I NEED THIS DONE WITHIN 15 HOURS - NO TIME FOR GAMES PEOPLE!!!!!

User Generated

RqhpngvbaJevgre

Humanities

Description

Critical Reasoning Research Paper – Army Leadership

Brief Overview of Written Assignment

2.5 - 3 PAGES DOUBLE SPACED APA FORMAT

Applying intellectual standards and the elements of reasoning, assess the ability of a culture within the Combined Joint Task Force-Horn of Africa AOR to influence an issue of local, regional, or global importance and it’s affect on U.S. interest.

The Combined Joint Task Force-Horn of Africa AOR:  The CJTF-HOA area of operations includes the countries of Burundi, Djibouti, Eritrea, Ethiopia, Kenya, Rwanda, Seychelles, Somalia, Tanzania, and Uganda. The CJTF-HOA area of interest includes Central African Republic, Chad, Comoros, the Democratic Republic of the Congo, Egypt, Mauritius, Madagascar, Mozambique, Sudan, South Sudan, and Yemen.

I. Introduction
  A. Subject (Purpose reduced by Scope)
  B. Main Points – What You Intend To Discuss
  C. THESIS (The Bottom Line Up Front)
II. Point of View One
  A. Introduce and explain the point of view
  B. Evidence
  C. How point relates to your thesis
III. Point of View Two
  A. Introduce and explain the point of view
  B. Evidence
  C. How point relates to your thesis
IV. Point of View Three - The US Interest
  A. Introduce and explain the point of view
  B. Evidence
  C. How point relates to your thesis
V. Conclusion
  A. Restate the Subject
  B. Summarize the Main Points
  C. Restate the THESIS (The Bottom Line)

-  Review the POV1, POV2, and the US Interest

-  Restate the Thesis and offer direction to where the subject/issue is leading

VI. Structured Analytical Techniques

-  Provided a detailed explanation of the Structured Analytic Techniques employed

EXAMPLE: I have utilized the subjective probability technique within this paper by determining what type probability the US and the Group will have attack each other in the upcoming months.

-  How the techniques were selected

EXAMPLE:I have selected the subjective probability technique because it best describes how likely or probable the attack will happen.

-  How the techniques employed provided accuracy to your thesis.

EXAMPLE: When I utilized the subjective probability technique it provided a great way to provide the most likely the event will happen to support my point of view or thesis.

