Putting Influence Techniques to Work-Army Leadership

7-18. To succeed and create true commitment, influencing techniques should be perceived as authentic and sincere. Positive influence comes from leaders who do what is right for the Army, the mission, the team, and each individual Soldier. Negative influence—real and perceived—emanates from leaders who primarily focus on personal gain and lack self-awareness. Even honorable intentions, if wrongly perceived by followers as self-serving, will yield mere compliance. False perception may trigger unintended side

effects such as resentment of the leader and the deterioration of unit cohesion.

7-19. The critical nature of the mission also determines which influence technique or combination of techniques is appropriate. When a situation is urgent and greater risk is involved, eliciting follower compliance may be desirable. Direct-level leaders often use compliance techniques to coordinate team activities in an expedient manner. In comparison, organizational leaders typically pursue a longer-term focus and use indirect influence to build strong commitment. 

7-20. When influencing their followers, Army leaders should consider that—  

• The objectives for the use of influence should be in line with the Army Values, ethics, the Uniform Code of Military Justice, the Warrior Ethos, and the Civilian Creed.
• Various influence techniques can be used to obtain compliance and commitment.
• Compliance-seeking influence focuses on meeting and accounting for specific task demands.
• Commitment-encouraging influence emphasizes empowerment and long-lasting trust.

Army Leadership on Organizational Leadership

Chapter 11
Organizational Leadership

11-1. Whether they fight for key terrain in combat or work to achieve readiness in peacetime training, organizational leaders must be able to translate complex concepts into understandable operational and tactical plans and decisive action. Organizational leaders develop the programs and plans, and synchronize the appropriate systems allowing Soldiers in small units to turn tactical and operational models into action.

11-2. Through leadership by example, a wide range of knowledge, and the application of leader competencies, organizational leaders build teams of teams with discipline, cohesion, trust, and proficiency. They focus their organizations down to the lowest level on the mission ahead by disseminating a clear intent, sound operational concepts, and a systematic approach to execution.

11-3. Successful organizational leadership tends to build on direct leader experiences. Because they lead complex organizations, such as task forces, brigade combat teams, divisions, and corps, organizational leaders often apply elements of direct, organizational, and strategic leadership simultaneously. Highly accelerated operating tempos, compressed training cycles, contingency operations, and continual deployment cycles mandate leader agility. The modern organizational level leader must carefully extend
his influence beyond the traditional chain of command by balancing his role of warrior with that of a diplomat in uniform.

11-4. Modern organizational leaders are multiskilled, multipurpose leaders. They have developed a strong background in doctrine, tactics, techniques, and procedures, as well as an appreciation for the geopolitical consequences of their application. From their personal experience at the operational and tactical levels, they have grown the instincts, intuition, and knowledge that form the understanding of the interrelation of tactical and operational processes (FM 3-0). Their refined tactical skills allow them to understand, integrate, and synchronize the activities of multiple systems, bringing all resources and systems to bear across the spectrum of conflicts. 

11-5. Given the increased size of their organizations, organizational leaders influence more often indirectly than in person. They rely more heavily on developing subordinates and empowering them to execute their assigned responsibilities and missions. They should be able to visualize the larger impact on the organization and mission when making decisions. Soldiers and subordinate leaders, in turn, look to their organizational leaders to set achievable standards, to provide clear intent, and to provide the necessary resources. 

11-6. Decisions and actions by organizational leaders have far greater consequences for more people over a longer time than those of direct leaders. Because the connections between action and effect are sometimes more remote and difficult to see, organizational leaders spend more time than direct leaders thinking and reflecting about what they are doing and how they are doing it. Organizational leaders develop clear concepts for operations as well as policies and procedures to control and monitor their execution.

Building Team Skills and Processes From FM 6-22

The cohesion that matters on the battlefield is that which is developed at the company,

platoon, and squad levels….

