ARMY LEADERSHIP

1-73. The Army experience over more than two centuries is that most people have leadership potential
and
can learn to be effective leaders. The ability to influence others is a central component of leadership. As a
result, leader development has long been an Army priority (see FM 6-22 for more information regarding
leader development). This development begins with education, training, and experience, and requires
understanding about what Army leaders do and why
1-74. Leadership is the activity of influencing people by providing purpose, direction, and
motivation
to accomplish the mission and improve the organization. Leadership as an element of combat power,
coupled with information, unifies the warfighting functions (movement and maneuver, intelligence, fires,
sustainment, protection and command and control). Leadership focuses and synchronizes organizations.
Leaders inspire people to become energized and motivated to achieve desired outcomes. An Army leader
is
anyone who by virtue of assumed role or assigned responsibility inspires and influences people by
providing purpose, direction, and motivation to accomplish the mission and improve the
organization.
INFLUENCING
1-75. Influencing is persuading people do what is necessary. Influencing entails more than simply passing
along orders. Through words and personal example, leaders inspire purpose, provide direction, and when
required motivation.
PURPOSE
1-76. Leaders provide clear purpose for their subordinates. Purpose gives subordinates a reason to achieve
a
desired outcome. Leaders convey purpose through direct means such as requests, directives, or orders.
Leaders inspire subordinates to do their best by instilling a higher purpose that rises above self-interest.
They
explain why something should or must be done and provide context whenever possible. Subordinates who
understand why they are doing something difficult and discern the higher purpose are more likely to do
the
right thing when leaders are not present to direct their every action.
DIRECTION
1-77. Direction is telling others what to do. Providing effective direction requires that leaders
communicate
the desired end state for the direction they provide. To accomplish a mission, leaders prioritize tasks,
assign
responsibility, supervise, and ensure subordinates perform to standard. They ensure subordinates clearly
understand their guidance, while allowing subordinates the opportunity to demonstrate initiative within
the
overall commander's intent. Providing clear direction allows subordinate initiative to adapt their tasks
within
the commander’s intent when circumstances change.

The Army requires leaders who provide direction and subordinates who can execute without the need
for continuous guidance. The Army needs leaders who understand, train, and employ mission command
during the course of their duties. Mission command is the Army’s approach to command and control that
empowers subordinate decision making and decentralized execution appropriate to the situation (ADP 6-
0).
Mission command recognizes that no single person in an organization or unit can make every important
decision at every critical moment, nor can a single person keep up with the number of simultaneous
decisions
organizations require during combat or other time-constrained environments. See ADP 6-0 for further
discussion about mission command.
MOTIVATION
1-79. Motivation is the will and initiative to do what is necessary to accomplish a mission. While
motivation
comes from within, others’ actions and words affect it. A leader’s role in motivation is at times to
understand
others’ needs and desires, to align and elevate individual desires into team goals, and to inspire others to
accomplish those larger goals, even if it means risking their lives. At other times, such as time constrained
or
dangerous situations, the leader gets subordinates to do things quickly and explain the reasons why later.
1-80. Indirect approaches to motivation can be as successful as direct approaches. Setting a personal
example
can sustain the drive in others. This becomes apparent when leaders share hardship and risk with
subordinates. Leaders who personally share hardship and risk demonstrate to subordinates that they are
invested in the outcome and willing and able to do what they ask subordinates to do. Indirect approaches
such as these build confidence about the judgment, commitment, and attitude of the leader.
1-81. How leaders motivate others matters. There are practices that are always positive, while others are
good or bad depending on the context of the situation. There are those who can inspire others to act
because
they respect the leader’s judgment, respect that the leader earned. Earning this type of personal respect
takes
time, so leaders may need to motivate others initially based upon the authorities and respect inherent in
their
duty position. In either case, leaders should be judicious about using pressure or threat of punishment
when
motivating others, because doing so too often or when unnecessary breeds resentment and low morale.
Aspiring leaders observe many different methods others use to motivate subordinates, and should
remember
and practice those that were most effective while avoiding those that negatively affected an organization.