VII. BIBLIOGRAPHY

FM 6-22 Army Leadership.pdf

Unformatted Attachment Preview

FM 6-22 (FM 22-100) Army Leadership Competent, Confident, and Agile OCTOBER 2006 DISTRIBUTION RESTRICTION. Approved for public release; distribution is unlimited. Headquarters, Department of the Army Foreword Competent leaders of character are necessary for the Army to meet the challenges in the dangerous and complex security environment we face. FM 6-22 is the Army’s keystone field manual on leadership. It establishes leadership doctrine and fundamental principles for all officers, noncommissioned officers, and Army civilians across all components. This manual uses the BE-KNOW-DO concept to express what is required of Army leaders. It is critical that Army leaders be agile, multiskilled pentathletes who have strong moral character, broad knowledge, and keen intellect. They must display these attributes and leader competencies bound by the concept of the Warrior Ethos. Leaders must be committed to lifelong learning to remain relevant and ready during a career of service to the Nation. Army leaders must set the example, teach, and mentor, and this manual provides the principles, concepts, and training to accomplish this important task on which America depends. PETER J. SCHOOMAKER General, United States Army Chief of Staff This publication is available at Army Knowledge Online (www.us.army.mil) and General Dennis J. Reimer Training and Doctrine Digital Library at (www.train.army.mil). *FM 6-22 (FM 22-100) Headquarters Department of the Army Washington, DC, 12 October 2006 Field Manual No. 6-22 Army Leadership Competent, Confident, and Agile Contents Page PREFACE ..............................................................................................................v ACKNOWLEDGEMENTS.....................................................................................vi INTRODUCTION .................................................................................................viii PART ONE THE BASIS OF LEADERSHIP Chapter 1 LEADERSHIP DEFINED ................................................................................... 1-1 Influencing .......................................................................................................... 1-2 Operating............................................................................................................ 1-3 Improving ............................................................................................................ 1-3 Chapter 2 THE FOUNDATIONS OF ARMY LEADERSHIP............................................... 2-1 The Founding Documents of our Nation ............................................................ 2-1 The Civilian-Military Linkage .............................................................................. 2-1 Leadership and Command Authority.................................................................. 2-3 The Army Leadership Requirements Model....................................................... 2-3 Excelling at the Core Leader Competencies...................................................... 2-7 Chapter 3 LEADERSHIP ROLES, LEADERSHIP LEVELS, AND LEADERSHIP TEAMS3-1 Roles and Relationships..................................................................................... 3-1 Levels of Leadership .......................................................................................... 3-5 Leader Teams .................................................................................................... 3-8 Team Structures ................................................................................................. 3-9 PART TWO Chapter 4 THE ARMY LEADER: PERSON OF CHARACTER, PRESENCE AND INTELLECT LEADER CHARACTER..................................................................................... 4-1 Army Values ....................................................................................................... 4-2 Empathy.............................................................................................................. 4-9 The Warrior Ethos ............................................................................................ 4-10 Character Development ................................................................................... 4-12 Character and Beliefs ....................................................................................... 4-12 Character and Ethics ........................................................................................ 4-14 Distribution Restriction: Approved for public release; distribution is unlimited. This publication supersedes FM 22-100, 31 August 1999. i Contents Chapter 5 LEADER PRESENCE ........................................................................................5-1 Military and Professional Bearing .......................................................................5-1 Health Fitness .....................................................................................................5-2 Physical Fitness ..................................................................................................5-2 Confidence ..........................................................................................................5-2 Resilience............................................................................................................5-3 Chapter 6 LEADER INTELLIGENCE..................................................................................6-1 Mental Agility.......................................................................................................6-1 Sound Judgment.................................................................................................6-2 Innovation............................................................................................................6-2 Interpersonal Tact ...............................................................................................6-3 Domain Knowledge.............................................................................................6-5 PART THREE COMPETENCY-BASED LEADERSHIP FOR DIRECT THROUGH STRATEGIC LEVELS Chapter 7 LEADING ............................................................................................................7-3 Leads Others.......................................................................................................7-4 Extends Influence Beyond the Chain of Command..........................................7-11 Leads by Example ............................................................................................7-13 Communicates ..................................................................................................7-14 Chapter 8 DEVELOPING.....................................................................................................8-1 Creates a Positive Environment..........................................................................8-1 Prepares Self ......................................................................................................8-6 Develops Others .................................................................................................8-9 Chapter 9 ACHIEVING ........................................................................................................9-1 Providing Direction, Guidance, and Priorities .....................................................9-1 Developing and Executing Plans ........................................................................9-2 Accomplishing Missions......................................................................................9-5 Competencies Applied for Success ....................................................................9-7 Chapter 10 INFLUENCES ON LEADERSHIP ....................................................................10-1 Challenges of the Operating Environment........................................................10-1 Stress In Combat ..............................................................................................10-4 Stress in Training ..............................................................................................10-7 Dealing With the Stress of Change...................................................................10-7 Tools for Adaptability ........................................................................................10-8 PART FOUR LEADING AT ORGANIZATIONAL AND STRATEGIC LEVELS Chapter 11 ORGANIZATIONAL LEADERSHIP .................................................................11-1 Leading .............................................................................................................11-1 Developing ........................................................................................................11-4 Achieving...........................................................................................................11-8 Chapter 12 STRATEGIC LEADERSHIP .............................................................................12-1 Leading .............................................................................................................12-2 Developing ........................................................................................................12-9 Achieving.........................................................................................................12-13 ii FM 6-22 12 October 2006 Contents Appendix A LEADER ATTRIBUTES AND CORE LEADER COMPETENCIES...................A-1 Appendix B COUNSELING....................................................................................................B-1 Types of Developmental Counseling ................................................................. B-1 The Leader as a Counselor................................................................................ B-4 The Qualities of the Counselor........................................................................... B-4 Accepting Limitations.......................................................................................... B-6 Adaptive Approaches to Counseling .................................................................. B-8 Counseling Techniques...................................................................................... B-8 The Four-Stage Counseling Process ................................................................. B-9 Summary—The Counseling Process at a Glance ........................................... B-14 Glossary ............................................................................................................... Glossary-1 References ...........................................................................................................References-1 Index ..................................................................................................................... Index-1 Figures Figure 2-1. The Army Values ................................................................................................. 2-2 Figure 2-2. The Army leadership requirements model........................................................... 2-4 Figure 2-3. Eight core leader competencies and supporting behaviors................................. 2-7 Figure 3-1. The NCO vision.................................................................................................... 3-3 Figure 3-2. The Army civilian corps creed.............................................................................. 3-4 Figure 3-3. Army leadership levels......................................................................................... 