General Edward C. Meyer

Chief of Staff, Army (1979-1983)

The national cause, the purpose of the mission, and many other concerns may not be visible from the Soldier’s perspective on the battlefield. Regardless of larger issues, Soldiers perform for the other people in the squad or section, for others on the team or crew, for the person on their right or left. It is a fundamental truth, born from the Warrior Ethos. Soldiers get the job done because they do not want to let their friends down. Similarly, Army civilians feel part of the installation and organizational team and want to be winners.

Developing close teams takes hard work, patience, and interpersonal skill on the part of the leader. It is a worthwhile investment because good teams complete missions on time with given resources and a minimum of wasted effort. In combat, cohesive teams are the most effective and take the fewest casualties.

Stages of Team Building From FM 6-22

Teams do not come together by accident. Leaders must guide them through three developmental stages:

 Formation.
Enrichment.
Sustainment.

Formation Stage
Teams work best when new members quickly feel a part of the team. The two critical steps of the formation stage—reception and orientation—are dramatically different in peace and war. In combat, a good sponsorship process can literally make the difference between life and death for new arrivals and to the entire team.

Reception is the leader’s welcome to the organization. Time permitting; it should include a handshake and personal introduction. The orientation stage begins with meeting other team members, learning the layout of the workplace, learning the schedule, and generally getting to know the environment. In combat, leaders may not have much time to spend with new members. In this case, a sponsor is assigned to new arrivals. That person will help them get oriented until they “know the ropes.”

In combat, Army leaders have countless things to worry about and the mental state of new arrivals might seem low on the list. If Soldiers cannot fight, the unit will suffer needless casualties and may ultimately fail to complete the mission.

Enrichment Stage
New teams and new team members gradually move from questioning everything to trusting themselves, their peers, and their leaders. Leaders learn to trust by listening, following up on what they hear, establishing clear lines of authority, and setting standards. By far the most important thing a leader does to strengthen the team is training. 

Training takes a group of individuals and molds them into a team while preparing them to accomplish their missions. Training occurs during all three stages of team building, but is particularly important during enrichment. It is at this point that the team is building collective proficiency.

Sustainment Stage
During this stage, members identify with “their team.” They own it, have pride in it, and want the team to succeed. At this stage, team members will do what is necessary without being told. Every new mission gives the leader a chance to strengthen the bonds and challenge the team to reach for new heights of accomplishment. The leader develops his subordinates because he knows they will be tomorrow’s team
leaders. The team should continuously train so that it maintains proficiency in the collective and individual tasks it must perform to accomplish its missions.

For more on the stages of team building, get your copy of FM 6-22.

US Army Leader Defined

Army Leadership

1-1. An enduring expression for Army leadership has been BE-KNOW-DO. Army leadership begins with what the leader must BE—the values and attributes that shape character. It may be helpful to think of these as internal and defining qualities possessed all the time. As defining qualities, they make up the identity of the leader.

1-2. Who is an Army leader? An Army leader is anyone who by virtue of assumed role or assigned responsibility inspires and influences people to accomplish organizational goals. Army 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.

  1-3. Values and attributes are the same for all leaders, regardless of position, although refined through experience and assumption of positions of greater responsibility. For example, a sergeant major with combat experience may have a deeper understanding of selfless service and personal courage than a new Soldier.

 
1-4. The knowledge that leaders should use in leadership is what Soldiers and Army civilians KNOW. Leadership requires knowing about tactics, technical systems, organizations, management of resources, and the tendencies and needs of people. Knowledge shapes a leader’s identity and is reinforced by a leader’s actions.

 1-5. While character and knowledge are necessary, by themselves they are not enough. Leaders cannot be effective until they apply what they know. What leaders DO, or leader actions, is directly related to the influence they have on others and what is done. As with knowledge, leaders will learn more about leadership as they serve in different positions.

Mentoring

8-83. Future battlefield environments will place additional pressures on developing leaders at a rapid pace. To help these leaders acquire the requisite abilities, the Army relies on a leader development system that compresses and accelerates development of professional expertise, maturity, and conceptual and team building skills. Mentoring is a developmental tool that can effectively support many of these learning objectives. It is a combat multiplier because it boosts positive leadership behaviors on a voluntary basis.