ARMY LEADERSHIP REQUIREMENTS MODEL

1-82. The leadership requirements model is grounded in historical experience and determinations of what
works best for the Army. Army research supports the model’s completeness and validity. The model
identifies core competencies and attributes applicable to all types and echelons of Army organizations.
The
model conveys expectations and establishes the capabilities needed of all Army leaders regardless of
rank,
grade, uniform, or attire. Collectively, the leadership requirements model is a significant contributor to
individual and unit readiness and effectiveness.
1-83. As a common leadership model for the Army, the leadership requirements model aligns
expectations
with leader development activities and personnel management practices and systems. Understanding the
expectations and applying the attributes and competencies prepares leaders for the situations they are
most
likely to encounter. The model informs leaders of the enduring capabilities needed regardless of echelon,
mission, or assignment. All model components are interrelated and relate to the Department of Defense
(DOD) civilian leader development framework found in DODI 1430.16.
1-84. The model’s components center on what a leader is (attributes—BE and KNOW) and what a leader
does (competencies—DO). A leader’s character, presence, and intellect enable them to apply the core
leader
competencies and enhance their proficiency. Leaders who gain expertise through operational assignments,
institutional learning, and self-development will be versatile enough to adapt to most situations and grow
into
greater responsibilities. Figure 1-3 illustrates the framework.
1-85. A major distinction between the attributes and competencies of the leadership requirements model
is
that competencies are skills that can be trained and developed while attributes encompass enduring
personal
characteristics, which are molded through experience over time. A Soldier can be trained to be an
effective
machine gunner, but may not necessarily be a brave machine gunner without additional experience. Every
educational, operational, and self-development event is an opportunity for observation, feedback, and
reflection.
CORE LEADER ATTRIBUTES
1-86. Attributes are characteristics internal to a leader. These affect how an individual behaves, thinks,
and
learns within certain conditions. Strong character, solid presence, and keen intellect enable individuals to
perform the core leader competencies with greater effect. The three categories of core attributes are—
 Character: the moral and ethical qualities of the leader.
 Presence: characteristics open to display by the leader and open to viewing by others.
 Intellect: the mental and social abilities the leader applies while leading.
CORE LEADER COMPETENCIES
1-87. The core leader competencies are actions that the Army expects leaders to do: lead, develop, and
achieve. Competencies provide an enduring, clear, and consistent way of conveying expectations for
Army
leaders. The core competencies are universal for all Army leaders. The core competency categories are—
 Leads: provides purpose, direction, and motivation; builds trust; provides an example;
communicates.
 Develops: develops themselves, creates a positive climate, develops subordinates, and stewards
the profession.
 Achieves: executes, adjusts, and gets results to accomplish tasks and missions on time and to
standard.
1-88. The core leader competencies make up a core set. Figure 1-4 depicts similarities and distinctions
among
core leader competencies, demonstrates how competencies fall into three categories and that each
represents
different leader actions. For instance, Army leaders are expected to develop themselves (prepares self),
develop others, ensure uni

CORE LEADER ATTRIBUTES

1-86. Attributes are characteristics internal to a leader. These affect how an individual behaves, thinks,
and
learns within certain conditions. Strong character, solid presence, and keen intellect enable individuals to
perform the core leader competencies with greater effect. The three categories of core attributes are—
 Character: the moral and ethical qualities of the leader.
 Presence: characteristics open to display by the leader and open to viewing by others.
 Intellect: the mental and social abilities the leader applies while leading.
CORE LEADER COMPETENCIES
1-87. The core leader competencies are actions that the Army expects leaders to do: lead, develop, and
achieve. Competencies provide an enduring, clear, and consistent way of conveying expectations for
Army
leaders. The core competencies are universal for all Army leaders. The core competency categories are—
 Leads: provides purpose, direction, and motivation; builds trust; provides an example;
communicates.
 Develops: develops themselves, creates a positive climate, develops subordinates, and stewards
the profession.
 Achieves: executes, adjusts, and gets results to accomplish tasks and missions on time and to
standard.
1-88. The core leader competencies make up a core set. Figure 1-4 depicts similarities and distinctions
among
core leader competencies, demonstrates how competencies fall into three categories and that each
represents
different leader actions. For instance, Army leaders are expected to develop themselves (prepares self),
develop others, ensure unit readiness (create a positive environment) and sustain the Army as a whole
(stewards the profession).

DYNAMICS OF LEADERSHIP
1-89. The most effective leaders adapt their approach to the mission, the organization, and the situation. A
division commander addressing brigade commanders before conducting large-scale combat operations
leads
and communicates differently than a drill sergeant training new recruits in basic training. Constant change
affects peacetime and combat operations. Personnel change out. Timelines move. Anticipated resources
do
not materialize. Adversaries do what was least expected. Weather keeps CAS assets grounded.
Commanders,
leaders, and staffs plan for possible changes and continually monitor progress to engage as needed.
Leaders
account for the important factors affecting the dynamics of leadership. Three consistent factors are—
 The leader.
 The led.
 The situation.
THE LEADER
1-90. An Army leader influences others to accomplish missions. A leader has the opportunity to lead
when
assigned responsibility, assuming a role, or being an informal leader within a team. Leaders motivate
people
both inside and outside the chain of command toward action or to change their thinking when appropriate.
Formally or informally, regardless of position or rank, all Army members can find themselves in
situations
to lead and influence others. Leaders who adapt their actions based on the dynamics of a situation achieve
the best possible outcomes. Leaders take into account the level of their experience or skill, and their
authority.
1-91. Everyone has an identity or a way they see themselves. Leaders internalize the roles,
responsibilities,
and actions that they understand of a leader to be, know, and do. Leaders who are unsure of themselves
filling
the role of a leader will be limited until they have confidence. Without a clear leader identity, others will
question the type of leader they are, what they stand for, and the way they conduct themselves. What a
leader
believes about their role as a leader serves as a constant guide to behave as a leader of good character.
Practice
identifying as a leader—doing the right things in the right way—becomes habitual and helps junior
personnel
along the path to becoming seasoned, effective leaders.
1-92. Self-awareness is fundamental to understanding one’s abilities. Leaders should know their strengths
and weaknesses: what they do or do not know, what they are or are not skilled at, and what is in their span
of
control. Even though they should be self-aware, not all leaders are. Leaders vary in their proficiency
levels
in attributes and competencies and their preparation for each situation. Leaders require self-awareness if
they
are to accurately assess their own experience and competence as well as earn the trust of those they
influence.
Being self-aware means seeing one’s self as viewed by others and understanding the levels of influence
one
is likely to have with followers. For instance, a newly assigned company commander understands that
participating with Soldiers on a 12-mile ruck-march builds subordinates’ respect for the leader and builds
the
leader’s credibility with them. Awareness allows one to adjust one's leadership actions in the moment and
know what areas to improve for the future.
1-93. