army consists of the active component, Army National Guard, Army Reserve,and Department of the Army (DA) civilians. It's the world's premier land combatforce-a full-spectrum force trained and ready to answer the nation's call. TheArmy's foundation is confident and competent leaders of character. This manual isaddressed to them and to those who train and develop them .

PURP SFM 22-100 is a single-source reference for all Army leaders. Its purpose is three-fold:. To provide leadership doctrine for m eeting m ission requirem ents under all condi-tions.. To establish a unified leadership theory for all Arm y leaders: m ilitary and civilian,

active and reserve, officer and enlisted.. To provide a com prehensive and adaptable leadership resource for the Army of the

21s t c en tu ry .As the capstone leadership manual for the Army, FM 22-100 establishes the Arm y'sleadership doctrine, the fundam ental principles by w hich A rm y leaders act to accom -plish the m ission and take care of their people. The doctrine discusses how Army val-ues form the basis of character. In addition, it links a suite of instruments,publications, and initiatives that the Army uses to develop leaders. Among theseare-. AR 600-100, which establishes the basis for leader development doctrine andtraining.. DA Pam 350-58, which describes the Army's leader development model.. D A Pam 600-3, w hich discusses qualification criteria and outlines developm ent

and career m anagem ent program s for com missioned officers.. D A Pam 600-11, w hich discusses qualification criteria and outlines developm entand career m anagem ent programs for warrant officers.. D A Pam 600-25, which discusses noncom missioned officer (NC O) career develop-ment.. D A Pam 690-46, w hich discusses m entoring of DA civilians.. The TRADOC Comm on Core, which lists tasks that m ilitary and DA civilian lead-ers must perform and establishes who is responsible for training leaders to per-fo rm th em .

. Officer, NCO, and DA civilian evaluation reports.FM 22-100 also serves as the basis for future leadership and leader developm ent ini-tiatives associated with the three pillars of the Army's leader development model.Specifically, FM 22-100 serves as-. T he basis fo r lead ership assessm ent.

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. The basis for developm ental counseling and leader developm ent.. The basis for leadership evaluation.. A reference for leadership developm ent in operational assignm ents.. A guide for institutional instruction at proponent schools.. A resource for individual leaders' self-developm ent goals and initiatives.FM 22-100 directly supports the Army's keystone m anuals, FM 100-1 and FM 100-5,which describe the Army and its missions. It contains principles all Army leaders usewhen they apply the doctrine, tactics, techniques, and procedures established in thefo llowin g ty pe s o f d oc trin al p ub lic atio ns:. Combined arms publications, which describe the tactics and techniques of com-

bined arm s forces.. P ro po nen cy p ub lica tio ns, w hich d escrib e d octrin al p rin cip les, tactics, tech niq ues,and collective training tasks for branch-oriented or functional units.. Em ploym ent procedure publications, w hich address the operation, em ploym ent,and m aintenance of specific system s.. Soldier publications, w hich address soldier duties.. R eference publication s, w hich focus on procedures (as opposed to doctrine, tactics,or techniques) for managing training, operating in special environments oragainst specific threats, providing leadership, and perform ing fundam ental tasks.

This edition ofFM 22-100 establishes a unified leadership theory for all Arm y leadersbased on the Army leadership framework and three leadership levels. Specifically,it-. De fines and d iscusses Army values and leader a ttr ibut es .. D isc usse s c ha ra cte r- ba se d le ad er sh ip .. Establishes leader attributes as part of character.. Focuses on im proving people and organizations for the long term.. O utlines three levels of leadership-direct, organizational, and strategic.. Id en tifie s four s kill d oma in s th at a pp ly a t a ll le ve ls.. Specifies leadership actions for each level.The Arm y leadership fram ework brings together m any existing leadership conceptsby establishing leadership dimensions and showing how they relate to each other.Solidly based on BE, KNOW , DO-that is, character, competence, and action-theArm y leadership fram ework provides a single instrum ent for leader development.Individuals can use it for self-development. Leaders can use it to develop subordi-nates. Com manders can use it to focus their programs. By establishing leadership di-m ensions grouped under the skill dom ains of values, attributes, skills, and actions,the Army leadership framework provides a simple way to think about and discussleadership.The Army is a values-based institution. FM 22-100 establishes and clarifies thosevalues. Arm y leaders m ust set high standards, lead by exam ple, do what is legally andmorally right, and influence other people to do the same. They must establish andsustain a climate that ensures people are treated with dignity and respect and createan environment in which people are challenged and motivated to be all they can be.FM 22-100 discusses these aspects of leadership and how they contribute to develop-ing leaders of character and competence. These are the leaders who make the Army atrained and ready force prepared to fight and win the nation's wars.

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The three leadership levels-direct, organizational, and strategic-reflect thedifferent challenges facing leaders as they move into positions of increasingresponsibility. D irect leaders lead face to face: they are the A rm y's first-line leaders.Organizational leaders lead large organizations, usually brigade-sized and larger.Strategic leaders are the Army's most senior leaders. They lead at the majorcom mand and national levels.Unlike previous editions of FM 22-100-which focused exclusively on leadership byuniform ed leaders at battalion level and below-this edition addresses leadership atall levels and is addressed to all A rm y leaders, m ilitary and DA civilian. It supersedesfour publications-FM 22-101, Leade rs hip Couns elin g; FM 22-102, Soldier TeamDevelopment; F M 22-1 03 , Leadership and Com mand at Senior Levels; and DA Pam600-80 Execu ti ve Leadersh ip -as well as the previous edition ofFM 22-100. A com-prehensive reference, this m anual shows how leader skills, actions, and concerns atthe different levels are linked and allows direct leaders to read about issues that af-fect organizational and strategic leaders. This inform ation can assist leaders servingin positions supporting organizational and strategic leaders and to other leaders whom ust w ork w ith m em bers of organizational- and strategic-level staffs.FM 22-100 emphasizes self-development and development of subordinates. It in-cludes perform ance indicators to help leaders assess the values, attributes, skills,and actions that the rest of the manual discusses. It discusses developmental coun-seling, a skill all Arm y leaders m ust perfect so they can mentor their subordinatesand leave their organization and people better than they found them. FM 22-100 pre-scribes DA Form 4856-E (Developmental Counseling Form ), which supersedes DAForm 4856 (General Counseling Form). DA Form 4856-E is designed to supportleader developm ent. Its form at follow s the counseling steps outlined in Appendix C .FM 22-100 offers a framework for how to lead and provides points for Army leadersto consider when assessing and developing themselves, their people, and their or-ganizations. It doesn't presume to tell Army leaders exactly how they should leadevery step of the way. They must be themselves and apply this leadership doctrine asappropriate to the situations they face.

S OPFM 22-100 is divided into three parts. Part I (Chapters 1,2, and 3) discusses leader-ship aspects common to all Army leaders. Part II (Chapters 4 and 5) addresses theskills and actions required of direct leaders. Part III (Chapters 6 and 7) discusses theskills and actions required of organizational and strategic leaders. The m anual alsoin clu de s six a pp endix es.Chapter 1 defines A rm y leadership, establishes the A rm y leadership fram ework, anddescribes the three Army leadership levels. It addresses the characteristics of anArm y leader (BE, KNOW , DO), the importance of being a good subordinate, and howall Arm y leaders lead other leaders. Chapter 1 concludes with a discussion of m oraland coll ec ti ve excel le nc e.Chapter 2 examines character, competence, and leadership-what an Army leadermust BE, KNOW , and DO. The chapter addresses character in terms of Army valuesand leader attributes. In addition, it describes character development and how char-acter is related to ethics, orders-to include illegal orders-and beliefs. Chapter 2concludes by introducing the categories of leader skills-interpersonal, conceptual,

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technical, and tactical-and the categories of leader actions-influencing, operating,and improvi ng .Chapter 3 covers the human dim ension of leadership. The chapter begins by discuss-ing discipline, morale, and care of subordinates. It then addresses stress, both com-bat- and change-related. D iscussions of organizational clim ate, institutional culture,and leadership styles follow. Chapter 3 concludes by examining intended and unin-tended consequences of decisions and leader actions.Chapters 4 and 5 discuss the skills and actions required of direct leaders. The skillsand actions are grouped under the categories introduced at the end of Chapter 2.Chapters 6 and 7 provide an overview of the skills and actions required of organiza-tional and strategic leaders. These chapters introduce direct leaders to the concernsfaced by leaders and staffs operating at the organizational and strategic levels. LikeChapters 4 and 5, Chapters 6 and 7 group skills and actions under the categories in-troduced in Chapter 2.Appendix A outlines the roles and relationships of com missioned, warrant, and non-com missioned officers. It includes discussions of authority, responsibility, the chainof com mand, the NCO support channel, and DA civilian support.Appendix B lists performance indicators for Army values and leader attributes,skills, and actions. It provides general examples of what Army leaders must BE,KNOW, and DO.A ppendix C addresses developm ental counseling in d etail. It begins w ith a discussionof the characteristics of a good counselor, the skills a counselor requires, and thelim itations leaders face when they counsel subordinates. The appendix then exam -ines the types of developm ental counseling, counseling approaches, and counselingtechniques. A ppendix C concludes by describing the counseling process and explain-ing how to use DA Form 4856-E, the Developmental Counseling Form .Appendix D explains how to prepare a leader plan of action and provides an exam pleof a direct leader preparing a leader plan of action based on inform ation gathered us-ing an ethical climate assessm ent survey (ECAS). The exam ple explains how to con-duct an ECAS.Appendix E discusses how Arm y values contribute to character developm ent and theim portance of developing the character of subordinates.Appendix F contains a copy of the Constitution of the United States. A ll members ofthe Army take an oath to support and defend the Constitution of the UnitedStates. It is included so it will be im mediately available for A rm y leaders.