8-84. It is usually unnecessary for leaders to have the same occupational or educational background as those they are coaching or counseling. In comparison, mentors generally specialize in the same specific area as those being mentored. Mentors have likely experienced what their protégés and mentees are experiencing, or are going to experience. Consequently, mentoring relationships tend to be occupation and/or domain specific, with the mentor having expertise in the particular areas they are assisting in, but without the requirement to have the same background. Mentoring focuses primarily on developing a less experienced leader for the future.

Mentorship is the voluntary developmental relationship that exists between a person of greater experience and a person of lesser experience that is characterized by mutual trust and respect.

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.

Leadership Challenges

Each day as a leader brings new challenges. Some of these challenges are predictable based on
experiences. Some are unpredictable, surfacing because of a situation or place in time in which Soldiers
find themselves. Leaders must be prepared to face the effects of stress, fear in combat, external influences
from the media, the geopolitical climate, and the impact of changing technology.

Some of these factors are mitigated through awareness, proper training, and open and frank
discussion. The Army must consider these external influences and plan accordingly. An effective leader
recognizes the tools needed to adapt in changing situations

BUILDING TRUST OUTSIDE LINES OF AUTHORITY

7-67. Forming effective, cohesive teams is often the first challenge of a leader working outside a
traditional command structure. These teams usually have to be formed from disparate groups who are
unfamiliar with military and Army customs and culture. Without some measure of trust, nothing will work
as well. To establish trust, the leader will have to identify areas of common interests and goals. Trust
between two people or two groups is based largely on being able to anticipate what the others understand
and how they will respond in various situations. Keeping others informed also builds trust. Cementing and
sustaining trust depends on following through on commitments.

7-68. Successful teams develop an infectious winner’s attitude. Problems are challenges rather than
obstacles. Cohesive teams accomplish missions much more efficiently than a loose group of individuals.
While developing seamless teams is ideal, sometimes it will not be practical to bring disparate groups
together.

An enduring expression for Army leadership has been BE-KNOW-DO. Army leadership begins with
what the leader must BE—the values and attributes that shape character. It may be helpful to think of these as internal and defining qualities possessed all the time. As defining qualities, they make up the identity of the
leader.

Who is an Army leader?
An Army leader is anyone who by virtue of assumed role or assigned responsibility inspires and
influences people to accomplish organizational goals. Army 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.the leader must BE—the values and attributes that shape character. It may be  helpful to think of these as internal and defining qualities possessed all the time. As defining qualities, they make up the identity of the leader.

1-2. Who is an Army leader?
An Army leader is anyone who by virtue of assumed role or assigned responsibility inspires and
influences people to accomplish organizational goals. Army 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.Army leader is anyone who by virtue of assumed role or assigned responsibility inspires and influences people to accomplish organizational goals. Army 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.

1-3. Values and attributes are the same for all leaders, regardless of position, although refined through
experience and assumption of positions of greater responsibility. For example, a sergeant major with combat
experience may have a deeper understanding of selfless service and personal courage than a new Soldier.

1-4. The knowledge that leaders should use in leadership is what Soldiers and Army civilians KNOW.
Leadership requires knowing about tactics, technical systems, organizations, management of resources, and the tendencies and needs of people. Knowledge shapes a leader’s identity and is reinforced by a leader’s actions.KNOW. Leadership requires knowing about tactics, technical systems, organizations, management of resources, and the tendencies and needs of people. Knowledge shapes a leader’s identity and is reinforced by a leader’s actions.

Army Leadership From an Army Physical Readiness Point of View

Leadership

“The American Soldier…demands professional competence in his leaders in battle; he wants

to know that the job is going to be done right, with no unnecessary casualties. The

noncommissioned officer wearing the chevron is supposed to be the best Soldier in the

platoon, and he is supposed to know how to perform all duties expected of him. The American

Soldier expects his sergeant to be able to teach him how to do his job, and expects even more

from his officers.”

General of the Army Omar N. Bradley

Throughout history, the Army has had confident leaders of character and competence.

Leaders develop through a dynamic process consisting of three equally important training

domains: operational, institutional and self-development IAW AR 350-1. The process

incorporating these domains provides the following key leadership elements:

fundamental military specialty experience; education that instills key competencies;

personal and professional development goals that enable leaders to develop the skills and

the knowledge and attitudes needed for success. Leaders at all levels should understand

that physical readiness training (PRT) improves Soldier resiliency which is a vital

component of a combat-ready force. This chapter addresses the importance of leadership

as it applies to PRT.

Duty

Fulfill your obligations.

I go anywhere in the world they tell me to go, any time they tell me to, to fight anybody

they want me to fight. I move my family anywhere they tell me to move, on a day’s notice,

and live in whatever quarters they assign me. I work whenever they tell me to work….

And I like it.

James H. Webb

Former U.S. Marine and Secretary of the Navy (1987-1988)

Duty extends beyond everything required by law, regulation, and orders. Professionals work not just
to meet the minimum standard, but consistently strive to do their very best. Army leaders commit to
excellence in all aspects of their professional responsibility.

Part of fulfilling duty is to exercise initiative—anticipating what needs to be done before being told
what to do. Army leaders exercise initiative when they fulfill the purpose, not merely the letter, of the tasks
they have been assigned and the orders they have received. The task is not complete until the intended
outcome is achieved. When a platoon sergeant tells a squad leader to inspect weapons, the squad leader
only fulfills a minimum obligation when checking weapons. If the squad leader finds weapons that are not
clean or serviced, a sense of duty alerts the leader to go beyond the platoon sergeant’s instructions. To
fulfill that duty, squad leaders must correct the problem and ensure that all the unit’s weapons are up to
standard. When leaders take initiative, they also take full responsibility for their actions and those of their
subordinates. Conscientiousness is a human trait where duty is internalized. Conscientiousness means
having a high sense of responsibility for personal contributions to the Army, demonstrated through
dedicated effort, organization, thoroughness, reliability, and practicality. Conscientiousness consistently
alerts the leader to do what is right—even when tired or demoralized.

In rare cases, a leader’s sense of duty also has to detect and prevent an illegal order. Duty requires
refusal to obey it—leaders have no choice but to do what is ethically and legally right

Army Leadership-Formal and Informal

LEADER TEAMS

Leaders at all levels recognize the Army is a team as well as a team of teams. These teams interact as

numerous functional units, designed to perform necessary tasks and missions that in unison produce the

collective effort of all Army components. Everyone belongs to a team, serving as either leader or

responsible subordinate. For these teams to function at their best, leaders and followers must develop

mutual trust and respect, recognize existing talents, and willingly contribute talents and abilities for the

common good of the organization. Leadership within the teams that make up Army usually comes in two

forms:

•  Legitimate (formal).
•  Influential (informal).

FORMAL LEADERSHIP

Legitimate or formal leadership is granted to individuals by virtue of assignment to positions of

responsibility and is a function of rank and experience. The positions themselves are based on the leader’s

level of job experience and training. One selection process used for the assignment of legitimate authority

is the command selection board. Similar to a promotion board, the selection board uses past performance

and potential for success to select officers for command positions. NCOs assume legitimate authority when

assigned as a platoon sergeant, first sergeant, or command sergeant major. These positions bring with them

the duty to recommend disciplinary actions and advancement or promotion.

 

The Uniform Code of Military Justice supports military leaders in positions of legitimate authority.

Regardless of the quality of leadership exhibited by organizationally appointed leaders, they possess the

legal right to impose their will on subordinates, using legal orders and directives.

 

INFORMAL LEADERSHIP

Informal leadership can be found throughout organizations, and while it can play an important role

in mission accomplishment, it should never undermine legitimate authority. All members of the Army

could find themselves in a position to serve as a leader at any time. Informal leadership is not based on any

particular rank or position in the organizational hierarchy. It can arise from the knowledge gained from

experience and sometimes requires initiative on the part of the individual to assume responsibility not

designated to his position. Therefore, even the most junior member may be able to influence the decision of

the highest organizational authority. As the final decision maker, the formal leader is ultimately responsible

for legitimizing an informal leader’s course of action.

Character Development from the US Army Leadership Manual

CHARACTER DEVELOPMENT
People join the Army as Soldiers and Army civilians with their character, pre-shaped by their
background, beliefs, education, and experience. An Army leader’s job would be simpler if merely checking
the team member’s personal values against the Army Values and developing a simple plan to align them
sufficed. Reality is much different. Becoming a person of character and a leader of character is a careerlong
process involving day-to-day experience, education, self-development, developmental counseling,
coaching, and mentoring. While individuals are responsible for their own character development, leaders
are responsible for encouraging, supporting, and assessing the efforts of their people. Leaders of character
can develop only through continual study, reflection, experience, and feedback. Leaders hold themselves
and subordinates to the highest standards. The standards and values then spread throughout the team, unit,
or organization and ultimately throughout the Army.
Doing the right thing is good. Doing the right thing for the right reason and with the right goal is
better. People of character must possess the desire to act ethically in all situations. One of the Army
leader’s primary responsibilities is to maintain an ethical climate that supports development of such
character. When an organization’s ethical climate nurtures ethical behavior, people will, over time, think,
feel, and act ethically. They will internalize the aspects of sound character.

High Performance Teams

Maybe you think you are alone, fighting the one person fight that many leaders face. However, you would be wrong to assume that the head of a squad, platoon company, gang or other organziation, you arethe only one responsible for coming up with solutions. Leaders should not the only one with a vested interest in making an organziation better. So how does the supervisor or leader create a teaming environment or create a program where everyone works together?

Through High Performance Teams

High performance teams (HPT) are the most effective types of entities. Where groups form, storm and norm, HPTs go further to create a body more capable than any individual. They do this by agreeing to rules and primarily keeping in mind that throughout any process or problem, it’s not about the individual, it’s about the group. This allows the organization to benefit as a whole as each member sacrifices their individual desires. The members do not lose or give up the individuality that makes them unique. It does not stifle individual creativity. What each individual sacrifices are selfish desires and the need for self importance.

HPTs consists of a small number of people with complementary skills. Individual members of HPTs are committed to a common goal and hold themselves mutually accountable. This structure and assembly of individual core competencies, skills and capabilities create a superpower stronger than any one person could ever be.

 The charter defines the standards the HPT will perform under. It provides the purpose vision, norms, goals, expectations and procedures. The charter is the rudder that keeps the group focused and forms the basis for group discipline and accountability. For example, if someone arrives late or makes fun of another member’s contribution, corrections can be made by referring to the charter. Additionally, if the group loses focus, the members can refer to the vision and goals.

While the charter provides the fundamentals other dynamics provide the groups personality and incredible effectiveness. Typically, all groups go through a forming, storming, norming, and performing, but that’s where a group’s effectiveness ends. There is a distinct difference between groups and teams.

Teams build on the four stages by engaging collective performance, positive environment, holding individuals and the entire group accountable for charter guidelines and taking advantage of complementary skills. This again increases effectiveness and provides results associated with the capabilities of the HPT.

Anyone can form an HTP and especially so for highly effective formal and informal leader. Let’s for the sake of relativity, consider a small unit leader. In other words, how can an HPT help?

Start with the charter. A leader can form an HPT from all business units. Since the leader is responsible for welfare of the organization, they may either suggest or take the lead and form the group. Once in the group, the individuals begin to discuss the vision, norms and etc. Such topics to tackle might include policy, manning, training, emergency operations planning, and communication for starters. A multi organizational HPT can bring depth and breadth to a stagnant work project.

The difficulty for some leaders will be to sacrifice their will and turn over problems for a group to solve. That’s natural, but one of the benefits is that security is now part of the organization’s DNA and not just a “necessary evil”.  The effective group will have capabilities beyond just the one leader. The tradeoff is perfect and the results impressive.

