FA30 Information Operations - DOC by 7HzN9S3S

VIEWS: 0 PAGES: 10

									                                       Army Leadership
                                          FM 6-22

                 TLO: Master the Concepts and Application of Leadership
                         Lesson Plan for (ELO) Lesson 6-22-3
                   A Leader of Character, With Presence, and Intellect


Lesson Plan: 1 hour
Course Author: Ms. Cynthia Patton
Lesson Author: Mr. Richard Burns
Date Prepared: 07 March 2006

1. SCOPE:

This course is the third in a series of awareness training courses on Army leadership. This course
is designed so that leaders throughout the Army can introduce the concepts in FM 6-22 to their
Soldiers and Army civilians. This briefing can also be used to prepare TRADOC instructors for
the task of teaching portions of this manual in leadership development courses within the
Officer, NCO, enlisted, and Army civilian education systems.

This one hour course focuses on what it means to be a leader of character, with presence and
intellect. During this course we will cover the Army Leadership Requirements model and the
attributes required to be a leader of character, with presence and intellect. We will analyze the
role of Army Values in leadership. We will also recognize that the Warrior Ethos is embedded in
all aspects of Army leadership.

2. ENABLING LEARNING OBJECTIVES:

Action: A Leader of Character, With Presence and Intellect.

Conditions: Given lectures, research and study, readings, dialogue, debate, peer and instructor
feedback, mentoring and coaching, reflection and development time. This block can also be
accomplished through self study / distance learning.

Standards: will include:
1.1 Define a leader of character.
1.2 Define a leader with presence.
1.3 Define a leader with intellect.
1.4 Recognize what makes a good leader of character, with presence, and intellect.
1.5 Analyze the role of Army Values in leadership.
1.6 Recognize that Warrior Ethos is embedded in all aspects of Army leadership.
1.7 Discuss examples of leaders who exhibit the qualities of a leader of character, presence, and
    intellect.

Learning Level: Application



                                                1
3. ASSIGNED STUDENT READINGS:

Read FM 6-22 - Chapters 4, 5, and 6.

Scan Appendix B - Student Handout (if available beforehand).

4. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL:

READ Appendix C – Instructor Handout - Attributes Comparison Worksheet
5. LESSON TIMELINE:

H+00 - H+10        Introduction / Lesson Objectives / Concrete Experience
H+11 - H+15        Publish and Process
H+16 - H+50        A Leader of Character, With Presence, and Intellect (Generalize New
                   Information)
H+51 - H+60        Summary (Develop / Apply)

6. TRAINING AIDS

LCD Projector, Screen, and Computer
Whiteboard with Markers
Butcher Paper with Markers
Appendix A: Slides (on disk)

7. CONDUCT OF THE LESSON

a. Introduction / Lesson Objectives / Concrete Experience (10 minutes)

Display Slide 1, FM 6-22 Army Leadership “A Leader of Character, with Presence and
Intellect”… before class begins.

This course is the third in a series of awareness training courses on Army leadership.

Character…presence…intellect

Think of an Army leader, either historic or contemporary, and tell me some of the traits and
attributes that he exhibited.

Instructor note: For the purposes of this Concrete Experience, divide the class into groups of 3-
4 students. Encourage open discussion. Use a chalkboard or butcher paper to record student
answers. These answers will be used later to continue discussion of a leader of character, with
presence and with intellect.




                                                2
This course is designed so that leaders throughout the Army can introduce the concepts in FM 6-
22 to their Soldiers and Army Civilians. This briefing can also be used to prepare TRADOC
instructors for the task of teaching portions of this manual in leadership development courses
within the Officer, NCO, enlisted, and Army civilian education systems.

b. Publish and Process (5 minutes)

Based on the examples just shared, which traits and attributes do you feel are most important?

c. Generalize New Information (35 minutes)

Display slide 2, Who an Army Leader Should Be

Today’s Army leaders are a blend of character, presence, and intellect: three components that
make up what a leader should BE and KNOW.

This course will explain these components and help you understand what it takes to be the kind
of competent, confident, agile leaders needed to face the many challenges in today’s volatile
security environment.