3-6 Figure 4-1. The Soldier’s Creed ...........................................................................................4-10 Figure 8-1. Stages of team building .....................................................................................8-18 Figure A-1. The Army leadership requirements model ..........................................................A-1 Figure A-2. Competency of leads others and associated components and actions..............A-2 Figure A-3. Competency of extends influence beyond the chain of command and associated components and actions...................................................................A-3 Figure A-4. Competency of leads by example and associated components and actions.................................................................................................................A-4 Figure A-5. Competency of communicates and associated components and actions ..........A-5 Figure A-6. Competency of creates a positive environment and associated components and actions .....................................................................................A-6 Figure A-7. Competency of prepares self and associated components and actions.............A-7 Figure A-8. Competency of develops others and associated components and actions ........A-8 Figure A-9. Competency of gets results and associated components and actions ...............A-9 Figure A-10. Attributes associated with a leader of character (identity) ............................. A-10 Figure A-11. Attributes associated with a leader with presence ......................................... A-10 Figure A-12. Attributes associated with a leader with intellectual capacity......................... A-11 Figure B-1. Support activities .................................................................................................B-7 Figure B-2. Counseling approach summary chart..................................................................B-8 Figure B-3. Example of a counseling outline....................................................................... B-10 12 October 2006 FM 6-22 iii Contents Figure B-4. Example of a counseling session...................................................................... B-12 Figure B-5. A summary of counseling.................................................................................. B-14 Figure B-6. Example of a developmental counseling form—event counseling ................... B-15 Figure B-7. Example of a developmental counseling form—event counseling (reverse) ........................................................................................................... B-16 Figure B-8. Example of a developmental counseling form—performance/professional growth counseling............................................................................................. B-17 Figure B-9. Example of a developmental counseling form—performance/professional growth counseling (reverse) ............................................................................. B-18 Figure B-10. Guidelines on completing a developmental counseling form ......................... B-19 Figure B-11. Guidelines on completing a developmental counseling form (reverse).......... B-20 iv FM 6-22 12 October 2006 Preface As the keystone leadership manual for the United States Army, FM 6-22 establishes leadership doctrine, the fundamental principles by which Army leaders act to accomplish their mission and care for their people. FM 6-22 applies to officers, warrant officers, noncommissioned officers, and enlisted Soldiers of all Army components, and to Army civilians. From Soldiers in basic training to newly commissioned officers, new leaders learn how to lead with this manual as a basis. FM 6-22 is prepared under the direction of the Army Chief of Staff. It defines leadership, leadership roles and requirements, and how to develop leadership within the Army. It outlines the levels of leadership as direct, organizational, and strategic, and describes how to lead successfully at each level. It establishes and describes the core leader competencies that facilitate focused feedback, education, training, and development across all leadership levels. It reiterates the Army Values. FM 6-22 defines how the Warrior Ethos is an integral part of every Soldier’s life. It incorporates the leadership qualities of self-awareness and adaptability and describes their critical impact on acquiring additional knowledge and improving in the core leader competencies while operating in constantly changing operational environments. In line with evolving Army doctrine, FM 6-22 directly supports the Army’s capstone manuals, FM 1 and FM 3-0, as well as keystone manuals such as FM 5-0, FM 6-0, and FM 7-0. FM 6-22 connects Army doctrine to joint doctrine as expressed in the relevant joint doctrinal publications, JP 1 and JP 3-0. As outlined in FM 1, the Army uses the shorthand expression of BE-KNOW-DO to concentrate on key factors of leadership. What leaders DO emerges from who they are (BE) and what they KNOW. Leaders are prepared throughout their lifetimes with respect to BE-KNOW-DO so they will be able to act at a moment’s notice and provide leadership for whatever challenge they may face. FM 6-22 expands on the principles in FM 1 and describes the character attributes and core competencies required of contemporary leaders. Character is based on the attributes central to a leader’s make-up, and competence comes from how character combines with knowledge, skills, and behaviors to result in leadership. Inextricably linked to the inherent qualities of the Army leader, the concept of BE-KNOW-DO represents specified elements of character, knowledge, and behavior described here in FM 6-22. This publication contains copyrighted material. This publication applies to all men and women of all ranks and grades who serve in the Active Army, Army National Guard/Army National Guard of the United States, Army Reserve, and Army civilian workforce unless otherwise stated. Terms that have joint or Army definitions are identified in both the glossary and the text. Glossary references: Terms for which FM 6-22 is the proponent field manual (the authority) are indicated with an asterisk in the glossary. Text references: Definitions for which FM 6-22 is the proponent field manual are printed in boldface in the text. These terms and their definitions will be incorporated into the next revision of FM 1-02. For other definitions in the text, the term is italicized and the number of the proponent manual follows the definition. U.S. Army Training and Doctrine Command is the proponent for this publication. The preparing agency is the Center for Army Leadership, Command and General Staff College. Send written comments and recommendations on DA Form 2028 (Recommended Changes to Publications and Blank Forms) to Center for Army Leadership ATTN: ATZL-CAL (FM 6-22), 250 Gibbon Avenue, Fort Leavenworth, KS 66027-2337. Send comments and recommendations by e-mail to calfm622@leavenworth.army.mil. Follow the DA Form 2028 format or submit an electronic DA Form 2028. 12 October 2006 FM 6-22 v Acknowledgements The copyright owners listed here have granted permission to reproduce material from their works. Other sources of quotations and material used in examples are listed in the source notes. The example Colonel Chamberlain at Gettysburg is adapted from John J. Pullen, The Twentieth Maine (1957; reprint, Dayton, OH, Press of Morningside Bookshop, 1980). Reprinted with permission of the Estate of John Pullen via The Balkin Agency, Inc. The section on Vertical Command Teams in Chapter 3 is reproduced from IDA Document D-2728 by LTG (ret.) Frederic J. Brown “Vertical Command Teams” (Alexandria, VA: Institute for Defense Analysis, 2002). The quotation by Douglas E. Murray in Chapter 3 is reproduced from Dennis Steele, “Broadening the Picture Calls for Turning Leadership Styles,” Army Magazine, December 1989. Copyright © 1989 by the Association of the United States Army and reproduced by permission. The example Shared Leadership Solves Logistics Challenges in Chapter 3 is adapted from the website article, John Pike, “Operation Enduring Freedom-Afghanistan” (http://www.globalsecurity.org, March 2005). The quotation by William Connelly in Chapter 4 is reproduced from William Connelly, “NCOs: It’s Time to Get Tough,” Army Magazine, October 1981. Copyright © 1981 by the Association of the United States Army and reproduced by permission. The example Task Force Kingston is adapted from Martin Blumenson, “Task Force Kingston,” Army Magazine, April 1964. Copyright © 1964 by the Association of the United States Army and reproduced by permission. The section on Ethical Reasoning in Chapter 4 is adapted from Michael Josephson, Making Ethical Decisions with permission of the Josephson Institute of Ethics. Copyright © 2002. www.charactercounts.org. The example and quotation within Self Control in Chapter 6 is adapted from Leader to Leader, ed. Francis Hesselbein (New York: Leader to Leader Institute, 2005). Copyright © (2005 Francis Hesselbein). The material is used by permission of John Wiley & Sons Inc. The example and quotation within He Stood like a Stone Wall in Chapter 6 is reproduced from William C. Davis, Battle at Bull Run: A History of the First Major Campaign of the Civil War (Baton Rouge, Louisiana State University Press, with arrangement by Doubleday & Company, Inc., 1977). The quotation by Major Richard Winters in Chapter 7 is reproduced from Christopher J. Anderson, “Dick Winters” Reflections on His Band of Brothers, D-Day, and Leadership,” American History Magazine (August 2004). Reproduced with permission of American History Magazine, Primedia Enthusiast Publications. The quotation by Richard A. Kidd in Chapter 8 is reproduced from Richard A. Kidd, “NCOs Make it Happen,” Army Magazine, October 1994. Copyright © 1994 by the Association of the United States Army and reproduced by permission. The quotation by William Connelly in Chapter 8 is reproduced from William A. Connelly, “Keep Up with Change in the 80’s,” Army Magazine, October 1976. Copyright © 1976 by the Association of the United States Army and reproduced by permission. The quotation in Chapter 9 by William C. Bainbridge is reproduced from William C. Bainbridge, “Quality, Training and Motivation,” Army Magazine, October 1976. Copyright © 1994 by the Association of the United States Army and reproduced by permission. The quotations by General Colin Powell in Chapters 11 and 12 are reproduced from Colin Powell, My American Journey (New York: Random House, 1995). Copyright © 1995 and reproduced by permission. vi FM 6-22 12 October 2006 Acknowledgements The example Strategic Planning and Execution in Chapter 12 is adapted from Bob Woodward, The Commanders (New York: Pocket Star Books, 1991). Copyright © 1991 and reproduced by permission. 12 October 2006 FM 6-22 vii Introduction Upon taking the oath to become an Army leader, Soldiers, and Army civilians enter into a sacred agreement with the Nation and their subordinates. The men and women of the Army are capable of extraordinary feats of courage and sacrifice as they have proven on countless battlefields from the Revolutionary War to the War on Terrorism. These Soldiers and Army civilians display great patience, persistence, and tremendous loyalty as they perform their duty to the Nation in thousands of orderly rooms, offices, motor pools, and training areas around the world, no matter how difficult, tedious, or risky the task. In return, they deserve competent, professional, and ethical leadership. They expect their Army leaders to respect them as valued members of effective and cohesive organizations and to embrace the essence of leadership. FM 6-22 combines the lessons of the past with important insights for the future to help develop competent Army leaders. An ideal Army leader has strong intellect, physical presence, professional competence, high moral character, and serves as a role model. An Army leader is able and willing to act decisively, within the intent and purpose of his superior leaders, and in the best interest of the organization. Army leaders recognize that organizations, built on mutual trust and confidence, successfully accomplish peacetime and wartime missions. Organizations have many leaders. Everyone in the Army is part of a chain of command and functions in the role of leader and subordinate. Being a good subordinate is part of being a good leader. All Soldiers and Army civilians, at one time or another, must act as leaders and followers. Leaders are not always designated by position, rank, or authority. In many situations, it is appropriate for an individual to step forward and assume the role of leader. It is important to understand that leaders do not just lead subordinates—they also lead other leaders. Everyone in the Army is part of a team, and all team members have responsibilities inherent in belonging to that team. FM 6-22 addresses the following topics necessary to become a competent, multiskilled Army leader: • Understand the Army definitions of leader and leadership. • Learn how the Warrior Ethos is embedded in all aspects of leadership. • Use the Army leadership requirements model as a common basis for thinking and learning about leadership and associated doctrine. • Become knowledgeable about the roles and relationships of leaders, including the role of subordinate or team member. • Discover what makes a good leader, a person of character with presence and intellect. • Learn how to lead, develop, and achieve through competency-based leadership. • Identify the influences and stresses in our changing environment that affect leadership. • Understand the basics of operating at the direct, organizational, and strategic levels. 12 October 2006 FM 6-22 viii PART ONE The Basis of Leadership All Army team members, Soldiers and civilians alike, must have a basis of understanding for what leadership is and does. The definitions of leadership and leaders address their sources of strength in deep-rooted values, the Warrior Ethos, and professional competence. National and Army values influence the leader’s character and professional development, instilling a desire to acquire the essential knowledge to lead. Leaders apply this knowledge within a spectrum of established competencies to achieve successful mission accomplishment. The roles and functions of Army leaders apply to the three interconnected levels of leadership: direct, organizational, and strategic. Within these levels of leadership, cohesive teams can achieve collective excellence when leadership levels interact effectively. Chapter 1 Leadership Defined 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. 