The TXSG NCOA
Warrior Leader Course
Army Leadership
FM 6-22
Master the Concepts and Application of Leadership
Lesson Plan for Lesson 6-22-1
Define the Core Concepts of (TXSG) Army Leadership Doctrine
Lesson Plan: 1 hour
Course Author: revised for (TXSG) SSG D. Burks
Lesson Author:
Date Prepared: 7 April 2014
1. SCOPE
This lesson is the first in a series of awareness training courses on (TXSG) Army leadership. This course is designed so that leaders throughout the TXSG can introduce the concepts in
FM 6-22 to their Soldiers. This briefing can also be used to prepare TRADOC instructors to teach portions of this manual in leadership development courses within the Officer, NCO, enlisted, and Army civilian education systems.
This one hour lesson will provide an overview of (TXSG) Army leadership and the (TXSG) Army leader. The goal of this block of instruction presents basic concepts and assists you, as an TXSG leader, to understand the concepts and emerging doctrine of (TXSG) Army leadership as presented in FM 6-22, and to be able to apply that knowledge. The course is designed so that leaders throughout the TXSG can introduce the concepts in FM 6-22 to their Soldiers.The briefing can also be used to prepare TRADOC instructors for the task of teaching portions of this manual in leadership development courses within the officer, NCO, enlisted, and Army civilian education systems. The block of instruction covers key concepts of FM 6-22 and can be used independently, or in a supportive role to Leadership courses two through five.The instruction can be taught in a classroom environment or used as a self-paced module by the individual Leader/Soldier.
2. ENABLING LEARNING OBJECTIVE
Action: Define the core concepts of (TXSG) Army leadership doctrine.
Conditions: Given lectures, research and study, readings, dialogue, debate, peer and instructor feedback, mentoring and coaching, reflection and development time. This block can also be accomplished through self study.
Standards: Define the core concepts of (TXSG) Army leadership doctrine will include:
1.1 Discuss the changes from FM 22-100.
1.2 Define the (TXSG) Army leader.
1.3 Define (TXSG) Army leadership.
1.4 Apply the (TXSG) Army Leadership Requirements
Model as a common basis for thinking and learning about leadership and associated doctrine.
1.5Define the roles and relationships of leaders, including the role of subordinates and team members.
1.6Recognize what makes a good leader of character, with presence, and intellect.
1.7Analyze the role of (TXSG) Army Values in leadership.
1.8Recognize that Warrior Ethos is embedded in all aspects of (TXSG) Army leadership.
1.9Discuss how to lead, develop, and achieve through competency-based leadership.
1.10 Define direct, organizational and strategic level leadership.
1.11 Identify the influences and stresses in our changing environment that affect leadership.
Learning Level: Application
3. ASSIGNED STUDENT READINGS
Read: FM 6-22, Introduction to FM 6-22; Chapter 1;
Required Reading:
4. INSTRUCTOR ADDITIONAL READINGS/MATERIAL
Refer to the Source Notes and References portions of FM 6-22 for additional reading material to prepare yourself for teaching this course.
LTC Hughes interview conducted by Mark Gribbin of the U. S. Institute of Peace on October 29, 2004.
Website with articles, photos, and video clips on Rescorla and members of the 1st Battalion, 7th Cavalry:
5. LESSON TIMELINE
H+00 - H+05Introduction and Learning Objectives
H+06 - H+10Concrete Experience
H+11 - H+16Publish and Process
H+17 - H+42Begin (facilitated) analysis of Leadership (Generalize New Information)
H+43 - H+48Summary/Questions (Develop)
H+49 - H+60Vignette (Apply)
6. TRAINING AIDS
LCD Projector, Screen and Computer
Appendix A: Lesson Slides
7. CONDUCT OF THE LESSON
a. Introduction and Learning Objectives (5 minutes)
Display Slide 1: FM 6-22 (TXSG) Army Leadership
This course is the first in a series of awareness training on TXSG leadership. This course will be an overview of the new leadership doctrine. We will present the differences between the old version of FM 22-100 and the current manual (FM 6-22), as well as concrete experiences to facilitate learning.
Everything in the TXSG starts with leadership. Without competent leaders the TXSG cannot be successful in facing the challenges of the current security environment. The State of Texas and look to us to define leadership and provide examples of this application to determine who a leader is and what a leader should know and do.
(TXSG) Army leaders today have to be agile, adaptive and multi-skilled at home and around the world. As leaders represent the State of Texas, they may have been called upon to be an ambassador in the morning and a warrior later that afternoon.
Like much of our other doctrine, the (TXSG) Army’s leadership manual is being changed because the pace at which the Army is transforming demands it. Lessons learned have to be incorporated and new challenges have to be addressed.
Display Slide 2: What Roles Will the Leader Play?
Who is the (TXSG) Army leader of today?