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APPLICABILITYFM 22-100's prim ary audience is direct leaders, m ilitary leaders serving at battalionlevel and below and DA civilian leaders in com parable organizations. However, FM22-100 contains doctrine applicable at all leadership levels, to all m ilitary and D A ci-vilian leaders of the A rm y.The proponent of this publication is Headquarters (HQ), TRADOC. Send com mentsand recommendations on DA Form 2028 directly to Commander, US Army Com-bined Arms Center and Fort Leavenworth, Center for Army Leadership, ATTN:A TZL -SW C, Fort L eavenw orth, K S 66027-2300.Unless this publication states otherw ise, m asculine nouns and pronouns do not referex clu siv ely to m en .T his publication contains copyrighted m aterial.

A C KN OW L E D GM E N T SThe copyright owners listed here have granted perm ission to reproduce materialfrom their works. Other sources of quotations and material used in examples arelisted in the source notes.The quotations in Chapters 1 and 2 from Geoffrey C. W ard, The Civil W ar: An Illus-tr ate d H is to ry (New York: Knopf, 1990) are reprinted with perm ission of the pub-lisher.Portions of the example Task Force Kingston are reprinted from ARMY Magazine,A pril 1 96 4. C op yrig ht @ 1964 by the Association of the United States Army and re-p ro du ce d by p erm is sio n.The quotation by Thomas J. Jackson in Chapter 2 is reprinted from Robert D . Heinl,D ictionary of M ilitary and N aval Q uotations (A nnapolis: US N aval Institute Press,1988).The quotation by Dandridge M . M alone in Chapter 2 is reproduced from DandridgeM . Malo ne , Sm all U nit Leadership: A Comm onsense Approach (N ov ato , C alif.: P re-sid io P ress, 1 98 3).The quotations by Theodore Roosevelt in Chapter 5 and Dwight D . Eisenhower inChapter 7 are reprinted from John C. Maxwell, Leade rshi p 101 -I nspi ra ti onalQ uotes and Insights for Leaders (Tulsa, Okla.: Honor B ooks, 1994).The quotation by Arleigh Burke in Chapter 7 is reproduced from Karel Montor andothers, Naval Leadership: Voices of Experiences (A nnapolis: US Naval InstituteP ress, 1 98 7).Excerpts from W AR AS I KNEW IT by General George S. Patton. Copyright @ 1947by Beatrice Patton Walters, Ruth Patton Totten, and George Smith Totten. Copy-right @ renewed 1975 by Major General George Patton, Ruth Patton Totten, John K.W aters Jr., and George P. W aters. Reprinted by permission of Houghton M ifflin Co.A ll rig hts re se rv ed .The quotation by George C. Marshall in Chapter 2 is reprinted from Forrest C.Pogue, George C. M arshall: Ordeal and H ope 1939-1942 (New York: Viking Press,1966) . Copy right @ 1965, 1966 by George C . M arshall R esearch Foundation.

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The quotations by Gordon R. Sullivan in Chapter 7 are reprinted from Gordon R.Sullivan and M ichael V . H arper, Hope Is Not A Method (N ew Y ork : T im es B usin ess,1996) . Copy ri gh t @ 1996 by Gordon R. Sullivan and M ichael V . Harper.

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PART ONEThe Leader, Leadership, and the HumanDimensionThere are tw o reasons w hy leadership is im portant to you and to the A rm y. The firstwas expressed eloquently by General of the Army Douglas MacArthur in a 1962s pe ec h. GA MacA rth ur sp oke a bo ut wha t h e h ad le arn ed a bo ut so ld ie ring a nd s erv icein a career that spanned m ore than fifty years and tw o w orld w ars. He distilled thelessons gathered from twenty campaigns, on a hundred battlefie lds, around athousand cam pfires into a few words that are as true now as they ever w ere:

[YJour m ission...is to w in our w ars...[YJou are the ones w ho are trained to fight.Yo urs is th e p rofessio n of arm s, th e w ill to w in , th e sure kn ow led ge tha t in w ar th ere isn o su bstitu te fo r v ic to ry ; th at if y ou lo se , th e n atio n w ill b e d estro ye d....Make no m istake about it. GA MacArthur is speaking to you as you sit in yourclassroom , as you read this in the dayroom or the m otor pool or at the kitchen table.Y ou are the Arm y s leaders, and on your shoulders rests this m ission: w in our w ars.T he d esire to a cc omplish tha t m is sio n d esp ite a ll ad ve rs ity is ca lle d the w rrio r thosand m akes the profession of arm s different from all other professions. That ethosa pp lie s to a ll so ld ie rs , n ot jus t th os e who se jo b it is to fin d, figh t, a nd de fea t th e e nemy .Y ou ll read m ore about it in C hapter 2.If that w ere not enough, there is a second reason you m ust strive to becom e the verybest leader you can be: your people deserve nothing less. W hen you took your oath,w hen you agreed to be a leader, you entered into a pact w ith your subordinates andyour nation. Am erica has entrusted you w ith its m ost precious resource, its youngpeople. Every person serving w ith you is som eone s son or som eone s daughter, ab ro th er, mo th er, s is te r, fa th er. The y a re capab le o f e xtra ord in ary fe ats o f c ou ra ge andsacrifice-as they have proven on G A M acA rthur s hundred battlefie lds and on everybattlefield since then. T hey are also capable of great patience and persistence andtremendous lo ya lty , a s th ey show eve ry day in th ou sand s o f o rd erly ro oms and o ffic es ,in tank parks and on firing ranges around the w orld. They show up and they do thework, no m atter how frightening, no m atter how boring, no m atter how risky or bloodyo r e xh au stin g. A nd wha t th ey a sk in re tu rn is c ompete nt le ad ersh ip .

The m ost precious commodity w ith w hich the Arm y deals is the individual soldierw ho is the heart and soul of our com bat forces.G eneral J. Law ton C ollins

VII Corps Commander, World War II

Y ou have been entrusted w ith a great responsibility. H ow do you prepare yourself?H ow do you learn and em brace those values and skills that w ill enable you to m eet thechallenge?

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T he A rm y L ea de rsh ip F ra me wo rk

This manual is a tool to help you answer these questions, to begin or continuebecom ing a leader of character and com petence, an Arm y leader. C hapter 1 startsw ith an overview of w hat the A rm y requires of you as an A rm y leader. T his is the A rm yleadership fram ew ork; it form s the structure of the Arm y s leadership doctrine.Cha pte r 1 a ls o d isc uss es th e th re e le ve ls o f A rm y le ad ers hip: d ire ct, org aniza tio na l,a nd s tra te gic . Chapte r 2 d is cu sses cha ra cte r, c ompete nce, a nd le aders hip -wha t y oumust BE, KNOW , and DO as an Army leader. Chapter 3 talks about the humandim ension, the m any factors that affect the people and team s that you lead and theinstitution of w hich you and they are a part.

CHAPTER 1The A rm y Leadership Fram ew ork

Just as the diamond requires three properties for its formation-carbon, heat, andpressure-su ccessful leaders require the interaction of three properties--character,knowledge, and application. Like carbon to the diam ond, character is the basic qual-ity of the leader But as carbon alone does not create a diamond, neither can charac-ter alone create a leader. The diamond needs heat. M an needs knowledge, study, andpreparation The third property, pressure-acting in conjunction with carbon andheat-form s the diam ond. Sim ilarly, one s character, attended by know ledge, bloom sthrough application to produce a leader.

