LEADERSHIP EXTENDS INFLUENCE BEYOND THE CHAIN OF COMMAND

While Army leaders traditionally exert influence within their unit and its established chain of
command, multiskilled leaders must also be capable of extending influence to others beyond the chain of
command. Extending influence is the second leader competency. In today’s politically and culturally
charged operational environments, even direct leaders may work closely with joint, interagency, and
multinational forces, the media, local civilians, political leaders, police forces, and nongovernmental
agencies. Extending influence requires special awareness about the differences in how influence works.

Set the Example

Setting a good ethical example does not necessarily mean subordinates will follow it. Some may feel
that circumstance justifies unethical behavior. Therefore, the leader must constantly monitor the
organization’s ethical climate and take prompt action to correct any discrepancies between the climate and
the standard. To effectively monitor organizational climates, leaders can use a periodic Ethical Climate
Assessment Survey combined with a focused leader plan of action as follows:

• Begin the plan of action by assessing the unit. Observe, interact, and gather feedback from others, or conduct formal assessments of the workplace.
• Analyze gathered information to identify what needs improvement. After identifying what needs improvement, begin developing courses of action to make the improvements.
• Develop a plan of action. First, develop and consider several possible courses of action to correct identified weaknesses. Gather important information, assess the limitations and risks associated with the various courses, identify available key personnel and resources, and verify facts and assumptions. 
• Attempt to predict the outcome for each possible course of action. Based on predictions, select several leader actions to deal with target issues.
• Execute the plan of action by educating, training, or counseling subordinates; instituting new policies or procedures; and revising or enforcing proper systems of rewards and punishment.

The organization moves towards excellence by improving substandard or weak areas and
maintaining conditions that meet or exceed the standard. Finally, periodically reassess the unit to
identify new matters of concern or to evaluate the effectiveness of the leader actions.

Respect

Treat people as they should be treated.

The discipline which makes the soldiers of a free country reliable in battle is not to be

gained by harsh or tyrannical treatment. On the contrary, such treatment is far more

likely to destroy than to make an army. It is possible to impart instruction and to give

commands in such manner and such a tone of voice to inspire in the soldier no feeling

but an intense desire to obey, while the opposite manner and tone of voice cannot fail to

excite strong resentment and a desire to disobey. The one mode or the other of dealing

with subordinates springs from a corresponding spirit in the breast of the commander.

He who feels the respect which is due to others cannot fail to inspire in them regard for

himself, while he who feels, and hence manifests, disrespect toward others, especially his

inferiors, cannot fail to inspire hatred against himself.

Major General John M. Schofield

Address to the United States Corps of Cadets, 11 August 1879

Respect for the individual is the basis for the rule of law—the very essence of what the Nation stands

for. In the Army, respect means treating others as they should be treated. This value reiterates that people

are the most precious resource and that one is bound to treat others with dignity and respect.

Over the course of history, America has become more culturally diverse, requiring Army leaders to

deal with people from a wider range of ethnic, racial, and religious backgrounds. An Army leader should

prevent misunderstandings arising from cultural differences. Actively seeking to learn about people whose

culture is different can help to do this. Being sensitive to other cultures will aid in mentoring, coaching,

and counseling subordinates. This demonstrates respect when seeking to understand their background, see

things from their perspective, and appreciate what is important to them.

Army leaders should consistently foster a climate in which everyone is treated with dignity and

respect, regardless of race, gender, creed, or religious belief. Fostering a balanced and dignified work

climate begins with a leader’s personal example. How a leader lives the Army Values shows subordinates

how they should behave. Teaching values is one of a leader’s most important responsibilities. It helps

create a common understanding of the Army Values and expected standards.