We are all in positions to be leaders. It is not just your duty position or rank that makes you a leader. A TXSG leader is anyone by virtue of assumed role or assigned responsibility inspires and influences people to accomplish organizational goals. Leaders motivate people both inside and outside the chain of command to pursue actions, focus thinking and shape decisions for the greater good of the organization. For example, a motor sergeant takes the time to explain to requirement to the mechanics. He later ensures that vehicles roll out on time and are combat ready. After checking all tools are repaired, cleaned, accounted for and properly stowed away, the motor sergeant conducts an after action review.
Does the (TXSG) Army require a different type of leadership today than five years ago?
We will answer this question throughout our introduction to the (TXSG) Army’s new leadership manual.
Let’s get started.
b. Concrete Experience (5 minutes)
Facilitator leads discussion of the operational experiences each student has had and how those experiences included aspects of leadership.
Instructor Note: Open a discussion about student experiences in leadership. Break the class into groups and have each group present their discussion results. Have someone record the answers on a white board for future reference.
.
What are some of the leadership positions and challenges that you have recently experienced?
Have you had contractors or Army civilians working for you? If so, did you feel prepared to lead and develop them?
Have you worked in a joint environment? How was leadership in the joint environment different?
What about with Soldiers from other countries? How are their expectations of military leaders and leadership different?
Several years ago, Soldiers from the combat arms would not have foreseen the need to become adept at detainee or stability operations. Neither would members of the Reserves and Guard anticipate the level and intensity of their deployments. Changes in our threat environment such as the transition from symmetrical to asymmetrical operational areas, may require subordinates to assume responsibility and take initiative for leadership actions not normally designated to his position.
As we shift our focus from conventional warfare to counterinsurgency and stability operations, we must shift our leadership mindset and develop the force accordingly. Leaders must empower subordinates to use their critical thinking skills versus allowing subordinates to become overly dependent on checklists or seeking clear guidance before taking action. Leaders must be willing to take calculated risks and accept the possibility soldiers may make mistakes.
Have each group present their results and discuss how they have presented new and “unique” leadership challenges. Instructor should be attuned during the publish and process stage, to students expressing experiences which do not generally fall under the leadership definition. Instructor must discern what is and isn't leadership.
c. Publish and Process (5 minutes)
Facilitator led discussion of student knowledge of leadership, specifically core concepts and previous doctrine. Tie to previous leadership experiences and knowledge of FM 22-100.
d. Generalize New Information (25 minutes)
(1) Begin (facilitated) analysis of FM 6-22, a comparison to FM 22-100, and key elements of leadership.
Display Slide 3: Course Outline
In this course we will talk about what is most important in FM 6-22 and what is new. We will define (TXSG) Army leaders and leadership. We will discuss the roles of leaders, the levels of leadership and the role of leader teams in the changing security environment
We will be introduced to the (TXSG) Leadership Requirements Model and learn how it sets the foundation for who a leader is (BE) and what he should KNOW and DO.
This course will cover what it takes to be a leader of character, with presence, and intellect. We will learn about competency-based leadership and influences that can affect leadership. We will talk about using adaptability as a tool for success.
Finally, we will learn the story of LT Rescorla, an officer who set the example as a courageous leader.
Display Slide 4: What’s new in FM-6-22?
So why did we revise our leadership manual? How has what a leader must “BE, KNOW, and DO” changed in recent years? In Iraq, Soldiers must know more about the Muslim culture, how to detect and destroy IEDs, and how to conduct house-to-house searches. In Afghanistan leaders must learn to negotiate with tribal leaders. Here at home, situations like Hurricane Katrina and our ongoing effort for Homeland Defense require adaptability and restraint. Soldiers must provide compassionate assistance and sometimes restore order without exceeding the legal force allowed. The Army has always faced challenges such as these, and the new FM 6-22 sets a foundation for what the full range of leadership requirements are.
FM 22-100 was the previous leadership doctrine. FM 6-22 is not so much a departure from that doctrine, but an expansion on it. Such concepts as the familiar “BE, KNOW, DO” first captured in 1983, remains as the cornerstone to the Core Leader Competencies (attributes and values that we must BE and KNOW, along with competencies every leader must DO).
Our levels of leadership have not changed. They are direct, organizational, and strategic, with leaders progressively addressing challenges and building their skill sets as they serve at these different levels.
Today’s leadership places additional emphasis on the role of leader teams and the importance of the Warrior Ethos as a universal mindset. Even Army civilians must embrace the Warrior Ethos as they provide crucial support to our forward deployed forces or serving themselves in harm’s way.
Instructor Note: The following concepts were introduced in the 1999 version and are still part of the leadership doctrine: Seven Army Values; three levels of leadership; developmental counseling; Ethical Climate Assessment Survey; Warrior Ethos; adaptability; and Leaders of Leaders.
The 1990 version introduced team building. The 1983 version introduced character and ethics; morale & discipline; and stress & fear. Self-awareness was first brought up in a 1951 version of leadership doctrine.