Here are recommendations for forming an HPT

Engage-Invite interested parties-canvas your unit or sister organziations and determine who might be interested in joining this group. You may need to build security allies who might help you recruit effective individuals

Focus-Develop a game plan and respect other members time. You can increase effectiveness with a charter as described above

Accountability-Have meeting minutes and document your work and products. Be sure to capture all important decisions and who will act on them. When the group assigns responsibilities to individuals, they tend to come through

Followup-Let the group know you appreciate their efforts. Better yet, assign credit to your group members and ensure the executives and department heads (if they aren’t part of the group) understand who the members are and to buy in on decisions.

Have fun-This is a time to allow creativity. Work within the confines of governing regulations and corporate policy, but allow out of the box thinking.

Army Leadership

The foundations of Army leadership are firmly grounded in history, loyalty to our country’s laws, acountability to authority, and evolving Army doctrine. By applying this knowledge with confidence and

dedication, leaders develop into mature, competent, and multiskilled members of the Nation’s Army. While

Army leaders are responsible for being personally and professionally competent, they are also charged with

the responsibility of developing their subordinates.

To assist leaders to become competent at all levels of leadership, the Army identifies three categories of core leader competencies: lead, develop, and achieve. These competencies and their subsets represent the roles and functions of leaders.

THE FOUNDING DOCUMENTS OF OUR NATIONWhen we assumed the Soldier, we did not lay aside the Citizen.General George Washington

Seech to the New York Legislature, 1775

 

The Army and its leadership requirements are based on the Nation’s democratic foundations, defined

values, and standards of excellence. The Army recognizes the importance of preserving the time-proven

standards of competence that have distinguished leaders throughout history. Leadership doctrine

acknowledges that societal change, evolving security threats, and technological advances require an everincreasing degree of adaptability.

 

Although America’s history and cultural traditions derive from many parts of the civilized world,

common values, goals, and beliefs are solidly established in the Declaration of Independence and the

Constitution. These documents explain the purpose of our nationhood and detail our specific freedoms and

responsibilities. Every Army Soldier and leader should be familiar with these documents.

 

On 4 July 1776, the Declaration of Independence formally sealed America’s separation from British

rule and asserted her right as an equal participant in dealings with other sovereign nations. Adopted by

Congress in March of 1787, the U.S. Constitution formally established the basic functions of our

democratic government. It clearly explains the functions, as well as the checks and balances between the

three branches of government: the executive, the legislative, and the judicial. The Constitution sets the

parameters for the creation of our national defense establishment, including the legal basis for our Army.

 

Amended to the Constitution in December 1791, the Federal Bill of Rights officially recognized specific

rights for every American citizen, including freedom of religion, of speech, and of the press. At the time of

publication of FM 6-22, there have been 27 amendments to the Constitution. The amendments illustrate the

adaptability of our form of government to societal changes.

Ask the Warrior

Dear Warrior,

These days, money is tight. Whenever I come home from a work travel event,my kids run up and greet me warmly. However, I know they are only looking for a present. We all have to do our part to save money and I can't afford to buy them presents everytime. How do I prepare them for this let them?

Signed

Traveling Blues

*******

Dear Blues
The Rower exercise improves the ability to move in and out of the supine position to a seated posture. It coordinates the action of the trunk and extremities while challenging the abdominal muscles (Figure 6-62).

Starting Position: Supine position, arms overhead and feet together, and pointing upward. The chin is tucked and the head is 1-2 inches above the ground. Arms are shoulder-width, palms facing inward, with fingers and
thumbs extended and joined.

Cadence: SLOW

Count:

1. Sit up while swinging arms forward and bending at the hip and knees. At the end of the motion, the arms will be parallel to ground, palms facing inward.

2. Return to the starting position.

3. Repeat count 1.

4. Return to the starting position.

Check Points:

At the starting position, the low back must not be arched excessively off the ground. To prevent this,tighten the abdominal muscles to tilt the pelvis and low back toward the ground. At the end of counts 1 and 3, the feet are flat and pulled near the buttocks. The legs stay together throughout the exercise and the arms are parallel to the ground.

Precautions: This exercise is always performed at a slow cadence. Do not arch the back to assume counts 1
and 3.