Display Slide 3, Course Outline

During this course we will cover the Army Leadership Requirements model and the attributes
required to be a leader of character, presence and intellect. We will analyze the role of Army
Values in leadership. We will also recognize that the Warrior Ethos is embedded in all aspects
of Army leadership.

We will use two examples of leaders dealing with challenging situations to illustrate these
attributes and help you identify and exemplify good Army leaders.

Display Slide 4, Army Leadership Requirements Model

Instructor Note: While discussing this section, make reference to the attributes identified by the
students during their group work at the beginning of this lesson. Use the terms the students used
as a means of defining the doctrinal terms. This will enhance the student understanding of the
doctrinal terms as they will have, essentially, defined them in their own words. The instructor
handout, Appendix B – Attributes Comparison Worksheet is provided to facilitate the process of
defining the doctrinal terms.

Let’s see how many of the attributes you came up with match the model in FM 6-22.

The new Army Leadership Requirements Model shows the leader 12 attributes he needs to
possess and what core leader competencies he needs to use to lead others. Just like the leader
traits that existed in FM 22-100, we still have attributes and traits that show us what a leader
must BE and KNOW, they are just packaged a little differently based on the changing needs and
requirements of Army leaders.


                                                3
Later in course 6-22-4, we will discuss how a leader accomplishes his mission by leading,
developing, and achieving or getting results.

Now let’s look at each of these categories in more detail.

The left hand side of this model shows that leaders today must have character, presence, and
intellect. The Army values are the starting point for building character. Under each of these areas
are specific attributes that leaders should possess.

On the right side of the model are the core leader competencies. They are what a leader does, the
actions he or she takes. These are how a leader accomplishes his mission by leading, developing,
and achieving/getting results.

Display Slide 5, A Leader of Character

What does it take to be a leader of character?

Values…empathy…and adopting the Warrior Ethos mindset.

Character matters for all Army leaders. It is who you are inside. The Army is known for leaders
of strong character. Sound character will carry you a long way if you don’t have all the
knowledge or ―know how‖ to do something. Everything done is based on character.

Personal beliefs are reinforced through one’s character. If you lose your integrity/character…you
don’t have much to fall back on.

Empathy is caring about the feelings and beliefs of others. Army leaders must be empathetic to
their Soldiers, Soldier’s families, and sometimes even to the enemy such as in the way they
handle prisoners of war or the local populace.

Finally, the Warrior Ethos is a creed (embedded within the Soldier’s Creed) lived by all Army
leaders. The word ―ethos‖ means a distinguishing character or guiding belief, in our case the
―warrior spirit‖. It is the common set of beliefs and values that Soldiers share and it represents
what the American people expect from members of the Army.

Display Slide 6, Seven Army Values

The Army values are enduring as the foundation for Army leadership. Leaders first learn them
during basic training or pre-commissioning programs. The initials of these values spell out the
abbreviation for the word leadership: LDRSHP

Loyalty – Duty – Respect -Selfless service – Honor – Integrity - Personal courage.

These are the seven Army values.




                                                  4
Give an example of why each of these values is important to being a leader. For example, how
does loyalty or being loyal translate into the actions leaders take?

What about an example of integrity? Have there been any instances in the news within the last
few years that illustrate a lack of integrity on the part of Army leaders? What about someone
who exhibited a great deal of integrity in the face of opposition?

Display Slide 7, Empathy in Action

Empathy is a tough attribute to teach. It must come from within you. It means caring about
others’ ideas, values, and beliefs as much as your own. It is concern for your Soldier’s welfare.

When planning and deciding, try to envision the impact on Soldiers and other subordinates.
Empathy is the ability to see something from another person’s point of view.

Competent and empathetic leaders take care of Soldiers by giving them the training, equipment,
and all the support they need to keep them alive in combat and accomplish the mission. During
wartime and difficult operations, empathetic Army leaders share the hardships with their people
to gauge if their plans and decisions are realistic. Competent and empathetic leaders also
recognize the need to provide Soldiers and civilians with reasonable comforts and rest periods to
maintain good morale and mission effectiveness.