Display Slides 5: Leadership Defined
How do we define leadership?
The definition of leadership has not changed from the one found in FM 22-100. The new FM 6-22 continues to emphasize leadership as a process. It is a process because you can learn and improve your leadership abilities.
This FM offers a definition for the (TXSG) Army leader that addresses the new reality of leadership in a multi-component, joint, and multi-national environment. The concept of motivating people outside the chain of command is a main addition to previous doctrine.
Display Slide 6: Roles & Relationships
Organizations like the TXSG operate with many different groupings of people. Some exist within the chain of command. Others, such as the local civilian populace and foreign security forces, don’t and leaders must also use their influence to lead these groups. As a leader you should understand the similarities and differences of these groups and the roles they play as a part of the Army team.
Commissioned officers are essential to the TXSG’s organization—to command units, establish policy, and manage resources--while balancing risks and caring for their people. Only commissioned officers are entrusted with command. Warrant officers are self-aware and adaptive technical experts, combat leaders, trainers, and advisors. They often offer leadership in the form of their technical knowledge, advising commanders and others on what will and will not work. They support a wide range of missions throughout their careers.
Non-commissioned officers (NCOs) lead Soldiers in the daily operations of the TXSG. Soldiers look to their NCOs for answers, for solutions, for guidance, and for inspiration. Soldiers can relate to NCOs since NCOs are promoted from the junior enlisted ranks. They expect them to be the buffer, filtering information from the commissioned officers and providing them with day-to-day guidance to get the job done.
Army civilians are an integral part of the Army team and are members of the executive branch of the federal government. They fill positions in staff and sustaining base operations that would otherwise have to be filled by military personnel. No different than their uniformed counterparts, Army civilians are committed to selfless service in the performance of their duties.
Joint and multinational forces are often embedded in Army teams and task forces. While not part of the chain of command, leaders must learn to integrate them into their teams and respect their traditions and policies.
Defense contractors are called on more and more often to fill gaps in manpower. Leaders must understand the regulations governing contractors and learn to lead through influence techniques, the designation of clearly defined performance metrics and the effective use of quality control program to ensure mission accomplishment at the best value.
Civilian populaces are an ever-increasing element integral to the successful completion of mission. Whether it is a mission supporting disaster recovery or defeating counter-insurgency operations, leaders must be culturally aware and attuned to their role when interfacing with civilians in an area of operations.
Foreign security forces are similar to interacting with multinational forces. Foreign security forces can consist of foreign police, military forces, border guards and civilian institutional/government organizations. Leaders must be prepared to advise and assist foreign security forces while having keen cultural awareness of the operational area demographics.
Display Slide 7: Soldier’s Creed
The Soldier’s Creed tells all Soldiers who they should be and what others expect of them. Note that the Warrior Ethos is embedded in the Soldier’s Creed. The Warrior Ethos refers to the professional attitude and beliefs that characterize the American Leader and Soldier. It reflects a soldier's and leader's selfless commitment to the Nation, mission, unit and peers.
Instructor Note: Read this creed aloud for added emphasis and comprehension.
Display Slide 8: Civilian Corps Creed
An (TXSG) Army Training and Leader Development Panel (ATLDP) finding included developing a Civilian Creed to provide a common identity for Army Civilians and how they fit into the (TXSG) Army team. As leaders, Army civilians take their support mission professionally and are committed to selfless service in the performance of their duties as expressed in the Army Civilian Corps creed. The Creed emphasizes the Army Values and the associated acronym "LDRSHP".
Instructor Note: Have someone in the class read this creed aloud.
Display Slide 9: Levels of Leadership
Let’s take a look at the levels of leadership within the (TXSG) Army.
Which level of leadership do you think you are currently working in?
Instructor Note: There are structural levels that are characterized by level of command and type of unit/organization. There are also functional levels of influence. A Soldier may serve in a strategic level organization with little opportunity to perform strategic level leadership, but lots of opportunity for direct level leadership.
How about your next assignment?
There are more direct level leadership positions than any other in the TXSG. Next are the organizational level and finally the strategic level. Let’s discuss the differences between these levels of leadership.
Display Slide 10: Levels of Leadership
Direct level leaders usually supervise from a handful to dozens of subordinates.
Organizational leaders influence several hundred to several thousand people. They have staffs to help them lead their people and manage their organizations’ resources.
Strategic level leaders, military and Army civilian, are responsible for large organizations and influence several thousand to hundreds of thousands of people. There are roughly 600 authorized military and civilian positions classified as strategic leaders.
Display Slide 11: Direct Level Leadership
Direct level leadership is where subordinates are accustomed to seeing their leaders all the time: teams and squads, sections and platoons, companies and batteries. A direct leader’s span of influence can range from a handful to a several hundred people. NCOs are in direct leadership positions more often than officers and Army civilians and are crucial in the day-to-day development and care of Soldiers.