1-6. New challenges facing leaders, the Army, and the Nation mandate adjustments in how the Army educates, trains, and develops its military and civilian leadership. The Army’s mission is to fight and win the 12 October 2006 FM 6-22 1-1 Chapter 1 Nation’s wars by providing prompt, sustained land dominance across the spectrum of conflicts in support of combatant commanders. In a sense, all Army leaders must be warriors, regardless of service, branch, gender, status, or component. All serve for the common purpose of protecting the Nation and accomplishing their organization’s mission to that end. They do this through influencing people and providing purpose, direction, and motivation. Leadership is the process of influencing people by providing purpose, direction, and motivation while operating to accomplish the mission and improving the organization. INFLUENCING 1-7. Influencing is getting people—Soldiers, Army civilians, and multinational partners—to do what is necessary. Influencing entails more than simply passing along orders. Personal examples are as important as spoken words. Leaders set that example, good or bad, with every action taken and word spoken, on or off duty. Through words and personal example, leaders communicate purpose, direction, and motivation. PURPOSE AND VISION 1-8. Purpose gives subordinates the reason to act in order to achieve a desired outcome. Leaders should provide clear purpose for their followers and do that in a variety of ways. Leaders can use direct means of conveying purpose through requests or orders for what to do. 1-9. Vision is another way that leaders can provide purpose. Vision refers to an organizational purpose that may be broader or have less immediate consequences than other purpose statements. Higher-level leaders carefully consider how to communicate their vision. DIRECTION 1-10. Providing clear direction involves communicating how to accomplish a mission: prioritizing tasks, assigning responsibility for completion, and ensuring subordinates understand the standard. Although subordinates want and need direction, they expect challenging tasks, quality training, and adequate resources. They should be given appropriate freedom of action. Providing clear direction allows followers the freedom to modify plans and orders to adapt to changing circumstances. Directing while adapting to change is a continuous process. 1-11. For example, a battalion motor sergeant always takes the time and has the patience to explain to the mechanics what is required of them. The sergeant does it by calling them together for a few minutes to talk about the workload and the time constraints. Although many Soldiers tire of hearing from the sergeant about how well they are doing and that they are essential to mission accomplishment, they know it is true and appreciate the comments. Every time the motor sergeant passes information during a meeting, he sends a clear signal: people are cared for and valued. The payoff ultimately comes when the unit is alerted for a combat deployment. As events unfold at breakneck speed, the motor sergeant will not have time to explain, acknowledge performance, or motivate them. Soldiers will do their jobs because their leader has earned their trust. MOTIVATION 1-12. Motivation supplies the will to do what is necessary to accomplish a mission. Motivation comes from within, but is affected by others’ actions and words. A leader’s role in motivation is to understand the needs and desires of others, to align and elevate individual drives into team goals, and to influence others and accomplish those larger aims. Some people have high levels of internal motivation to get a job done, while others need more reassurance and feedback. Motivation spurs initiative when something needs to be accomplished. 1-13. Soldiers and Army civilians become members of the Army team for the challenge. That is why it is important to keep them motivated with demanding assignments and missions. As a leader, learn as much as possible about others’ capabilities and limitations, then give over as much responsibility as can be handled. 1-2 FM 6-22 12 October 2006 Acknowledgements When subordinates succeed, praise them. When they fall short, give them credit for what they have done right, but advise them on how to do better. When motivating with words, leaders should use more than just empty phrases; they should personalize the message. 1-14. Indirect approaches can be as successful as what is said. Setting a personal example can sustain the drive in others. This becomes apparent when leaders share the hardships. When a unit prepares for an emergency deployment, all key leaders should be involved to share in the hard work to get the equipment ready to ship. This includes leadership presence at night, weekends, and in all locations and conditions where the troops are toiling. OPERATING 1-15. Operating encompasses the actions taken to influence others to accomplish missions and to set the stage for future operations. One example is the motor sergeant who ensures that vehicles roll out on time and that they are combat ready. The sergeant does it through planning and preparing (laying out the work and making necessary arrangements), executing (doing the job), and assessing (learning how to work smarter next time). The motor sergeant leads by personal example to achieve mission accomplishment. The civilian supervisor of training developers follows the same sort of operating actions. All leaders execute these types of actions which become more complex as they assume positions of increasing responsibility. IMPROVING 1-16. Improving for the future means capturing and acting on important lessons of ongoing and completed projects and missions. After checking to ensure that all tools are repaired, cleaned, accounted for, and properly stowed away, our motor sergeant conducts an after-action review (AAR). An AAR is a professional discussion of an event, focused on performance standards. It allows participants to discover for themselves what happened, why it happened, how to sustain strengths, and how to improve on weaknesses. Capitalizing on honest feedback, the motor sergeant identifies strong areas to sustain and weak areas to improve. If the AAR identifies that team members spent too much time on certain tasks while neglecting others, the leader might improve the section standing operating procedures or counsel specific people on how to do better. 1-17. Developmental counseling is crucial for helping subordinates improve performance and prepare for future responsibilities. The counseling should address strong areas as well as weak ones. If the motor sergeant discovers recurring deficiencies in individual or collective skills, remedial training is planned and conducted to improve these specific performance areas. Part Three and Appendix B provide more information on counseling. 1-18. By stressing the team effort and focused learning, the motor sergeant gradually and continuously improves the unit. The sergeant’s personal example sends an important message to the entire team: Improving the organization is everyone’s responsibility. The team effort to do something about its shortcomings is more powerful than any lecture. 12 October 2006 FM 6-22 1-3 This page intentionally left blank. Chapter 2 The Foundations of Army Leadership 2-1. The foundations of Army leadership are firmly grounded in history, loyalty to our country’s laws, accountability 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. 2-2. 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 NATION When we assumed the Soldier, we did not lay aside the Citizen. General George Washington Speech to the New York Legislature, 1775 2-3. 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. 2-4. 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. 2-5. 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. THE CIVILIAN-MILITARY LINKAGE 2-6. The U.S. Constitution grants Congress the ability to raise and support armies. Subsequently, the armed forces are given the task of defending the United States of America and her territories. Membership in the Army and its other Services is marked by a special status in law. That status is reflected in distinctive uniforms and insignia of service and authority. To be able to function effectively on the battlefield, the Army and other Services are organized into hierarchies of authority. The Army’s hierarchy begins with the individual Soldier and extends through the ranks to the civilian leadership including the Secretary of the Army, Secretary of Defense, and the President of the United States. 12 October 2006 FM 6-22 2-1 Chapter 2 2-7. To formalize our ties to the Nation and to affirm subordination to its laws, members of the Army— Soldiers and Army civilians—swear a solemn oath to support and defend the Constitution of the United States against all enemies, foreign and domestic. Soldiers simultaneously acknowledge the authority of the President as Commander in Chief and officers as his agents. The purpose of the oath is to affirm military subordination to civilian authority. The Army Values in figure 2-1 link tightly with the content of the oath. I do solemnly swear (or affirm) that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; and that I will obey the orders of the President of the United States and the orders of the officers appointed over me, according to regulations and the Uniform Code of Military Justice. So help me God. Oath of Enlistment I do solemnly swear (or affirm) that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I take this obligation freely, without any mental reservation or purpose of evasion; and that I will well and faithfully discharge the duties of the office on which I am about to enter. So help me God. Oath of office taken by commissioned officers and Army civilians Figure 2-1. The Army Values 2-8. The oath and values emphasize that the Army’s military and civilian leaders are instruments of the people of the United States. The elected government commits forces only after due consideration and in compliance with our national laws and values. Understanding this process gives our Army moral strength and unwavering confidence when committed to war. 2-9. As General George Washington expressed more than 200 years ago, serving as a Soldier of the United States does not mean giving up being an American citizen with its inherent rights and responsibilities. Soldiers are citizens and should recognize that when in uniform, they represent their units, their Army, and their country. Every Soldier must balance the functions of being a dedicated warrior with 2-2 FM 6-22 12 October 2006 The Foundations of Army Leadership obedience to the laws of the Nation. They must function as ambassadors for the country in peace and war. Similarly, self-disciplined behavior is expected of Army civilians. LEADERSHIP AND COMMAND AUTHORITY When you are commanding, leading [Soldiers] under conditions where physical exhaustion and privations must be ignored; where the lives of [Soldiers] may be sacrificed, then, the efficiency of your leadership will depend only to a minor degree on your tactical or technical ability. It will primarily be determined by your character, your reputation, not so much for courage—which will be accepted as a matter of course—but by the previous reputation you have established for fairness, for that high-minded patriotic purpose, that quality of unswerving determination to carry through any military task assigned you. General of the Army George C. Marshall Speaking to officer candidates (1941) 2-10. Command is a specific and legal leadership responsibility unique to the military. Command is the authority that a commander in the military service lawfully exercises over subordinates by virtue of rank or assignment. Command includes the leadership, authority, responsibility, and accountability for effectively using available resources and planning the employment of, organizing, directing, coordinating, and controlling military forces to accomplish assigned missions. It includes responsibility for unit readiness, health, welfare, morale, and discipline of assigned personnel (FMI 5-0.1). 2-11. Command is about sacred trust. Nowhere else do superiors have to answer for how their subordinates live and act beyond duty hours. Society and the Army look to commanders to ensure that Soldiers and Army civilians receive the proper training and care, uphold expected values, and accomplish assigned missions. 2-12. In Army organizations, commanders set the standards and policies for achieving and rewarding superior performance, as well as for punishing misconduct. In fact, military commanders can enforce their orders by force of criminal law. Consequently, it should not come as a surprise that organizations often take on the personality of their commanders. Army leaders selected to command are expected to lead beyond merely exercising formal authority. They should lead by example and serve as role models, since their personal example and public actions carry tremendous moral force. For that reason, people inside and outside the Army recognize commanders as the human faces of the system, the ones who embody the Army’s commitment to readiness and care of people. By virtue of their role, Army commanders must lead change with clear vision, encompassing yesterday’s heritage, today’s mission, and tomorrow’s force. THE ARMY LEADERSHIP REQUIREMENTS MODEL Just as the diamond requires three properties for its formation—carbon, heat, and pressure—successful leaders require the interaction of three properties—character, knowledge, and application. Like carbon to the diamond, character is the basic quality of the leader.