1-1. The Army's ultimate responsibility is towin the nation's wars. For you as an Armyleader, leadership in combat is your primarymission and most im portant challenge. To m eetthis challenge, you must develop character andcompetence while achieving excellence. Thismanual is about leadership. It focuses on char-acter, com petence, and excellence. It's about ac-complishing the mission and taking care ofpeople. It's about living up to your ultimate re-sponsibility, leading your soldiers in combatand winning our nation's wars.1-2. Figure 1-1 shows the Army leadershipframework. The top of the figure shows the fourcategories of things leaders must BE, KNOW ,and DO. The bottom of the figure lists dimen-sions of Army leadership, grouped under thesefour categories. The dimensions consist ofArmy values and subcategories under attrib-u tes, sk ills, an d actio ns.

1-2

General Edward C. M eyerForm er Arm y Chief of Staff

1-3. L ea dership starts at th e to p, w ith the cha r-acter of the leader, w ith your character. In or-der to lead others, you must first make sureyour own house is in order. For example, thefirst line of T he C ree d o f th e N on comm iss io nedOfficer states, Noone is more professionalthan 1. But it takes a remarkable person tomove from memorizing a creed to actually

LEADERSHIP DEFINED 1-4BE, KNOW, DO 1-6LEVELS OF LEADERSHIP 1-10LEADERS OF LEADERS 1-13LEADERSHIP AND COMMAND 1-14SUBORDINATES 1-15THE PAYOFF: EXCELLENCE 1-17SUM MARY 1-19

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living that creed; a true leader is th at rem ark -able per son.1-4. Army leadership begins with what theleader must BE, the values and attributes thatshape a leader's character. It may be helpful to

think of these as internal qualities: you possessthem all the time, alone and with others. Theydefine who you are; they give you a solid foot-ing. These values and attributes are the samefor all leaders, regardless of position, although

Lto chie ve ~Excel1enceL o y a l t yD u t yR e s p e c tS e l f l e s s S e r v ic eH o n o rI n t e g r i t yP e r s o n a l C o u r a g e

M e n t a lP h y s i c a lE m o t i o n a l

I n t e r p e r s o n a lC o n c e p t u a lT e c h n i c a lT a c t i c a l

I n f l u e n c i n g C o m m u n i c a t i n g D e c is io n M a k i n g M o t i v a t i n gO p e r a t i n g P la n P r e p E x e c u t i n g A s s e s s i n gI m p r o v i n g D e v e l o p i n g B u i l d i n g L e a r n i n g

Leaders of character and competence act to achieve excellence by developing a force thatcan fight and win the nation s wars and serve the common defense of the United States.

Figure 1-1. The Arm y Leadership Fram ew ork

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Th e A rm y Leadersh ip Fram ew ork

you certainly refine your understanding ofthem as you become more experienced and as-sum e positions of greater responsibility. For ex-ample, a sergeant major with combatexperience has a deeper understanding of self-less service and personal courage than a newso ld ie r d oe s.1-5. Your skills are those things you KNOWhow to do, your com petence in everything fromthe technical side of your job to the people skillsa leader requires. The skill categories of theArmy leadership framework apply to all lead-ers. However, as you assume positions ofgreater responsibility, you must masteradditional skills in each category. Army

leadership positions fall into one of three levels:direct, organizational, and strategic. T hese lev-els are described later in this chapter. C hapters4, 6, and 7 describe the skills leaders at eachleve l require.1-6. But character and knowledge-whileabsolutely necessary-are not enough. Youcannot be effective, you cannot be a leader, un-til y ou apply what you know, until you act andDO what you must. As with skills, you willlearn more leadership actions as you serve indifferent positions. Because actions are the es-sence of leadership, the discussion begins w iththem.

LE AD ER SH IP D EF IN EDLeadership is influencing people-by providing purpose, direction, and m otivation-whileoperating to accom plish the mission and improving t he organiza tion .

INFLUENCING1-7. Influencing means getting people to dowhat you want them to do. It is the means ormethod to achieve two ends: operating and im-proving. But there's more to influencing thansimply passing along orders. The example youset is just as important as the words you speak.And you set an example-good or bad-withevery action you take and word you utter, on oroff duty. Through your words and example, youmust communicate purpose, direction, andmotivation.

Purpose1-8. Purpose gives people a reason to do things.This does not mean that as a leader you mustexplain every decision to the satisfaction ofyour subordinates. It does mean you must earntheir trust: they must know from experiencethat you care about them and would not askthem to do som ething-particularly som ethingdangerous-unless there was a good reason,unless the task was essential to m issionaccomplishment.

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1-9. Look, for example, at a battalionm aintenance section. Its m otor sergeant alw aystakes the time-and has the patience-to ex-plain to the mechanics what is required ofthem . Nothing fancy; the motor sergeant usu-ally just calls them together for a few minutesto talk about the workload and the tim e crunch.The soldiers may get tired of hearing And, ofcourse, unless we get the work finished, thisunit doesn't roll and the mission doesn't getdone, but they know it's true. And every tim ehe passes information this way, the motorsergeant sends this signal to the soldiers: thathe cares about their time and work and whatthey think, that they are members of a team ,not cogs in the green m achine.1-10. Then one day the unit is alerted for anem ergency deploym ent. Things are happeningat breakneck speed; there is no time to pause,and everything and everyone is under stress.The motor sergeant cannot stop to explainthings, pat people on the back, or talk them up.But the soldiers will work themselves to ex-haustion, if need be, because the motor ser-geant has earned their trust. They know and

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appreciate their leader's norm al way of operat-ing, and they will assum e there is a good reasonthe leader is doing things differently this time.And should the deployment lead to a combatmission, the team will be better prepared to ac-complish their mission under fire. Trust is a ba-sic bond of leadership, and it m ust be developedove r time.

Direction1-11. W hen providing direction, you com muni-cate the way you want the mission accom-plished. You prioritize tasks, assignresponsibility for com pleting them (delegatingauthority when necessary), and m ake sure yourpeople understand the standard. In short, youfigure out how to get the work done right withthe available people, tim e, and other resources;then you comm unicate that inform ation to yoursubordinates: W e'll do these things first. Youpeople work here; you people work there. Asyou think the job through, you can better aimyour effort and resources at the right targets.1-12. People want direction. They want to begiven challenging tasks, training in how to ac-complish them , and the resources necessary todo them well. Then they want to be left alone todo the job.

Motivation1-13. M otivation gives subordinates the will todo everything they can to accom plish a m ission.It results in their acting on their own initiativewhen they see something needs to be done.1-14. To motivate your people, give themmissions that challenge them . M ter all, they didnot join the Army to be bored. Get to know yourpeople and their capabilities; that way you cantell just how far to push each one. Give them asmuch responsibility as they can handle; then letthem do the work without looking over theirshoulders and nagging them. When they suc-ceed, praise them. When they fall short, givethem credit for what they have done and coachor counsel them on how to do better next time.1-15. People who are trained this way willaccomplish the mission, even when no one iswatching. They will work harder than theythought they could. And when their leader

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notices and gives them credit (with som ethingmore than the offhand comment good job ),they will be ready to take on even more nexttime.1-16. But Army leaders motivate their peopleby more than words. The example you set is atleast as important as what you say and how wellyou manage the work. As the unit prepares forthe rollout, the motor sergeant you just readabout is in the motor pool with the mechanicson Friday night and Saturday morning. If hispeople are working in the rain, the NCO's uni-form will be wet too. If they have m issed break-fast, the leader's stom ach will be growling justas loudly. The best leaders lead from the front.Don't underestimate the importance of beingwhere the action is.

OPERATING1-17. Actions taken to influence others serve toaccom plish operating actions, those actions youtake to achieve the short-term goal of accom-plishing the mission. The motor sergeant willmake sure the vehicles roll out, on time andcom bat ready, through planning and preparing(laying out the work and making the necessaryarrangements), executing (doing the job), andassessing (learning how to work smarter nexttim e). The m otor sergeant provides an exam pleof how direct leaders perform operating actions.All leaders execute these operating actions,which becom e m ore complex as they assum e po-sitio ns o f in cre asin g re sp on sib ility .