When a unit or organization suffers injuries or death, empathetic Army leaders can help ease the
trauma and suffering in the organization to restore full readiness as quickly as possible.

Modern Army leaders recognize that empathy also includes nourishing a close relationship
between the Army and Army families.

Within the operational environment, leader empathy may be helpful when dealing with local
populations and prisoners of war. Providing the local population within an area of operations
with the necessities of life often turns an initially hostile disposition into one of cooperation.

Display Slide 8, Warrior’s Ethos

The Soldier’s Creed is the motto that binds us all together.

It tells the American people and the rest of the world who we are and what we stand for as an
Army.

Embedded in the Creed is the Warrior Ethos.

Why do you think the Army leadership felt it necessary to develop the Soldier’s Creed and the
accompanying Warrior’s Ethos?

Display Slide 9, A Leader With Presence



                                                  5
Can anyone define what ―a leader with presence‖ means?

Leader presence is how others ―see‖ you. It is the image or impression that the leader gives off
and how that leader is perceived by those who follow. A Soldier in uniform is the most obvious
and outward symbol of the Army. His military bearing, how he carries himself; it all matters.
Impressions do make a difference. Who would you rather follow? Someone who carries
themselves with confidence or someone who is anxious and unsure?

Soldiers and leaders must be physically, morally, and spiritually fit to prepare for the hardships
of deployments and combat.

They must be confident. Subordinates look to their leaders for confidence and will become more
confident themselves when they see that their leaders are competent and exude that competence.

Lastly, leaders must be resilient. Change and adversity will come, and when it does, leaders must
be prepared to face the challenges. Even when it would be easier to give up, Soldiers look to
their leaders to keep going and rally them to follow. The words we just discussed in the Soldier’s
Creed echo these concepts.

Pilot multi-rater, or 360-assessment programs being tested throughout the Army are one tool that
is available to help leaders identify their strengths and weaknesses as peers, subordinates and
superiors assess their actions.

Display Slide 10, Mission First, Never Quit

The soldiers fighting and serving in Iraq, Afghanistan, and all around the globe have to be
resilient. Our President has said we are in a ―long war on terrorism‖. All of you are called on to
serve in the global war on terrorism through your contributions in training, mentoring, preparing
and leading subordinates in the challenges of asymmetrical warfare.

One example of exhibiting resilience during times of stress is that of the Soldiers from the 617th
MP Company in Iraq. In March 2005, one of those Soldiers made news when she was the first
female awarded the Silver Star since WWII. SGT Leigh Ann Hester and her unit were
performing escort duty for a supply convoy when she saw part of her team was being ambushed.

Instructor Note: View the embedded video clip by clicking on the photograph above. If the link
does not work, find the video clip on the CD-ROM in the folder titled "Video Clips and PDFs".
Read or let the students read the vignette located at the link before beginning the discussion.

Display Slide 11, Mission First, Never Quit

After watching the video, what do you think helped SGT Hester react to the ambush the way she
did?

- Possible answer: Her weapons and convoy training, practiced many times, allowed her to
respond without thinking and do what needed to be done. Drills are the best way to learn


                                                 6
behaviors and actions needed to remain calm under pressure or fire. Good leaders train their
followers well so they will be prepared when in stressful situations.

Which of the Army values discussed earlier did SGT Hester and her fellow Guardsmen exhibit in
their actions?
- Possible answer: Duty (fulfill your obligations) and Personal Courage (Face fear, danger, and
adversity).

What leader attributes and competencies did she exhibit?
- Possible answer: A leader with resilience and adhering to the Warrior Ethos. She led by
example (lead) and got results (achieve).

Display Slide 12, A Leader With Intellect

What does it require to be a leader with intellect?

Leader intellect is what you know and think. How you act or what you do in a situation depends
on your mind. What you’ve learned ahead of time and what you are thinking will drive your
actions.

Mental agility is important in military leadership because great militaries adapt to fight the
enemy, not the plan. Agile leaders stay ahead of changing environments and incomplete planning
to head off problems.