… But as carbon alone does not create a diamond, neither can character alone create a leader. The diamond needs heat. Man needs knowledge, study and preparation.… The third property, pressure—acting in conjunction with carbon and heat—forms the diamond. Similarly, one’s character attended by knowledge, blooms through application to produce a leader. General Edward C. Meyer Chief of Staff, Army (1979-1983) 2-13. FM 1, one of the Army’s two capstone manuals, states that the Army exists to serve the American people, protect enduring national interests, and fulfill the Nation’s military responsibilities. To accomplish 12 October 2006 FM 6-22 2-3 Chapter 2 this requires values-based leadership, impeccable character, and professional competence. Figure 2-2 shows the Army leadership requirements model. It provides a common basis for thinking and learning about leadership and associated doctrine. All of the model’s components are interrelated. Figure 2-2. The Army leadership requirements model 2-14. The model’s basic components center on what a leader is and what a leader does. The leader’s character, presence, and intellect enable the leader to master the core leader competencies through dedicated lifelong learning. The balanced application of the critical leadership requirements empowers the Army leader to build high-performing and cohesive organizations able to effectively project and support landpower. It also creates positive organizational climates, allowing for individual and team learning, and empathy for all team members, Soldiers, civilians, and their families. 2-15. Three major factors determine a leader’s character: values, empathy, and the Warrior Ethos. Some characteristics are present at the beginning of the leader’s career, while others develop over time through additional education, training, and experience. 2-16. A leader’s physical presence determines how others perceive that leader. The factors of physical presence are military bearing, physical fitness, confidence, and resilience. The leader’s intellectual capacity helps to conceptualize solutions and acquire knowledge to do the job. A leader’s conceptual abilities apply agility, judgment, innovation, interpersonal tact, and domain knowledge. Domain knowledge encompasses tactical and technical knowledge as well as cultural and geopolitical awareness. 2-17. The famous fight between the 20th Regiment of Maine Volunteers and the 15th and 47th Regiments of Alabama Infantry during the battle of Gettysburg shows multiple components of the leadership 2-4 FM 6-22 12 October 2006 The Foundations of Army Leadership requirements model at work. At the focal point, Colonel Joshua Chamberlain, a competent and confident leader, turns a seemingly hopeless situation into victory. Colonel Chamberlain at Gettysburg In late June 1863, Confederate GEN Robert E. Lee’s Army of Northern Virginia passed through western Maryland and invaded Pennsylvania. For five days, the Army of the Potomac hurried to get between the Confederates and the National capital. On 1 July 1863, the 20th Maine received word to press on to Gettysburg. The Union Army had engaged the Confederates there, and Union commanders were hurrying all available forces to the hills south of the little town. The 20th Maine arrived at Gettysburg near midday on 2 July, after marching more than one hundred miles in five days. They had had only two hours sleep and no hot food during the previous 24 hours. The regiment was preparing to go into a defensive position as part of the brigade commanded by COL Strong Vincent when a staff officer rode up to COL Vincent and began gesturing towards a little hill at the extreme southern end of the Union line. The hill, Little Round Top, dominated the Union position and, at that moment, was unoccupied. If the Confederates placed artillery on it, they could force the entire Union Army to withdraw. The hill had been left unprotected through a series of mistakes—wrong assumptions, the failure to communicate clearly, and the failure to check. The situation was critical. Realizing the danger, COL Vincent ordered his brigade to occupy Little Round Top. He positioned the 20th Maine, commanded by COL Joshua L. Chamberlain, on his brigade’s left flank, the extreme left of the Union line. COL Vincent told COL Chamberlain to “hold at all hazards.” On Little Round Top, COL Chamberlain issued his intent and purpose for the mission to the assembled company commanders. He ordered the right flank company to tie in with the 83d Pennsylvania and the left flank company to anchor on a large boulder because the 20th Maine was literally at the end of the line. COL Chamberlain then showed a skill common to good tactical leaders. He mentally rehearsed possible countermoves against imagined threats to his unit’s flank. Since he considered his left flank highly vulnerable, COL Chamberlain sent B Company, commanded by CPT Walter G. Morrill to guard it and “act as the necessities of battle required.” The captain positioned his men behind a stone wall, facing the flank of any possible Confederate advance. Fourteen Soldiers from the 2d U.S. Sharpshooters, previously separated from their own unit, joined them. The 20th Maine had only been in position a few minutes when the Soldiers of the 15th and 47th Alabama attacked. The Confederates, having marched all night, were tired and thirsty, but they attacked ferociously. The Maine men held their ground until one of COL Chamberlain’s officers reported seeing a large body of Confederate Soldiers moving laterally behind the attacking force. COL Chamberlain climbed on a rock and identified a Confederate unit moving around his exposed left flank. He knew that if they outflanked him, his unit would be pushed off its position, facing sure destruction. COL Chamberlain had to think fast. The tactical manuals he had so diligently studied only offered maneuver solutions, unsuitable for the occupied terrain. He had to create a new stock solution—one that his Soldiers could execute now and under pressure. Since the 20th Maine was in a defensive line, two ranks deep, and it was threatened by an attack around its left flank, the colonel ordered his company commanders to 12 October 2006 FM 6-22 2-5 Chapter 2 stretch the line to the left. While keeping up a steady rate of fire, his line ultimately connected with the large boulder he had pointed out earlier. The sidestep maneuver was tricky, but it was a combination of other battle drills his Soldiers knew. In spite of the terrible noise that confused voice commands, blinding smoke, the cries of the wounded, and the continuing Confederate attack—the Maine men succeeded. Although COL Chamberlain’s thin line was only one rank deep, it now covered twice their normal frontage and was able to throw back the Confederate infantry, assaulting a flank they thought was unprotected. Despite desperate confederate attempts to break through, the Maine men rallied and held repeatedly. After five desperate encounters, the Maine men were down to one or two rounds per man, and determined Confederates were regrouping for another try. COL Chamberlain recognized that he could not stay where he was but could not withdraw, either. He decided to attack. His men would have the advantage of attacking down the steep hill, he reasoned, and the Confederates would not expect it. Clearly, he was risking his entire unit, but the fate of the Union Army depended on his men. The decision left COL Chamberlain with another problem: there was nothing in the tactics book about how to get his unit from current disposition into a firm line of advance. Under tremendous fire in the midst of the battle, COL Chamberlain assembled his commanders. He explained that the regiment’s left wing would swing around “like a barn door on a hinge” until it was even with the right wing. Then the entire regiment, bayonets fixed, would charge downhill, staying anchored to the 83d Pennsylvania on the right. The explanation was as simple as the situation was desperate. When COL Chamberlain gave the order, LT Holman Melcher of F Company leaped forward and led the left wing downhill toward the surprised Confederates. COL Chamberlain had positioned himself at the boulder at the center of the unfolding attack. When his unit’s left wing came abreast of the right wing, he jumped off the rock and led the right wing down the hill. The entire regiment was now charging on line, swinging like a great barn door—just as he had intended. The Alabama Soldiers, stunned at the sight of the charging Union troops, fell back on the positions behind them. There, the 20th Maine’s charge might have failed. Just then, CPT Morrill’s B Company and the sharpshooters opened fire on the Confederate flank and rear, just as envisioned by COL Chamberlain. The exhausted and shattered Alabama regiments now thought they were surrounded. They broke and ran, not realizing that one more attack would have carried the hill for them. At the end of the battle, the slopes of Little Round Top were littered with bodies. Saplings halfway up the hill had been sawed in half by weapons fire. A third of the 20th Maine had fallen—130 men out of 386. Nonetheless, the farmers, woodsmen, and fishermen from Maine—under the command of a brave and creative leader, who had anticipated enemy actions, improvised under fire, and applied disciplined initiative in the heat of battle—had fought through to victory. 2-18. Colonel Chamberlain made sure that every man knew what was at stake when his unit prepared for battle at Gettysburg. Prior to the battle, he painstakingly developed his leaders and built his unit into a team with mutual trust between leaders and the subordinates. While teaching and training his Soldiers, he showed respect and compassion for his men and their diverse backgrounds, thus deepening the bond between the commander and his unit. During the battle, he effectively communicated his intent and led by example, with courage and determination. His tactical abilities, intellect, and initiative helped him seize the 2-6 FM 6-22 12 October 2006 The Foundations of Army Leadership opportunity and transition from defensive to offensive maneuver, achieving victory over his Confederate opponents. For his actions on 2 July 1863, Colonel Chamberlain received the Medal of Honor. EXCELLING AT THE CORE LEADER COMPETENCIES 2-19. Leader competence develops from a balanced combination of institutional schooling, selfdevelopment, realistic training, and professional experience. Building competence follows a systematic and gradual approach, from mastering individual competencies, to applying them in concert and tailoring them to the situation at hand. Leading people by giving them a complex task helps them develop the confidence and will to take on progressively more difficult challenges. 2-20. Why competencies? Competencies provide a clear and consistent way of conveying expectations for Army leaders. Current and future leaders want to know what to do to succeed in their leadership responsibilities. The core leader competencies apply across all levels of the organization, across leader positions, and throughout careers. Competencies are demonstrated through behaviors that can be readily observed and assessed by a spectrum of leaders and followers: superiors, subordinates, peers, and mentors. This makes them a good basis for leader development and focused multisource assessment and feedback. Figure 2-3 identifies the core leader competencies and their subsets. Figure 2-3. Eight core leader competencies and supporting behaviors 2-21. Leader competencies improve over extended periods. Leaders acquire the basic competencies at the direct leadership level. As the leader moves to organizational and strategic level positions, the competencies provide the basis for leading through change. Leaders continuously refine and extend the 12 October 2006 FM 6-22 2-7 Chapter 2 ability to perform these competencies proficiently and learn to apply them to increasingly complex situations. 2-22. These competencies are developed, sustained, and improved by performing one’s assigned tasks and missions. Leaders do not wait until combat deployments to develop their leader competencies. They use every peacetime training opportunity to assess and improve their ability to lead Soldiers. Civilian leaders also use every opportunity to improve. 2-23. To improve their proficiency, Army leaders can take advantage of chances to learn and gain experience in the leader competencies. They should look for new learning opportunities, ask questions, seek training opportunities, and request performance critiques. This lifelong approach to learning ensures leaders remain viable as a professional corps. 