IMPROVING1-18. The motor sergeant's job is not com pletewhen the last vehicle clears the gate. W hile get-ting the job done is key, the Army also expectshim to do far more than just accomplish theday's w ork. Arm y leaders also strive to im proveeverything entrusted to them: their people, fa-cilities, equipment, training, and resources.There will be a new mission, of course, but partof finishing the old one is improving theorganization.1-19. M ter checking to be sure the tools are re-paired, cleaned, accounted for, and put away,the m otor sergeant conducts an inform al after-action review (AA R) w ith the section. (A n AAR

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is a professional discussion of an event, focusedon perform ance standards, that allows partici-pants to discover for themselves what hap-pened, why it happened, and how to sustainstrengths and im prove on w eaknesses. C hapter5 discusses AARs.) The motor sergeant is self-confident enough to ask subordinates for theirideas on how to make things work better (al-ways a key goal). He then acts based on his ownand team members' observations. The motorsergeant looks for strong areas to sustain andpraises team m em bers as appropriate; how everif the motor sergeant saw the team membersspend too much time on some tasks and notenough on others, he changes the section stand-ing operating procedures (SOP) or counsels thepeople involved. (Developm ental counseling isnot an adverse action; it is a skill you use to helpyour subordinates become better team mem-bers, improve performance, and prepare for thefuture. C ounseling should address strong areasas well as weak ones and successes as well as

failures. A ppendix C discusses developm entalcounseling.) If the motor sergeant discoversgaps in individual or collective skills, he plansand conducts the training necessary to fillthem . If something the motor sergeant did or adecision he made didn't turn out quite right, hewill not make the same error again. More thanthat, the motor sergeant lets his people knowwhat went wrong, finds out their impressions ofwhy it happened, and determines how they willmake it work next time.1-20. B y doing these things, the m otor sergeantis creating a better organization, one that willwork smarter the next time. His example sendsan important message. The soldiers see theirleader look at his own and the organization'sperform ance, evaluate it, identify strong areasto sustain as well as mistakes and shortcom-ings, and commit to a better way of doingthings. These actions are more powerful thana ny lectu re o n lead ersh ip .

B E KN OW D O1-21. BE, KNOW, DO clearly and conciselystate the characteristics of an Army leader.You have just read about leader actions, theDO of BE, KNOW, DO. Leadership is abouttaking action, but there's more to being aleader than just what you do. Character andcompetence, the BE and the KNOW , underlieeverything a leader does. So becoming aleader involves developing all aspects ofyourself. This includes adopting and livingArmy values. It means developing the attrib-utes and learning the skills of an Armyleader. Only by this self-development willyou become a confident and competentleader of character. Being an Army leader isnot easy. There are no cookie-cutter solu-tions to leadership challenges, and there areno shortcuts to success. However, the toolsare available to every leader. It is up to you tomaster and use them.

BE1-22. Character describes a person's innerstrength, the BE of BE, KNOW, DO. Yourcharacter helps you know what is right;

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more than that, it links that knowledge toaction. Character gives you the courage todo what is right regardless of the circum-stances or the consequences. (Appendix Ediscusses character developm ent.)1-23. You demonstrate character throughyour behavior. One of your key responsibili-ties as a leader is to teach Army values toyour subordinates. The old saying that ac-tions speak louder than words has neverbeen more true than here. Leaders who talkabout honor, loyalty, and selfless service butdo not live these values-both on and offduty-send the wrong message, that this values stuff is all just talk.1-24. Understanding Army values andleader attributes (which Chapter 2 dis-cusses) is only the first step. You also mustembrace Army values and develop leader at-tributes, living them until they becomehabit. You must teach Army values to yoursubordinates through action and exampleand help them develop leader attributes inthemselves.

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KNOW1-25. A leader must have a certain level ofknowledge to be competent. That knowledgeis spread across four skill domains. You mustdevelop interpersonal skills knowledge ofyour people and how to work with them . Youmust have conceptual skills the ability tounderstand and apply the doctrine and otherideas required to do your job. You must learntechnical skills how to use your equip-ment. Finally, warrior leaders must mastertactical sk ills the ability to make the rightdecisions concerning employment of units incombat. Tactical skills include mastery of theart of tactics appropriate to the leader's levelof responsibility and unit type. They're am-plified by the other skills-interpersonal,conceptual, and technical-and are the mostimportant skills for warfighters. (FM 100-40discusses the art of tactics.)1-26. Mastery of different skills in thesedomains is essential to the Army's success inpeace and war. But a true leader is notsatisfied with knowing only how to do whatwill get the organization through today; youmust also be concerned about what it willneed tomorrow. You must strive to masteryour job and prepare to take over your boss'sjob. In addition, as you move to jobs of in-creasing responsibility, you'll face newequipment, new ideas, and new ways ofthinking and doing things. You must learn toapply all these to accomplish your m ission.1-27. Army schools teach you basic job skills,but they are only part of the learning picture.You'll learn even more on the job. Goodleaders add to their knowledge and skillsevery day. True leaders seek out opportuni-ties; they're always looking for ways to in-crease their professional knowledge andskills. Dedicated squad leaders jump at thechance to fill in as acting platoon sergeant,not because they've mastered the platoonsergeant's job but because they know thebest place to learn about it is in the thick ofthe action. Those squad leaders challenge

themselves and will learn through doing;what's more, with coaching, they'll learn asmuch from their m istakes as from theirsuccesses.

DO1-28. You read about leader actions, the DO ofArmy leadership doctrine, at the beginning ofthis chapter. L eader actions include-. Influencing: making decisions, com-

m unicating those decisions, and m otivatingpeople.. Operating: the things you do toaccom plish your organization's im mediatemISSIOn.. Improving: the things you do to increasethe organization's capability to accom plishcurrent or future m issions.

1-29. Earlier in this chapter, you read about amotor sergeant who lives Army values, has de-veloped leader attributes, and routinely per-forms leader actions. But that was an example,and a garrison example at that. What about re-ality? What about combat? Trained soldiersknow what they are supposed to do, but understress, their instincts m ight tell them to dosomething different. The exhausted, hungry,cold, w et, disoriented, and frightened soldier ismore likely to do the wrong thing-stop mov-ing, lie down, retreat-than one not under thatkind of stress. This is when the leader must stepin-when things are falling apart, when thereseems to be no hope-and get the job done.1-30. The fight between the 20th Regiment ofMaine Volunteers and the 15th and 47th Regi-ments of Alabama Infantry during the CivilW ar illustrates what can happen when a leaderacts decisively. It shows how the actions of oneleader, in a situation that looked hopeless, notonly saved his unit, but allowed the entire Un-ion Army to m aintain its position and defeat theConfederate invasion of Pennsylvania. The sto-ry's hero is a colonel-but it could have been acaptain, or a sergeant, or a corporal. At othertimes and in other places it has been.

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r COl Chambe rla in at Getty sburgIn late June 1863 GEN Robert E. Lee s Arm y of Northern Virginia passed through westernMary la nd a nd in va de d Penn sy lv an ia . F or fiv e d ay s, th e A rmy o f th e Potoma c h urrie d to g et b etw ee nthe C onfederates and the national capital. O n 1 July the 20th M aine received word to press on toG ettysburg. T he U nion A rm y had engaged the C onfederates there, and U nion commanders w erehurr yin g a ll a va ila ble fo rces to th e h ills sou th o f th e little town .The 20th M aine arrived at G ettysburg near m idday on 2 July, after m arching m ore than oneh un dre d m ile s in fiv e d ay s. T he y h ad h ad o nly tw o h ou rs s le ep a nd n o h ot fo od d urin g th e p re vio us 2 4hou rs . The regiment was p repa rin g to go in to a defens ive pos itio n a s part o f th e b rig ade commandedby C OL S trong V incent w hen a staff officer rode up to C OL V incent and began gesturing tow ards alittle h ill a t th e e xtreme sou thern end o f t h e Union lin e. The h ill, L ittle Round Top , dom inated the Unionp os itio n a nd , a t th at momen t, w as un oc cu pie d. If th e Con fe de ra tes p la ce d a rtille ry o n it, th ey c ou ldforce the entire Union Arm y to w ithdraw. The hill had been left unprotected through a series ofm is ta ke s-w ro ng a ss umptio ns , th e fa ilu re to c ommun ic ate c le arly , an d th e fa ilu re to c he ck -a nd th e