Judgment goes hand in hand with agility. Good judgment enables the leader to form sound
opinions and to make sensible decisions and reliable guesses. Leaders acquire experience
through trial and error and by learning from the experiences of others.

Innovation describes the Army leader’s ability to introduce something new for the first time
when needed or an opportunity exists.

Interpersonal tact is the understanding and interacting with others through self-awareness, self-
control, balance, and stability. Leadership is all about how you influence others—this takes a
knack of knowing when to be informal, when to be directive, when to ask questions, or when to
provide answers.

Display Slide 13, A Leader With Intellect

Domain knowledge is knowing all areas to do your job. In this case this includes tactical as well
as technical knowledge.

Technological advances drive changes in tactics. Changes in tactics allow innovative new
technical solutions. Operational and logistical systems are now almost exclusively computer
driven.

Leaders who know the technical and tactical nature of their subordinates’ duties have a leg up in


                                                 7
anticipating when to get involved or when to stay out of the way.

Good domain knowledge goes hand-in-hand with good judgment and good leadership insight.

Display Slide 14, A Leader With Intellect

Leaders must also have cultural and geo-political knowledge. This type of knowledge can be
developed through lifelong learning, experience on assignments, and interaction with people of
other cultures and religions.

Geo-political knowledge can best be gained by keeping abreast of current events and studying
world history. Some of the areas of interest that currently have an impact on our Army include
globalization-- including the spread of internet and cell phone technology; the threat of nuclear
proliferation; the spread of democracy in the Middle East; the growing militaries in the Far East;
and the role the US takes as a humanitarian nation providing for others around the world.

How should a leader prepare himself for such a myriad of missions?

Display Slide 15, He Never Gave In

Now let’s examine the story of an officer named Rocky Versace. CPT Versace served during the
Vietnam War with the Special Forces. He was taken as a prisoner of war and endured great
hardships and torture.

He was fluent in French and Vietnamese and would use this skill to communicate with his
captors. He diverted attention from the other POWs and because of it, they received less abuse.
Versace stood up for the rights of his fellow prisoners, reminding the Viet Cong that they be
treated in accordance with the Geneva Convention. Eventually he was killed by the enemy in
part as a political statement.

Instructor Note: Read the vignette about CPT Versace or have the students read it before
beginning the discussion on the following slide.

Display Slide 16, He Never Gave In

What Army values did Versace’s actions in captivity represent?

- Possible answers: Personal courage (never gave in to the enemy), and Warrior Ethos (never
accept defeat), selfless service (took the brunt of the punishment from his captors instead of his
fellow prisoners).

What core leader competencies did Versace exhibit?

-   Possible answers: Communicates. His ability to send a message to the local villagers gave his
    fellow captives hope. Leads by example. Versace took a leadership role and continued to
    remind his captors that the provisions of the Geneva Convention and Code of Conduct


                                                 8
   applied; he showed empathy for his fellow captives and selflessly put himself at greater
   personal risk to benefit them.

What impact did CPT Versace’s example have on those around him?

- Possible answers: He strengthened the resolve of others. He strengthened the core beliefs and
values of others. He inspired others by his selfless acts.

d. Summary (Develop / Apply) (10 minutes)

Display Slide 17, Questions and Feedback on this Course…

Based on what we have discussed in this class, what sticks out in your mind the most?

How can you personally begin to become a leader of character, with presence and intellect?

Backup Slide 18, Hester vignette

Backup Slide 19, Versace vignette

Backup Slide 20, Versace vignette (continued)

7. ASSESSMENT PLAN: Assess understanding of material by student participation and reactions

8. ENVIRONMENTAL IMPACT STATEMENT: None

9. RISK ASSESSMENT/RISK CONTROL MEASURES: None




                                                9
                Army Leadership
                   FM 6-22

      Lesson Plan for (ELO) Lesson 6-22-3
A Leader of Character, With Presence, and Intellect

           Appendix A - Lesson Slides

                   Course Slides




                        10

								
To top