Get your own printed copy of the US Army Physical Readiness Training from Red Bike Publishing

Know Elements of Leadership before Becoming a Ranger

Leadership, the most essential element of combat power, gives purpose, direction, and motivation in combat. The leader balances and maximizes maneuver, firepower, and protection against the enemy. This chapter discusses how he does this by exploring the principles of leadership (BE, KNOW, DO); the duties, responsibilities, and actions of an effective leader; and the leader's assumption of command.

1-1. PRINCIPLES. The principles of leadership are BE, KNOW, and DO.

PRINCIPLES. The principles of leadership are BE, KNOW, and DO.

BE

• Technically and tactically proficientTechnically and tactically proficient

• Able to accomplish to standard all tasks required for the wartime mission.Able to accomplish to standard all tasks required for the wartime mission.

• Courageous, committed, and candid.Courageous, committed, and candid.

• A leader with integrity.A leader with integrity.

KNOW

• The four major factors of leadership and how they affect each other are--

---Led

---Leader

---Situation

---CommunicationsThe four major factors of leadership and how they affect each other are--

---Led

---Leader

---Situation

---Communications

• Yourself, and the strengths and weaknesses in your character, knowledge, and skills. Seek continual selfimprovement, that is, develop your strengths and work to overcome your weaknesses.Yourself, and the strengths and weaknesses in your character, knowledge, and skills. Seek continual selfimprovement, that is, develop your strengths and work to overcome your weaknesses.

• Your Rangers, and look out for their well-being by training them for the rigors of combat, taking care of their physical and safety needs, and disciplining and rewarding them.Your Rangers, and look out for their well-being by training them for the rigors of combat, taking care of their physical and safety needs, and disciplining and rewarding them.

DO----

• Seek responsibility and take responsibility for your actions; exercise initiative; demonstrate resourcefulness; and take advantage of opportunities on the battlefield that will lead to you to victory; accept fair criticism, and take corrective actions for your mistakes.Seek responsibility and take responsibility for your actions; exercise initiative; demonstrate resourcefulness; and take advantage of opportunities on the battlefield that will lead to you to victory; accept fair criticism, and take corrective actions for your mistakes.

• Assess situations rapidly, make sound and timely decisions, gather essential information, announce decisions in time for Rangers to react, and consider the short- and long-term effects of your decision.Assess situations rapidly, make sound and timely decisions, gather essential information, announce decisions in time
for Rangers to react, and consider the short- and long-term effects of your decision.

• Set the example by serving as a role model for your Rangers. Set high but attainable standards; be willing do what you require of your Rangers; and share dangers and hardships with them.Set the example by serving as a role model for your Rangers. Set high but attainable standards; be willing do what you require of your Rangers; and share dangers and hardships with them.

• Keep your subordinates informed to help them make decisions and execute plans within your intent, encourage initiative, improve teamwork, and enhance morale.Keep your subordinates informed to help them make decisions and execute plans within your intent, encourage initiative, improve teamwork, and enhance morale.

• Develop a sense of responsibility in subordinates by teaching, challenging, and developing them. Delegate to show you trust them. This makes them want more responsibility.Develop a sense of responsibility in subordinates by teaching, challenging, and developing them. Delegate to show you trust them. This makes them want more responsibility.

• Ensure the Rangers understand the task; supervise them, and ensure they accomplish it. Rangers need to know what you expect: when and what you want them to do, and to what standard.Ensure the Rangers understand the task; supervise them, and ensure they accomplish it. Rangers need to know what you expect: when and what you want them to do, and to what standard.

• Build the team by training and cross-training your Rangers until they are confident in their technical and tactical abilities. Develop a team spirit that motivates them to go willingly and confidently into combat.Build the team by training and cross-training your Rangers until they are confident in their technical and tactical
abilities. Develop a team spirit that motivates them to go willingly and confidently into combat.

• Know your unit's capabilities and limitations, and employ them accordingly.Know your unit's capabilities and limitations, and employ them accordingly.

Get your own printed copy of the US Army Ranger Handbook from Red Bike Publishing