s itua tion was cri tica l.Rea liz in g th e dange r, COL V in cent o rdered h is b rig ade to o ccupy L ittle Round Top . He pos itio nedth e 20 th Main e, c ommand ed by COL Joshu a L . C hambe rla in , o n h is b rig ad e s le ft fla nk , th e e xtremele ft o f th e Union lin e. COL V in ce nt to ld COL Chamberla in to h old a t a ll h az ard s.On Little Round Top, COL Cham berlain told his company commanders the purpose andimpo rtan ce o f th eir m is sio n. H e o rd ere d th e rig ht fla nk c ompany to tie in w ith th e 8 3d Pen ns ylv an iaand the le ft fla nk company to ancho r on a la rge bou ld er . H is th ough ts tu rned to h is le ft fla nk . The rewasnothing there except a sm all hollow and the rising slope of Big Round Top. The 20th M aine waslite ra lly a t th e e nd o f th e lin e.COL Chamberla in th en s howed a s kill c ommon to g ood ta ctic al le ad ers . H e imag in ed th re ats tohis unit, did what he could to guard against them , and considered w hat he would do to m eet otherp os sib le th re ats . S in ce h is le ft fla nk was o pe n, COL Chamberla in s en t B Company , c ommande d b yC PT W alter G . Morrill, off to guard it and act as the necessities of battle required. T he captainpos itio ned h is men beh in d a s tone wall th at wou ld fa ce the fla nk o f any Con fede ra te advance . The re ,fourteen soldiers from the 2d U S Sharpshooters, w ho had been separated from their unit, joinedthem.T he 20th Maine had been in position only a few m inutes w hen the soldiers of the 15th and 47thA labama a tta cked . The Con fede ra te s had a lso ma rched a ll n ig ht a nd were tire d and th irs ty . Even so,they a ttacked feroc iously.T he Main e men h eld th eir g ro un d, b ut th en o ne o f COL Chamberla in s o ffic ers re po rte d s ee in g ala rg e b od y o f C on fe de ra te s old ie rs mov in g la te ra lly b eh in d th e a tta ck in g fo rc e. COL Chamberla inclim bed on a rock-exposing him self to enemy fire-and saw a C onfederate unit m oving around hise xp os ed le ft fla nk . If the y o utflan ke d h im , h is u nit w ould b e p ushe d o ff its p os itio n a nd de stro ye d. H ewou ld have fa ile d h is m is sio n.COL Chamberla in h ad to th in k fa st. T he ta ctic al man ua ls h e h ad so d ilig en tly s tu die d c alle d fo r a

man eu ve r th at w ou ld n ot w ork o n th is te rra in . T he c olo ne l h ad to c re ate a n ew maneu ve r, o ne th at h issold ie rs cou ld e xe cu te , a nd execu te now .The 20th Ma ine was ina defens ive l ine, two ranks deep. Itwas th reatened by an a ttack a round it s le ftfla nk . So the colo ne l o rdered h is company commanders to s tr etch th e lin e to th e le ft a nd bend it b ack tofo rm an ang le , conceal ing the maneuver by keeping up a s teady rateo f fi re .The corne r o f the ang le wouldbe the large boulder he had pointed out earlier. The sidestep m aneuver was tricky, but it was acombination of other battle drills his soldiers knew . In spite of the terrible noise that made voicecom mands useless, in spite of the blinding sm oke, the cries of the w ounded, and the continuingCon fede ra te a tta ck , th e Ma ine men were able to pull it o ff. Now COL Chambe rla in s th in lin e was only

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COl Chamberla in a t G etty sb urg (c on tin ue d)one rank deep. His units, covering twice their normal frontage, were bent back into an L shape.M inutes after C aL C ham berlain repositioned his force, the C onfederate infantry, m oving up w hat theythought was an open flank, w ere throw n back by the redeployed left wing of the 20th M aine. Surprisedand angry, they nonetheless attacked again.

The M aine m en rallied and held; the Confederates regrouped and attacked. The Alabamiansd ro ve th e Ma in e men from th eir p ositio ns fiv e time s. F iv e times th ey fo ug ht th eir w ay b ac k aga in . A tsome p la ce s, th e muzz le s o f th e oppos in g guns a lmost to uched. A f te r th ese assau lts , th e Ma ine menwere dow n to one or tw o rounds per m an, and the determ ined Confederates were regrouping fora noth er try . C aL Chamberla in s aw th at h e c ou ld n ot s ta y whe re h e was a nd cou ld n ot w ith draw. So h edecided to counterattack. H is men w ould have the advantage of attacking dow n the steep hill, herea so ne d, a nd th e Con fe de ra tes wou ld n ot b e e xp ec tin g it. C le arly h e was ris kin g h is e ntire u nit, b utthe fate of the U nion A rm y depended on his m en.T he d ec is io n le ft C aL Chamberlain w ith a no th er p ro blem: th ere was n oth in g in th e ta ctic s b oo ka bou t h ow to g et h is u nit from th eir L -s ha pe d p os ition in to a lin e o f a dv an ce . U nde r tremendo us fireand in th e m id st o f th e battle , CaL Chambe rla in aga in calle d h is commander s to ge ther. He exp la in edth at th e re gimen t s le ft w in g wou ld swin g a ro un d lik e a b arn d oo r o n a h in ge u ntil it w as e ve n w ith th er ig ht w in g. Then the entire re giment, b ayonets fix ed , wou ld cha rge downh ill, s ta yin g ancho red to th e83d Pennsylvan ia on its rig ht. The exp la na tio n was c le ar and the s itu atio n c le ar ly despe ra te .Whe n CaL Chamberla in g av e th e ord er, 1 LT Holman Melc he r of F Company le ap ed fo rw ard an dled the left w ing dow nhill tow ard the surprised C onfederates. C aL C hamberlain had positionedhim self at the boulder at the center of the L. W hen the left wing was abreast of the right w ing, hejumped o ff th e roc k a nd le d th e rig ht w in g d own th e h ill. T he en tire re gimen t w as n ow cha rg in g o n lin e,swin gin g lik e a g re at b arn door-just as its commande r had in te nded .

The A labama sold ie rs , s tu nned a t t he s ig ht o f t h e cha rg in g Union tr oops , fe ll b ack on the pos itio nsb eh in d th em . T he re th e 2 0th Main e s c harg e m igh t h av e failed if n ot fo r a s urp ris e re su ltin g from CaLChamberla in s fo re sigh t. J us t th en CPT Morrill s B Company a nd th e s harp sh oo te rs op en ed fire o nthe Con fede ra te fla nk and rear. The exhausted and sha tte re d A labama regiments th ough t th ey weres urro un de d. T hey b ro ke a nd ra n, n ot re aliz in g th at o ne more a ttac k wou ld h av e c arrie d th e h ill.The slopes of Little R ound Top w ere littered w ith bodies. S aplings halfw ay up the hill had beensawed in h alf b y wea po ns fire . A th ird o f th e 2 0th Main e h ad fallen , 1 30 men ou t o f 3 86 . N one th ele ss ,the farm ers, w oodsm en, and fisherm en from M aine-under the com mand of a brave and creativele ader who had antic ip ate d enemy actio ns , imp ro vised under fir e, a nd app lie d d is cip lin ed in itia tiv e inthe heat of b attle -h ad fo ug ht th ro ug h to v ic to ry .

1-31. COL Joshua Chamberlain was awardedthe Medal of Honor for his actions on 2 July1863. After surviving terrible wounds atPetersburg, Virginia, he and his comm and werechosen to receive the surrender of C onfederateunits at Appomattox in April 1865. His actionsthere contributed to national reconciliationand are described in Chapter 7.

PUTTINGIT TOGETHER

1-32. Study the Army leadership framework; itis the Army's common basis for thinking aboutleadership. W ith all the day-to-day tasks you

Army Leadersh ip

must do, it's easy to get lost in particulars. TheArmy leadership framework is a tool that al-lows you to step back and think about leader-ship as a whole. It is a canopy that covers thehundreds of things you do every day. The Armyleadership fram ew ork gives you the big pictureand can help you put your job, your people, andy ou r o rg an izatio n in p ersp ectiv e.1-33. The dimensions of the Army leadershipframework shown in Figure 1-1-the values, at-tributes, skills, and actions that support BE,KNOW , and DO-each contain components. Allare interrelated; none stands alone. For exam -ple, will is very important, as you saw in the

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case of COL Chamberlain. It's discussed inChapter 2 under mental attributes. Yet willcannot stand by itself. Left unchecked andwithout m oral boundaries, w ill can be danger-ous. The case of Adolf Hitler shows this fact.W ill m isapplied can also produce disastrous re-sults. Early in World War I, French forces at-tacked German machine gun positions acrossopen fields, believing their elan (unit moraleand will to win) would overcome a technologi-cally advanced weapon. The cost in lives wascatastrophic. N evertheless, the w ill of leaders ofcharacter and competence-like the small unitleaders at Normandy that you'll read aboutlater in this chapter-can make the differencebetw een victory and defeat.1-34. This is how you should think about theA rm y leadership fram ew ork: all its pieces work

in combination to produce something biggerand better than the sum of the parts. BE theleader of character: embrace Army values anddemonstrate leader attributes. Study and prac-tice so that you have the skills to KNOW yourjob. Then act, DO what's right to achieveexcellence.1-35. The Army leadership framework appliesto all Army leaders. However, as you assumepositions of increasing responsibility, you'llneed to develop additional attributes andmaster more skills and actions. Part of thisknowledge includes understanding what yourbosses are doing-the factors that affect theirdecisions and the environment in which theywork. To help you do this, Army leadership po-sitions are divided into three levels-direct, or-g an iz atio na l, a nd stra te gic .