2-8 FM 6-22 12 October 2006 Chapter 3 Leadership Roles, Leadership Levels, and Leadership Teams 3-1. Army leaders of character lead by personal example and consistently act as good role models through a dedicated lifelong effort to learn and develop. They achieve excellence for their organizations when followers are disciplined to do their duty, committed to the Army Values, and feel empowered to accomplish any mission, while simultaneously improving their organizations with focus towards the future. 3-2. As their careers unfold, Army leaders realize that excellence emerges in many shapes and forms. The Army cannot accomplish its mission unless all Army leaders, Soldiers, and civilians accomplish theirs— whether that means filling out a status report, repairing a vehicle, planning a budget, packing a parachute, maintaining pay records, or walking guard duty. The Army consists of more than a single outstanding general or a handful of combat heroes. It relies on hundreds of thousands of dedicated Soldiers and civilians—workers and leaders—to accomplish missions worldwide. 3-3. Each of their roles and responsibilities is unique, yet there are common ways in which the roles of various types of leaders interact. Every leader in the Army is a member of a team, a subordinate, and at some point, a leader of leaders. ROLES AND RELATIONSHIPS 3-4. When the Army speaks of Soldiers, it refers to commissioned officers, warrant officers, noncommissioned officers (NCOs), and enlisted Soldiers. The term commissioned officer refers to officers serving under a presidential commission in the rank of chief warrant officer 2 through general. An exception is those in the rank of warrant officer 1 (WO1) who serve under a warrant issued by the Secretary of the Army. Army civilians are employees of the Department of the Army and, like all Soldiers, are members of the executive branch of the federal government. All Army leaders, Soldiers, and Army civilians share the same goals: to support and defend the Constitution against all enemies, foreign and domestic, by providing effective Army landpower to combatant commanders and to accomplish their organization’s mission in peace and war. 3-5. Although the Army consists of different categories of personnel serving and empowered by different laws and regulations, the roles and responsibilities of Army leaders from all organizations overlap and complement each other. Formal Army leaders come from three different categories: commissioned and warrant officers, noncommissioned officers, and Army civilians. 3-6. Members of all these categories of service have distinct roles in the Army, although duties may sometimes overlap. Collectively, these groups work toward a common goal and should follow a shared institutional value system. Army leaders often find themselves in charge of units or organizations populated with members of all these groups. COMMISSIONED AND WARRANT OFFICERS 3-7. Commissioned Army officers hold their grade and office under a commission issued under the authority of the President of the United States. The commission is granted on the basis of special trust and confidence placed in the officer’s patriotism, valor, fidelity, and abilities. The officer’s commission is the grant of presidential authority to direct subordinates and subsequently, an obligation to obey superiors. In the Army, commissioned officers are those who have been appointed to the rank of second lieutenant or higher or promoted to the rank of chief warrant officer 2 or higher. 12 October 2006 FM 6-22 3-1 Chapter 3 3-8. Commissioned officers are essential to the Army’s organization to command units, establish policy, and manage resources while balancing risks and caring for their people. They integrate collective, leader and Soldier training to accomplish the Army’s missions. They serve at all levels, focusing on unit operations and outcomes, to leading change at the strategic levels. Commissioned officers fill command positions. Command makes officers responsible and accountable for everything their command does or fails to do. Command, a legal status held by appointment and grade, extends through a hierarchical rank structure with sufficient authority assigned or delegated at each level to accomplish the required duties. 3-9. Serving as a commissioned officer differs from other forms of Army leadership by the quality and breadth of expert knowledge required, in the measure of responsibility attached, and in the magnitude of the consequences of inaction or ineffectiveness. An enlisted leader swears an oath of obedience to lawful orders, while the commissioned officer promises to, “well and faithfully discharge the duties of the office.” This distinction establishes a different expectation for discretionary initiative. Officers should be driven to maintain the momentum of operations, possess courage to deviate from standing orders within the commander’s intent when required, and be willing to accept the responsibility and accountability for doing so. While officers depend on the counsel, technical skill, maturity, and experience of subordinates to translate their orders into action, the ultimate responsibility for mission success or failure resides with the commissioned officer in charge. 3-10. The cohorts differ in the magnitude of responsibility vested in them. The life and death decisions conveyed by noncommissioned officers and executed by Soldiers begin with officers. There are different legal penalties assigned for offenses against the authority of commissioned and noncommissioned officers, and there are specific offenses that only an officer can commit. Officers are strictly accountable for their actions. Senior officers bear a particular responsibility for the consequences of their decisions and for the quality of advice given—or not given—to their civilian superiors. 3-11. As they do with all Army leaders, the Army Values guide officers in their daily actions. These values manifest themselves as principles of action. Another essential part of officership is a shared professional identity. This self-concept, consisting of four interrelated identities, inspires and shapes the officer’s behavior. These identities are warrior, servant of the Nation, member of a profession, and leader of character. As a warrior and leader of warriors, the officer adheres to the Soldier’s Creed and the Warrior Ethos. An officer’s responsibility as a public servant is first to the Nation, then to the Army, and then to his unit and his Soldiers. As a professional, the officer is obligated to be competent and stay abreast of changing requirements. As a leader of character, officers are expected to live up to institutional and National ethical values. 3-12. Warrant officers possess a high degree of specialization in a particular field in contrast to the more general assignment pattern of other commissioned officers. Warrant officers command aircraft, maritime vessels, special units, and task organized operational elements. In a wide variety of units and headquarters specialties, warrants provide quality advice, counsel, and solutions to support their unit or organization. They operate, maintain, administer, and manage the Army’s equipment, support activities, and technical systems. Warrant officers are competent and confident warriors, innovative integrators of emerging technologies, dynamic teachers, and developers of specialized teams of Soldiers. Their extensive professional experience and technical knowledge qualifies warrant officers as invaluable role models and mentors for junior officers and NCOs. 3-13. Warrant officers fill various positions at company and higher levels. Junior warrants, like junior officers, work with Soldiers and NCOs. While warrant positions are usually functionally oriented, the leadership roles of warrants are the same as other leaders and staff officers. They lead and direct Soldiers and make the organization, analysis, and presentation of information manageable for the commander. Senior warrants provide the commander with the benefit of years of tactical and technical experience. 3-14. As warrant officers begin to function at the higher levels, they become “systems-of-systems” experts, rather than specific equipment experts. As such, they must have a firm grasp of the joint and multinational environments and know how to integrate systems they manage into complex operating environments. 3-2 FM 6-22 12 October 2006 Leadership Roles, Leadership Levels and Leadership Teams NONCOMMISSIONED OFFICERS 3-15. NCOs conduct the daily operations of the Army. The NCO corps has adopted a vision that defines their role within the Army organization. (See figure 3-1.) Figure 3-1. The NCO vision 3-16. The Army relies on NCOs who are capable of executing complex tactical operations, making intentdriven decisions, and who can operate in joint, interagency, and multinational scenarios. They must take the information provided by their leaders and pass it on to their subordinates. Soldiers look to their NCOs for solutions, guidance, and 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 the day-to-day guidance to get the job done. To answer the challenges of the contemporary operating environment, NCOs must train their Soldiers to cope, prepare, and perform no matter what the situation. In short, the Army NCO of today is a warrior-leader of strong character, comfortable in every role outlined in the NCO Corps’ vision. 3-17. NCO leaders are responsible for setting and maintaining high-quality standards and discipline. They are the standard-bearers. Throughout history, flags have served as rallying points for Soldiers, and because of their symbolic importance, NCOs are entrusted with maintaining them. In a similar sense, NCOs are also accountable for caring for Soldiers and setting the example for them. 3-18. NCOs live and work every day with Soldiers. The first people that new recruits encounter when joining the Army are NCOs. NCOs process Soldiers for enlistment, teach basic Soldier skills, and demonstrate how to respect superior officers. Even after transition from civilian to Soldier is complete, the NCO is the key direct leader and trainer for individual, team, and crew skills at the unit level. 3-19. While preparing Soldiers for the mission ahead, the NCO trainer always stresses the basics of fieldcraft and physical hardening. He knows that the tools provided by technology will not reduce the need for mentally and physically fit Soldiers. Soldiers will continue to carry heavy loads, convoy for hours or days, and clear terrorists from caves and urban strongholds. With sleep often neglected in fast-paced operations, tactical success and failure is a direct correlation to the Soldiers’ level of physical fitness. Taking care of Soldiers means making sure they are prepared for whatever challenge lies ahead. 3-20. NCOs have other roles as trainers, mentors, communicators, and advisors. When junior officers first serve in the Army, their NCO helps to train and mold them. When lieutenants make mistakes, seasoned NCOs can step in and guide the young officers back on track. Doing so ensures mission accomplishment and Soldier safety while forming professional and personal bonds with the officers based on mutual trust and common goals. “Watching each other’s back” is a fundamental step in team building and cohesion. 3-21. For battalion commanders, the command sergeant major is an important source of knowledge and discipline for all enlisted matters within the battalion. At the highest level, the Sergeant Major of the Army 12 October 2006 FM 6-22 3-3 Chapter 3 is the Army Chief of Staff’s personal advisor, recommending policy to support Soldiers and constantly meeting with and checking Soldiers throughout the Army. ARMY CIVILIAN LEADERS 3-22. The Army civilian corps consists of experienced personnel committed to serving the Nation. 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 be filled by military personnel. They provide mission-essential capability, stability, and continuity during war and peace in support of the Soldier. Army civilians take their support mission professionally. Army civilians are committed to selfless service in the performance of their duties as expressed in the Army Civilian Corps Creed. (See figure 3-2.) Figure 3-2. The Army civilian corps creed 3-23. The major roles and responsibilities of Army civilians include establishing and executing policy; managing Army programs, projects, and systems; and operating activities and facilities for Army equipment, support, research, and technical work. These roles are in support of the organizational Army as well as warfighters based around the world. The main differences between military and civilian leaders are in the provisions of their position, how they obtain their leadership skills, and career development patterns. 3-24. Army civilians’ job placement depends on their eligibility to hold the position. Their credentials reflect the expertise with which they enter a position. Proficiency in that position is from education and training they have obtained, prior experiences, and career-long ties to special professional fields. Unlike military personnel, Army civilians do not carry their grade with them regardless of the job they perform. Civilians hold the grade of the position in which they serve. Except for the Commander in Chief (the President of the United States) and Secretary of Defense, civilians do not exercise military command; however, they could be designated to exercise general supervision over an Army installation or activity under the command of a military superior. Army civilians primarily exercise authority based on the position held, not their grade. 