LE VEL S O F L EA DER SH IPNCOs like to make a decision right away and move on to the next thing...so the higher up theflagpole you go, the m ore you have to learn a very different style of leadership.

Command S er ge an t Majo rDoug la s E . Mu rr ayUnit ed S ta te s Army Rese rve. Global/Regional

Nat ional/ SocietalPerspective

. Organizational/Systemsand Pr oc es se sPerspective

. Individual/SmallG r ou p T as k O r ie nt edPerspective

Figure 1 2 . A rm y L eadership L evels1-36. Figure 1-2 shows the perspectives of thethree levels of Arm y leadership: direct, organi-zational, and strategic. Factors that determ inea position's leadership level can include the po-sition's span of control, its headquarters level,

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and the extent of the influence the leader hold-ing the position exerts. O ther factors includethe size of the unit or organization, the type ofoperations it conducts, the num ber of people as-signed, and its planning horizon.

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L evels o f L eade rshi p

1-37. Sometimes the rank or grade of theleader holding a position does not indicate theposition's leadership level. That's why Figure1-2 does not show rank. A sergeant first classserving as a platoon sergeant works at thedirect leadership level. If the same NCO holds aheadquarters job dealing w ith issues and policyaffectin g a b rig ad e-sized o r larg er o rg an izatio n,the NCO works at the organizational leader-ship level. However, if the NCO's prim ary dutyis running a staff section that supports the lead-ers who run the organization, the NCO is a di-rect leader. In fact, m ost leadership positionsare direct leadership positions, and every leaderat every level acts as a direct leader when deal-in g w ith immed iate su bo rd in ates.1-38. The headquarters echelon alonedoesn't determ ine a position's leadershiplevel. Soldiers and DA civilians of all ranksand grades serve in strategic-level headquar-ters, but they are not all strategic-level lead-ers. The responsibilities of a duty position,together with the other factors paragraph1-36 lists, determine its leadership level. Forexample, a DA civilian at a training arearange control with a dozen subordinatesworks at the direct leadership level while aDA civilian deputy garrison commander witha span of influence over several thousandpeople w orks at the organizational leadershiplevel. Most NCOs, company grade officers,field grade officers, and DA civilian leadersserve at the direct leadership level. Some sen-ior N C Os, field grade officers, and higher-grade D A civilians serve at the organizationalleadership level. Most general officers andequivalent Senior Executive Service DA civil-ians serve at the organizational or strategiclead ersh ip lev els.

D IR EC T L EA DE RS HIP1 -3 9. D ire ct lead ersh ip is fac e-to -face, first-lin elead ersh ip . It tak es p lace in th ose o rg an izatio nswhere subordinates are used to seeing theirleaders all the tim e: team s and squads, sectionsand platoons, companies, batteries, andtroops-even squadrons and battalions. The di-rect leader's span of influence, those whoselives he can reach out and touch, may rangefrom a handful to several hundred people.

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1 -4 0. D irect lead ers d ev elo p th eir su bo rd in atesone-on-one; however, they also influence theirorganization through their subordinates. Forinstance, a cavalry squadron commander isclose enough to his soldiers to have a direct in-fluence on them. They're used to seeing himregularly, even if it is only once a week in garri-son; they expect to see him from time to time inthe field. Still, during daily operations, the com -mander guides the organization primarilythrough his subordinate officers and NCOs.1-41. For direct leaders there is m ore certaintyand less com plexity than for organizational andstrategic leaders. D irect leaders are closeenough to see-very quickly-how things work,how things don't work, and how to address anyproblems. (Chapter 4 discusses direct leaderskills. Chapter 5 discusses direct leader ac-tions.)

O RG AN IZA TIO NA L L EA DER SH IP1-42. O rganizational leaders influence severalhundred to several thousand people. They dothis indirectly, generally through m ore levels ofsubordinates than do direct leaders. The addi-tionallevels of subordinates can make it mored ifficu lt fo r th em to see resu lts. O rg an izatio nalleaders have staffs to help them lead their peo-ple and m anage their organizations' resources.T hey establish policies and the organizationalclim ate that support their subordinate leaders.(Chapter 3 introduces climate and culture andexplains the role of direct leaders in setting theorganizational climate. Chapters 6 and 7 dis-cuss the roles of organizational and strategicleaders in establishing and m aintaining the or-ganizational clim ate and institutional culture.)1-43. Organizational leadership skills differfrom direct leadership skills in degree, but notin kind. That is, the skill domains are the same,but organizational leaders must deal with m orecom plexity, m ore people, greater uncertainty,and a greater number of unintended conse-quences. They find them selves influencing peo-ple more through policymaking and systemsintegration than through face-to-face contact.1-44. O rganizational leaders include m ilitaryleaders at the brigade through corps levels,m ilitary and DA civilian leaders at directorate

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through installation levels, and DA civilians atthe assistant through undersecretary of theArmy levels. They focus on planning andmission accomplishment over the next two tote n y ea rs.1-45. Getting out of their offices and visitingthe parts of their organizations where the workis done is especially important for organiza-tionalleaders. They must make time to get tothe field to com pare the reports their staff givesthem with the actual conditions their peopleface and the perceptions of the organizationand mission they hold. Because of their less-frequent presence am ong their soldiers and DAcivilians, organizational leaders m ust use thosevisits they are able to make to assess how wellthe commander's intent is understood and torein fo rce th e o rg an izatio n's p rio rities.

ST RA TEG IC L EA DER SH IP1-46. Strategic leaders include m ilitary and D Acivilian leaders at the m ajor com mand throughD epartm ent of D efense levels. Strategic leadersare responsible for large organizations and in-fluence several thousand to hundreds of thou-sands of people. They establish force structure,allocate resources, com municate strategic vi-sion, and prepare their commands and theArmy as a whole for their future roles.1-47. Strategic leaders work in an uncertainenvironment on highly complex problems thataffect and are affected by events and organiza-tions outside the Army. Actions of a theatercommander in chief (CINC), for example, mayeven have an impact on global politics. (CINCscommand combatant commands, very large,joint organizations assigned broad, continuingmissions. Theater CINCs are assigned respon-sibilities for a geographic area (a theater); forexample, the CINC of the US Central Com-mand is responsible for m ost of southwesternAsia and part of eastern Mrica. FunctionalCINCs are assigned responsibilities notbounded by geography; for example, the CINCof the US Transportation Command is respon-sible for providing integrated land, sea, and air

transportation to all services. (JP 0-2, JP 3-0,and FM 100-7 discuss combatant com mands.)A lthough civilian leaders m ake national policy,decisions a C IN C m akes while carrying out thatpolicy may affect whether or not a national ob-jective is achieved. Strategic leaders applym any of the same leadership skills and actionsthey mastered as direct and organizationalleaders; how ever, strategic leadership requiresothers that are more complex and indirectlyapplied.1-48. Strategic leaders concern themselveswith the total environment in which the Armyfunctions; their decisions take into accountsuch things as congressional hearings, Armybudgetary constraints, new systems acquisi-tio n, civ ilian p ro gram s, re search , d ev elo pm en t,and interservice cooperation-just to name afew.1-49. Strategic leaders, like direct andorganizational leaders, process inform ationquickly, assess alternatives based on incom-plete data, make decisions, and generate sup-port. However, strategic leaders' decisionsaffect m ore people, com mit m ore resources, andhave wider-ranging consequences in both spaceand time than do decisions of organizationala nd d irect lead ers.1-50. Strategic leaders often do not see theirideas come to fruition during their watch ;their initiatives may take years to plan,prepare, and execute. In-process review s (IPR s)m ight not even begin until after the leader hasleft the job. This has im portant implications forlong-range planning. On the other hand, somestrategic decisions may become a front-pageheadline of the next morning's newspaper.Strategic leaders have very few opportunities tovisit the lowest-level organizations of theircomm ands; thus, their sense of when and whereto visit is crucial. Because they exert influenceprim arily through subordinates, strategic lead-ers m ust develop strong skills in picking and de-veloping good ones. This is an importantim proving skill, w hich C hapter 7 discusses.

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Leaders o f L eaders

LEA D ER S O F LEAD ERSM ore than anything else, I had confidence in m y soldiers, junior leaders, and staff They weretrained, and I knew they would carry the fight to the enemy. I trusted them , and they knew Itrusted them. I think in Just Cause, which was a company commander s war, being adecentralized comm ander paid big dividends because I wasn t in the knickers of m y com panycommanders all the time. I gave them the mission and let them do it. I couldn t do it for them .