3-25. Civilian personnel do not have career managers like their military counterparts, but there are functional proponents for career fields that ensure provisions exist for career growth. Army civilians are free to pursue positions and promotions as they desire. While mobility is not mandatory in all career fields, there are some (and some grade levels) where mobility agreements are required. Personnel policies generally state that civilians should be in positions that do not require military personnel for reasons of law, training, security, discipline, rotation, or combat readiness. While the career civilian workforce brings a wealth of diversity to the Army team, there is also a wealth of knowledge and experience brought to the Army’s sustaining base when retired military join the civilian ranks. 3-26. While most civilians historically support military forces at home stations, civilians also deploy with military forces to sustain theater operations. As evidenced by the ever-increasing demands of recent deployments, civilians have served at every level and in every location, providing expertise and support 3-4 FM 6-22 12 October 2006 Leadership Roles, Leadership Levels and Leadership Teams wherever needed. Army civilians support their military counterparts and often remain for long periods within the same organization or installation, providing continuity and stability that the highly mobile personnel management system used for our military rarely allows. However, when the position or mission dictates, Army civilians may be transferred or deployed to meet the needs of the Army. JOINT AND MULTINATIONAL FORCES 3-27. The Army team may also include embedded joint or multinational forces. Members of these groups, when added to an organization, change both the makeup and the capabilities of the combined team. While leaders may exercise formal authority over joint service members attached to a unit, they must exercise a different form of leadership to influence and guide the behavior of members of allied forces that serve with them. Leaders must adapt to the current operating environment and foster a command climate that includes and respects all members of the Army team. DEFENSE CONTRACTORS 3-28. A subset of the Army team is contractor personnel. Contractors fill gaps in the available military and Army civilian work force. They also provide services not available through military means to include essential technical expertise to many of our newly fielded weapon systems. Contractor personnel can focus on short-term projects; maintain equipment and aircraft for already over-tasked units; or fill positions as recruiters, instructors, and analysts, freeing up Soldiers to perform Soldier tasks. Contractors used as part of sections, teams, or units must use influence techniques such as those described in Chapter 7 to obtain commitment and compliance as they fulfill their duties or deliver services. 3-29. Managing contractors requires a different leadership approach since they are not part of the military chain-of-command. Contractor personnel should be managed through the terms and conditions set forth in their contract. They do not normally fall under Uniform Code of Military Justice authority. Therefore, it is imperative that Army military and Army civilian leaders ensure that a strong contractor management system is in place in both peacetime and during contingency operations. (See FM 3-100.21 for more information on managing contractor personnel). SHARED ROLES 3-30. Good leaders wear both Army uniforms and business attire. All leaders take similar oaths upon entry to the Army. These groups work together in a superior-subordinate concept for command positions and formal leadership. Leadership draws on the same aspects of character, using the same competencies regardless of category. The military and civilian functions are complementary and highly integrated. While Soldiers focus on actively fighting and winning in war, the civilian workforce supports all warriors by sustaining operations and helping shape the conditions for mission success. Interdependence and cooperation of these leader categories within the Army make it the multifunctional, highly capable force the Nation depends on. LEVELS OF LEADERSHIP NCOs like to make a decision right away and move on to the next thing…so the higher up the flagpole you go, the more you have to learn a very different style of leadership. Douglas E. Murray Command Sergeant Major, U.S. Army Reserve (1989) 12 October 2006 FM 6-22 3-5 Chapter 3 Figure 3-3. Army leadership levels 3-31. Figure 3-3 shows the three levels of Army leadership: direct, organizational, and strategic. Factors determining a position’s leadership level can include the position’s span of control, its headquarters level, and the extent of influence the leader holding the position exerts. Other factors include the size of the unit or organization, the type of operations it conducts, the number of people assigned, and its planning horizon. 3-32. Most NCOs, company and field grade officers, and Army civilian leaders serve at the direct leadership level. Some senior NCOs, field grade officers, and higher-grade Army civilians serve at the organizational leadership level. Primarily general officers and equivalent senior executive service Army civilians serve at the organizational or strategic leadership levels. 3-33. Often, the rank or grade of the leader holding a position does not indicate the position’s leadership level. That is why Figure 3-3 does not show rank. A sergeant first class serving as a platoon sergeant works at the direct leadership level. If the same NCO holds a headquarters job dealing with issues and policy affecting a brigade-sized or larger organization, that NCO works at the organizational leadership level. However, if the sergeant’s primary duty is running a staff section that supports the leaders who run the organization, the NCO is a direct leader. 3-34. It is important to realize that the headquarters echelon alone does not determine a position’s leadership level. Leaders of all ranks and grades serve in strategic-level headquarters, but they are not all strategic-level leaders. The responsibilities of a duty position together with the factors listed in paragraph 3-32 usually determine its leadership level. For example, an Army civilian at a post range control facility with a dozen subordinates works at the direct leadership level. An Army civilian deputy garrison commander with a span of influence over several thousand people is an organizational-level leader. 3-6 FM 6-22 12 October 2006 Leadership Roles, Leadership Levels and Leadership Teams DIRECT LEADERSHIP 3-35. Direct leadership is face-to-face or first-line leadership. It generally occurs in organizations where subordinates are accustomed to seeing their leaders all the time: teams and squads; sections and platoons; companies, batteries, troops, battalions, and squadrons. The direct leader’s span of influence may range from a handful to several hundred people. NCOs are in direct leadership positions more often than their officer and civilian counterparts. 3-36. Direct leaders develop their subordinates one-on-one and influence the organization indirectly through their subordinates. For instance, a squadron commander is close enough to the Soldiers to exert direct influence when he visits training or interacts with subordinates during other scheduled functions. 3-37. Direct leaders generally experience more certainty and less complexity than organizational and strategic leaders. Mainly, they are close enough to the action to determine or address problems. Examples of direct leadership tasks are monitoring and coordinating team efforts, providing clear and concise mission intent, and setting expectations for performance. ORGANIZATIONAL LEADERSHIP 3-38. Organizational leaders influence several hundred to several thousand people. They do this indirectly, generally through more levels of subordinates than do direct leaders. The additional levels of subordinates can make it more difficult for them to see and judge immediate results. Organizational leaders have staffs to help them lead their people and manage their organizations’ resources. They establish policies and the organizational climate that support their subordinate leaders. 3-39. Organizational leaders generally include military leaders at the brigade through corps levels, military and civilian leaders at directorate through installation levels, and civilians at the assistant through undersecretary of the Army levels. Their planning and mission focus generally ranges from two to ten years. Some examples of organizational leadership are setting policy, managing multiple priorities and resources, or establishing a long-term vision and empowering others to perform the mission. 3-40. While the same core leader competencies apply to all levels of leadership, organizational leaders usually deal with more complexity, more people, greater uncertainty, and a greater number of unintended consequences. Organizational leaders influence people through policymaking and systems integration rather than through face-to-face contact. 3-41. Getting out of the office and visiting remote parts of their organizations is important for organizational leaders. They make time to get to the field and to the depot warehouses to verify if their staff’s reports, e-mails, and briefings match the actual production, the conditions their people face, and their own perceptions of the organization’s progress toward mission accomplishment. Organizational leaders use personal observation and visits by designated staff members to assess how well subordinates understand the commander’s intent and to determine if there is a need to reinforce or reassess the organization’s priorities. STRATEGIC LEADERSHIP 3-42. Strategic leaders include military and Army civilian leaders at the major command through Department of Defense (DOD) levels. The Army has roughly 600 authorized military and civilian positions classified as senior strategic leaders. Strategic leaders are responsible for large organizations and influence several thousand to hundreds of thousands of people. They establish force structure, allocate resources, communicate strategic vision, and prepare their commands and the Army as a whole for their future roles. 3-43. Strategic leaders work in uncertain environments that present highly complex problems affecting or affected by events and organizations outside the Army. The actions of a geographic combatant commander often have critical impacts on global politics. Combatant commanders command very large, joint organizations with broad, continuing missions. (JP 0-2 and JP 3-0 discuss combatant commands.) There are two different types of combatant commanders: 12 October 2006 FM 6-22 3-7 Chapter 3 z z Geographic combatant commanders are responsible for a geographic area (called an area of responsibility). For example, the commander of U.S. Central Command is responsible for most of southwestern Asia and part of eastern Africa. Functional combatant commanders’ responsibilities are not bounded by geography. For example, the commander of the U.S. Transportation Command is responsible for providing integrated land, sea, and air transportation to all Services. 3-44. Strategic leaders apply all core leader competencies they acquired as direct and organizational leaders, while further adapting them to the more complex realities of their strategic environment. Since that environment includes the functions of all Army components, strategic leader decisions must also take into account such things as congressional hearings, Army budgetary constraints, new systems acquisition, civilian programs, research, development, and inter-service cooperation. 3-45. Strategic leaders, like direct and organizational leaders, process information quickly, assess alternatives based on incomplete data, make decisions, and generate support. However, strategic leaders’ decisions affect more people, commit more resources, and have wider-ranging consequences in space, time, and political impact, than do decisions of organizational and direct leaders. 3-46. Strategic leaders are important catalysts for change and transformation. Because these leaders generally follow a long-term approach to planning, preparing, and executing, they often do not see their ideas come to fruition during their limited tenure in position. The Army’s transformation to more flexible, more rapidly deployable, and more lethal unit configurations, such as brigade combat teams, is a good example of long-range strategic planning. It is a complex undertaking that will require continuous adjustments to shifting political, budgetary, and technical realities. As the transformation progresses, the Army must remain capable of fulfilling its obligation to operate within the full spectrum of military operations on extremely short notice. While the Army relies on many leadership teams, it depends predominantly on organizational leaders to endorse the long-term strategic vision actively to reach all of the Army’s organizations. 3-47. Comparatively speaking, strategic leaders have very few opportunities to visit the lowest-level organizations of their commands. That is why they need a good sense of when and where to visit. Because they exert influence primarily through staffs and trusted subordinates, strategic leaders must develop strong skills in selecting and developing talented and capable leaders for critical duty positions. LEADER TEAMS 3-48. 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: z Legitimate (formal). z Influential (informal). FORMAL LEADERSHIP 3-49. 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. 3-8 FM 6-22 12 October 2006 Leadership Roles, Leadership Levels and Leadership Teams 3-50. 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 3-51. 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. IMPLICATIONS FOR ORGANIZATIONAL LEADERS AND UNIT COMMANDERS 3-52. To be effective team builders, organizational leaders and commanders must be able to identify and interact with both formal and informal teams, including— z The traditional chain of command. z Chains of coordination directing joint, interagency, and multinational organizations. z Chains of functional support combining commanders and staff officers. 3-53. Although leading through other leaders is a decentralized process, it does not imply a commander or supervisor cannot step in and temporarily take active control if the need arises. However, bypassing the habitual chain of command should be by exception and focused on solving an urgent problem or guiding an organization back on track with the leader’s original guidance. TEAM STRUCTURES 3-54. There are two leader team categories: horizontal and vertical. Horizontal leader teams can also be either formal (headquarters staffs, major commands) or informal (task forces, advisory boards). Vertical leader teams can be both formal (commanders and subordinates) and informal (members of a career field or functional area). Vertical leader teams often share a common background and function, such as intelligence analysis or logistical support. Vertical and horizontal teams provide structure to organize team training. 3-55. Informal networks often arise both inside and outside formal organizations. Examples of informal networks include people who share experiences with former coworkers or senior NCOs on an installation who collaborate to solve a problem. Although leaders occupy positions of legitimate authority, teams are formed to share information and lessons gained from experience. When groups like this form, they often take on the same characteristics as formally designed organizations. As such, they develop norms unique to their network membership and seek legitimacy through their actions. 3-56. Within the informal network, norms develop for acceptable and unacceptable influence. Studies have shown that groups who do not develop norms of behavior lose their ties and group status. 3-57. The shared leadership process occurs when multiple leaders contribute combined knowledge and individual authority to lead an organization toward a common goal or mission. Shared leadership involves sharing authority and responsibility for decision making, planning, and executing. 3-58. Shared leadership is occurring more frequently at both organizational and strategic levels where leaders of different ranks and positions come together to address specific challenges or missions where preestablished organizational lines of authority may not exist. One such example occurred before Operation Iraqi Freedom when members of multiple components and Services had to work together to support the logistics challenges that lay ahead. 12 October 2006 FM 6-22 3-9 Chapter 3 Shared Leadership Solves Logistics Challenges In the summer of 2002, V Corps hosted a logistics synchronization conference in Germany in anticipation of an impending war. Representatives from the coalition forces land component, 377th Theater Support Command, and attached units met with the V Corps logistics planners to iron out the details required to move, equip, receive, maintain, sustain, and provide transportation for forces flowing through Kuwait and other locations for the war against Iraq. Each organization presented its plans and reached a consensus about which component, Service, or provider could best handle each portion of the task. The mission ahead meant thinking creatively and taking on responsibilities not normally assigned. U.S. Army Central Command–Kuwait (ARCENT-KU) base operations personnel at Camp Doha found their jobs expanding, as they had to collaborate with Kuwaiti bus and trucking companies to provide transportation from the port and airport for the thousands of Soldiers and other Service personnel and contractors that would flow through the country. The Army and Navy put aside parochial issues to develop a plan to run port operations at the Kuwait Naval Base that would move equipment and personnel smoothly and safely. The Air Force and Army personnel processing units worked in tandem with contractors to design a reception process at Kuwait International Airport. This was a time when the skill of exercising shared leadership was crucial and unavoidable, given the situation and asset constraints. 3-59. In this example, there were many advantages to using this form of leadership. Alone, each of the organizations might have planned and executed in a vacuum. Together, the group was empowered, calling on their combined base of knowledge and individual subject matter experts to wargame the plan and come up with the best possible courses of action. The result, by the time Operation Iraqi Freedom began, was a cohesive horizontal leader team executing their portions of the plan. SERVING AS RESPONSIBLE SUBORDINATES 3-60. Most leaders are also subordinates within the context of organizations or the institution called the Army. All members of the Army are part of a larger team. A technical supervisor leading several civilian specialists is not just the leader of that group. That team chief also works for someone else and that team has a place in a larger organization. 3-61. Part of being a responsible subordinate implies supporting the chain of command and making sure that the team supports the larger organization and its purpose. Just consider a leader whose team is responsible for handling the pay administration of a large organization. The team chief knows that when the team makes a mistake or falls behind in its work, hard-working Soldiers and civilians pay the price in terms of delayed pay actions. When the team chief introduces a new computer system for handling payroll changes, there is an obligation to try making it succeed, even if the chief initially has doubts that it will work as well as the old one. The team does not exist in a vacuum; it is part of a larger organization, serving many Soldiers, Army civilians, and their families. 3-62. Should the team chief strongly disagree with a superior’s implementation concept as project failure that could negatively affect the team’s mission and the welfare of many, the chief has an obligation to speak up. The team chief must show the moral courage to voice an opinion in a constructive manner. Disagreement does not imply undermining the chain of command or showing disrespect. Disagreement can lead to a better solution, providing the team chief maintains a positive attitude and offers workable alternatives. 3-10 FM 6-22 12 October 2006 Leadership Roles, Leadership Levels and Leadership Teams 3-63. Ultimately, the discussion must conclude and the team chief should accept a superior’s final decision. From that point on, the team chief must support that decision and execute it to the highest of standards. Just imagine what chaos would engulf an organization if subordinates chose freely which orders to obey and which to ignore. In the end, it is important for all leaders to preserve trust and confidence in the chain of command and the collective abilities of the organization. LEADERSHIP WITHOUT AUTHORITY 3-64. Often leadership arises from responsible subordinates who take charge and get the task completed in the absence of clear guidance from superiors. These circumstances arise when situations change or new situations develop for which the leader has not provided guidance or any standing orders for action and cannot be contacted promptly. 3-65. Leadership without authority can originate from one’s expertise in a technical area. If others, including those of higher rank, consistently seek a Soldier’s or civilian’s expertise, that person has an implied responsibility to determine when it is appropriate to take the initiative related to that subject. When leading without designated authority, leaders need to appreciate the potential impact and act to contribute to the team’s success. (Appropriate actions are discussed further under the competency of Extends Influence beyond the Chain of Command in Chapter 7.) 3-66. Often leadership without authority arises when one must take the initiative to alert superiors of a potential problem or predict consequences if the organization remains on its current course. Informal leaders without formal authority need to exhibit a leader’s image, that of self-confidence and humility. 3-67. Leadership is expected from everyone in the Army regardless of designated authority or recognized position of responsibility. Every leader has the potential to assume ultimate responsibility. EMPOWERING SUBORDINATES 3-68. Competent leaders know the best way to create a solid organization is to empower subordinates. Give them a task, delegate the necessary authority, and let them do the work. Empowering the team does not mean omitting checks and making corrections when necessary. When mistakes happen, leaders ensure subordinates sort out what happened and why. A quality AAR will help them learn from their mistakes in a positive manner. All Soldiers and leaders err. Good Soldiers and conscientious leaders learn from mistakes. 3-69. Because subordinates learn best by doing, leaders should be willing to take calculated risks and accept the possibility that less experienced subordinates will make mistakes. If subordinate leaders are to grow and develop trust, it is best to let them learn through experience. Good leaders allow space so subordinates can experiment within the bounds of intent-based orders and plans. 3-70. On the opposite end of the spectrum, weak leaders who have not trained their subordinates sometimes insist, “They can’t do it without me.” Leaders, used to being the center of the attention, often feel indispensable, their battle cry being, “I can’t take a day off. I have to be here all the time. I must watch my subordinates’ every move, or who knows what will happen?” The fact is that no Army leader is irreplaceable. The Army will not stop functioning just because one leader, no matter how senior or central, steps aside. In combat, the loss of a leader can be a shock to a unit, but the unit must, and will, continue its mission. 12 October 2006 FM 6-22 3-11 Chapter 3 Stepping Up to Lead In the early days of Operation Anaconda, members of the 10th Mountain Division were sent into the Shah-e-kot Valley in eastern Afghanistan. Their mission was to seal off and destroy pockets of Al-Qaeda and Taliban forces. Members of the Afghan National Army assisted by U.S. Special Forces would attack from the north. CPT Nelson Kraft and his Soldiers from Charlie Company, 1st Battalion, 87th Infantry Regiment were part of the group that would land in the south and wait for them. As soon as the Chinooks carrying the troops landed, the unit found itself in the midst of 100 or more enemy fighters, heavily armed and dug into the cragged mountainsides. First Platoon was sent up the ridgeline. From their position above the valley, they could hear the mortars advancing closer with each volley. One round hit close to the platoon leader, Lieutenant Brad Maroyka, and wounded him. He gave the order to move, but the next round hit his platoon sergeant. With both leaders out of commission, Kraft radioed SSG Randal Perez, a supply sergeant turned infantryman, and the senior Soldier left standing and told him to take charge. Reconnaissance photos and intelligence reports had failed to identify this enemy stronghold, but the men of Charlie Company knew they could not run, so they dug in and continued to fight. Perez did a quick assessment, finding nine of his 26 men wounded. He knew he needed to get them out of the area where they were pinned down. He and five others laid down heavy fire to allow the rest of the team to move to safer ground. Even though he too was injured, the company first sergeant watched from his position below to see how Perez was handling the pressure. He was glad that the many hours spent at Fort Drum mentoring Perez and teaching h...
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

This question has not been answered.

Create a free account to get help with this and any other question!

Similar Content

Related Tags