1-51. At any level, anyone responsible for su-pervising people or accomplishing a missionthat involves other people is a leader. Anyonewho influences others, motivating them to ac-tion or influencing their thinking or decisionmaking, is a leader. It's not a function only ofposition; it's also a function of role. In addi-tion, everyone in the Army-including everyleader-fits somewhere in a chain of com-mand. Everyone in the Army is also a followeror subordinate. There are, obviously, manyleaders in an organization, and it's importantto understand that you don't just lead subordi-nates-you lead other leaders. Even at the low-est level, you are a leader of leaders.1-52. For example, a rifle company has fourleadership levels: the company commanderleads through platoon leaders, the platoonleaders through squad leaders, and the squadleaders through team leaders. At each level,the leader must let subordinate leaders doth eir jo bs. P racticin g th is k in d o f d ecen tralizedexecution based on mission orders in peace-time trains subordinates who will, in battle,exercise disciplined initiative in the absence oforders. They'll continue to fight when the ra-dios are jammed, when the plan falls apart,when the enemy does something unexpected.(Appendix A discusses leader roles and rela-tionships. FM 100-34 discusses m ission ordersand ini ti at ive .)1-53. This decentralization does not mean thata commander never steps in and takes directcontrol. There will be times when a leader hasto stop leading through subordinates, step for-ward, and say, Follow me A situation likethis may occur in combat, when things are fal-ling apart and, like BG Thomas J. Jackson,you'll need to stand like a stone wall an d

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A B attalion C om mander, O peration Just CauseP anam a, 1989

save victory. (You'll read about BG Jackson inChapter 2.) Or it may occur during training,when a su bo rd in ate is ab ou t to m ak e a mistakethat could result in serious injury or death andyou must act to prevent disaster.1-54. More often, however, you shouldempower your subordinate leaders: give thema task, delegate the necessary authority, andlet them do the work. Of course you need tocheck periodically. How else will you be able tocritique, coach, and evaluate them? But thepoint is to power down without powering off.Give your subordinate leaders the authoritythey need to get the job done. Then check onthem frequently enough to keep track of whatis going on but not so often that you get in theirway. You can develop this skill throughexpenence.1-55. It takes personal courage to operate thisway. But a leader must let subordinate leadersle arn b y d oin g. Is th ere a r is k th at, fo r in stance,a squad leader- especial ly an inexperiencedone-will make mistakes? Of course there is.But if your subordinate leaders are to grow, youmust let them take risks. This means you mustlet go of som e control and let your subordinateleaders do things on their own-within boundsestablished by mission orders and your ex-p re sse d in te nt.1-56. A company commander who routinelysteps in and gives orders directly to squad lead-ers weakens the whole chain of command, de-nies squad leaders valuable learningex perie nces, an d sen ds a signal to the wholecompany that the chain of command and NCOsupport channel can be bypassed at any time.O n the other hand, successful accom plishm entof specified and im plied missions results fromsubordinate leaders at all levels exercising

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disciplined initiative within the com mander'sintent. Effective leaders strive to create an envi-ronment of trust and understanding that en-courages their subordinates to seize thein itiativ e an d act. (A pp en dix A d iscu sse s au th or-ity, the chain of com mand, and the NCO supportchannel. FM 100-34 contains inform ation aboutbuilding trust up and down the chain of com-mand.)1-57. W eak leaders who have not trained theirsubordinates som etim es say, M y organizationcan't do it w ithout me. Many people, used tobeing at the center of the action, begin to feel asif they're indispensable. You have heard them: I can't take a day off. I have to be here all thetime. I must watch my subordinates' everymove, or who knows what will happen? B ut noone is irreplaceable. The Army is not going tostop functioning because one leader-no mat-ter how senior, no m atter how central-stepsaside. In combat, the loss of a leader is a shockto a unit, but the unit must continue its m is-sion. If leaders train their subordinates prop-erly, one of them will take charge.

1-58. Strong commanders-those with per-sonal courage-realize their subordinate lead-ers need room to work. This doesn't mean thatyou should let your subordinates make thesame mistake over and over. Part of your re-sponsibility as a leader is to help your subordi-nates succeed. You can achieve this throughem pow ering and coaching. Train your subordi-nates to plan, prepare, execute, and assess wellenough to operate independently. Provide suffi-cient purpose, direction, and motivation forthem to operate in support of the overall plan.1-59. Finally, check and make corrections.Take time to help your subordinates sort outwhat happened and why. Conduct AARs so yourpeople don't just m ake m istakes, but learn fromthem . There is not a soldier out there, from pri-vate to general, who has not slipped up fromtim e to tim e. G ood soldiers, and especially goodleaders, learn from those mistakes. Good lead-ers help their subordinates grow by teaching,c oa ch in g, a nd c ounse lin g.

LEA D ER SH IP A N D C O M MA N DW hen you are comm anding, leading [soldiers] under conditions where physical exhaustionand privations must be ignored, where the lives of [soldiers] may be sacrificed, then, theefficiency of your leadership will depend only to a m inor degree on your tactical ability. It willprimarily be determined by your character, your reputation, not m uch for courage-whichwill be accepted as a m atter of course-but by the previous reputation you have established forfairness, for that high-m inded patriotic purpose, that quality of unswerving determ ination tocarry through any m ilitary task assigned to you.

1-60. C om mand is a specific and legal positionunique to the military. It's where the buckstops. Like all leaders, commanders areresponsible for the success of their organiza-tions, but commanders have special account-ability to their superiors, the institution, andthe nation. Commanders must think deeplyand creatively, for their concerns encompass

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General of the Arm y George C. MarshallS pe ak in g to o ffic er c an did ate s in September, 1941

yesterday's heritage, today's m ission, and to-morrow's force. To maintain their balanceamong all the demands on them, they must ex-emplify Army values. The nation, as well as themembers of the Army, hold commanders ac-countable for accom plishing the m ission, keep-ing the institution sound, and caring for itspeople.

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Lead ership and C omman d

1-61. Command is a sacred trust. The legal andmoral responsibilities of com manders exceedthose of any other leader of sim ilar position orauthority. Nowhere else does a boss have to an-swer for how subordinates live and what theydo after work. Our society and the institutionlook to com manders to make sure that m issionssucceed, that people receive the proper trainingand care, that values survive. On the one hand,the nation grants comm anders special author-ity to be good stewards of its most precious re-sources: freedom and people. On the otherhand, those citizens serving in the Army alsotrust their commanders to lead them well.NCOs probably have a more immediate impact

on their people, but commanders set thepolicies that reward superior performance andpersonally punish misconduct. It's no wonderthat organizations take on the personal stampof their commanders. Those selected to com-mand offer something beyond their formalauthority: their personal example and publicactions have tremendous moral force. Becauseof that powerful aspect of their position, peopleinside and outside the Army see a commanderas the human face of the system -the personwho embodies the commitment of the Army tooperational readiness and care of its people.

SUBORDINATESTo our subordinates we owe everything we are or hope to be. For it is our subordinates, not oursuperiors, who raise us to the dizziest of professional heights, and it is our subordinates whocan and will, if we deserve it, bury us in the deepest mire of disgrace. W hen the chips are downand our subordinates have accepted us as their leader, we don t need any superior to tell us; wesee it in their eyes and in their faces, in the barracks, on the field, and on the battle line. And onthat final day when we must be ruthlessly demanding, cruel and heartless, they will rise asone to do our bidding, knowing full well that it may be their last act in this life.

Colonel A lbert G . Jenkins, C SA8 th V ir gin ia Cavalr y

1-62. N o one is only a leader; each of y ou is alsoa subordinate, and all members of the Armyare part of a team. A technical supervisor lead-ing a team of DA civilian specialists, for in-stance, isn't just the leader of that group. Theteam chief also works for someone else, and theteam has a place in a larger organization.1-63. Part of being a good subordinate issupporting your chain of command. And it'syour responsibility to make sure your teamsupports the larger organization. Consider aleader whose team is responsible for handlingthe pay adm inistration of a large organization.The chief knows that when the team makes amistake or falls behind in its work, itscustomers-soldiers and DA civilians-pay theprice in terms of late pay actions. One day amessage from the boss introducing a new com-puter system for handling payroll changes ar-rives. The team chief looks hard at the newsystem and decides it w ill not work as well as

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the old one. The team will spend a lot of time in-stalling the new system , all the while keepingup with their regular workload. Then they'llhave to spend more time undoing the work oncethe new system fails. And the team chief be-lieves it w ill fail-all his experience points tothat.1-64. But the team chief cannot simply say,W e'll let these actions pile up; that'll send asignal to the commander about just how bad thenew system is and how important we are downhere. The team does not exist in a vacuum ; it'spart of a larger organization that serves sol-diers and DA civilians. For the good of the or-ganization and the people in it, the team chiefmust make sure the job gets done.1-65. Since the team chief disagrees with theboss's order and it affects both the team 'sm ission and the welfare of its members, theteam chief must tell the boss; he must havethe moral courage to make his opinions

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known. Of course, the team chief must alsohave the right attitude; disagreement doesn'tmean it's okay to be disrespectful. He mustchoose the time and place-usually in pri-vate-to explain his concerns to the boss fullyand clearly. In addition, the team chief mustgo into the meeting knowing that, at somepoint, the discussion will be over and he mustexecute the boss's decision, whatever it is.1-66. Once the boss has listened to all the argu-ments and made a decision, the team chief mustsupport that decision as if it were his own. If hegoes to the team and says, I still don't thinkthis is a good idea, but we're going to do it any-way, the team chief underm ines the chain ofcommand and teaches his people a bad lesson.Im agine what it would do to an organization'seffectiveness if subordinates chose which or-ders to pursue vigorously and which ones toh alf ste p.1-67. Such an action would also damage theteam chief himself: in the future the team maytreat his orders as he treated the boss's. And

there is no great leap between people thinkingtheir leader is disloyal to the boss to the samepeople thinking their leader will be disloyal tothem as well. The good leader executes theboss's decision with energy and enthusiasm ;looking at their leader, subordinates willbelieve the leader thinks it's absolutely the bestpossible solution. The only exception to this in-volves your duty to disobey obviously illegal or-ders. This is not a privilege you can claim, but aduty you must perform . (Chapter 2 discussescharacter and illegal orders. Chapter 4 dis-c usse s e th ic al re aso nin g.)1-68. Loyalty to superiors and subordinatesdoes more than ensure smooth-running peace-time organizations. It prepares units for com-bat by building soldiers' trust in leaders andleaders' faith in soldiers. The success of the air-borne assault prior to the 1944 Normandy inva-sion is one example of how well-trainedsubordinate leaders can m ake the difference be-tw een victory and defeat.

Small Un it Leaders In itia tive in NormandyThe amph ib io us lan din gs in Norman dy o n D -Day , 1 94 4, w ere pre ce de d by a c orp s-s iz ed , n ig htparachute assault by American and B ritish airborne units. M any of the thousands of aircraft thatd eliv ere d th e 8 2d a nd 1 01 st (US) A irb orn e D iv is io ns to Norman dy o n th e n ig ht o f 5 -6 J une 1944 wereb lown o ff c ou rs e. Some wou nd u p in th e w ro ng p la ce b ecau se o f e nemy fire ; o th ers were s imply lo st.Thousands of paratroopers, the spearhead of the Allied invasion of W estern Europe, foundthemselves sca tte re d acr oss unfam ilia r country sid e, many o f th em mile s from their d ro p zones . Theywandered about in the night, searching for their units, their buddies, their leaders, and theiro bje ctiv es . In th ose firs t few hou rs , th e fa te o f th e in va sio n hung in th e bala nce; if th e a ir bo rne fo rcesd id no t c ut th e ro ad s le ad in g to th e b ea ch es , th e German s c ou ld c ou nte ra tta ck th e la ndin g fo rc es a tth e wate r s e dg e, c ru sh in g th e in va sio n b efo re it e ve n b eg an .For tu na te ly fo r th e A llie s and the sold ie rs in th e la nd in g c ra ft, th e le aders in th ese a ir bo rne fo rceshad trained the ir subordinate leaders we ll , encou raging the ir init ia tive, a llow ing them to do the ir jobs .

Small u nit le ad ers s ca tte re d a ro un d th e d ark en ed , u nfamilia r c ou ntry sid e k new th ey were p art o f alarger effort, and they knew its success w as up to them . They had been trained to act instead ofw aiting to be told w hat to do; they knew that if the invasion w as to succeed, their small units had toaccomp lish their individua l m iss ions .Among these le aders were men lik e CPT Sam G ibbons o f th e 505 th Para chute In fa ntr y Reg iment.H e gathered a group of 12 soldiers-from different commands-and liberated a tiny village-w hichtu rned out to be outs ide the d iv is ion a rea o f ope ra tions-be fo re heading sou th toward h is o rig inal objec -tiv e, the Dou ve R iv er b rid ge s. CPT G ib bo ns s et o ff w ith a do ze n p eo ple h e h ad n ever s ee n be fo re an dn o d emolition e qu ipment to d es tro y a b rid ge n ea rly 15 k ilome te rs awa y. L ate r, h e rema rk ed ,

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\Small Un it Leaders In it ia tive in Normandy (continued)T his cer ta in ly wasn t th e way I had though t th e in va sio n wou ld go, nor had we eve r re hearsed it in th isman ne r. But h e was mov in g o ut to ac comp lis h th e m is sio n. T hro ug ho ut th e Cote ntin Pen in su la ,sma ll u nit lea de rs from both d iv is io ns were d oin g th e s ame.

This was the payoff for hard training and leaders who valued soldiers, com municated theimpo rtance o f t he miss ion, and t rusted thei r subordina te leade rs to accomp lish it .As they t ra ined thei rcommands fo r th e in va sio n, o rgan izatio na l le aders fo cu sed downward as well a s upward . They tookc are o f th eir s old ie rs n ee ds while p ro vid ing th e mos t re alis tic tra in in g p os sible . T his fre ed th eirsubordinate leaders to focus upw ard as w ell as dow nward. B ecause they knew their units w erewell-tr ain ed and their le aders wou ld do eve ry th in g in th eir p ower to suppo rt th em , small u nit le ader swere able to fo cu s on the fo rce s o ve ra ll m is sio n. They knew and unders to od the commande r s in te nt.They believed tha t i f t hey exe rc ised d iscipli ned ini ti ati ve w ith in that in tent, th ings would tu rn out r ight .Even ts p roved them cor rect .

1-69. You read earlier about how COL JoshuaChamberlain accomplished his mission andtook care of his soldiers at Little Round Top.Em power subordinates to take initiative and bethe subordinate leader who stands up andm akes a difference. That lesson applies in peaceand in com bat, from the sm allest organizationto the largest. Consider the words of GEN Ed-ward C. M eyer, form er Arm y Chief of Staff:W hen I becam e chief of staff, I set two personalgoals for myself The first was to ensure that theArmy was continually prepared to go to war,and the second was to create a climate in whicheach member could find personal meaning andfulfillment. It is my belief that only by attain-ment of the second goal will we ensure the first.1-70. GEN Meyer's words and COL Chamber-

lain's actions both say the same thing: leadersmust accomplish the mission and take care oftheir soldiers. For COL Chamberlain, this

meant he had to personally lead his men in abayonet charge and show he believed they coulddo what he asked of them. For GEN Meyer thechallenge was on a larger scale: his task was tomake sure the entire Army was ready to fightand win. He knew-and he tells us-that theonly way to accomplish such a huge goal is topay attention to the smallest parts of the ma-chine, the individual soldiers and D A civilians.Through his subordinate leaders, GEN Meyeroffered challenges and guidance and set the ex-ample so that every member of the Army felt apart of the team and knew that the team wasdoing im portant work.1-71. Both leaders understood the path toexcellence: disciplined leaders w ith strong val-ues produce disciplined soldiers w ith strong val-ues. T ogether they becom e disciplined, cohesiveunits that train hard, fight honorably, and windecisively.

TH E PA YO FF : EX CE LL EN CELeaders of character and competence actto achieve excellence by developing aforce that can fight and win the nation swars and serve the common defense of theUnited S ta te s.

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1-72. You a ch ie ve e xc elle nc e when y ou r p eo pleare disciplined and comm itted to Army values.Individuals and organizations pursue excel-lence to improve, to get better and better. TheArmy is led by leaders of character who aregood role m odels, consistently set the exam ple,and accomplish the mission while improving

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their units. It is a cohesive organization ofhigh-performing units characterized by thew arrio r eth os.1-73. Army leaders get the job done. Some-times it's on a large scale, such as GEN M eyer'srole in making sure the Army was ready tofight. O ther times it may be amid the terror ofcombat, as with COL Chamberlain at Gettys-burg. However, most of you will not becomeArmy Chief of Staff. Not all of you will face thechallenge of com bat. So it would be a mistake tothink that the only time mission accomplish-ment and leadership are important is with theobvious exam ples-the general officer, the com -bat leader. The Army cannot accomplish itsmission unless all Army leader

fm_22-100 army leadership - 31_august_1999

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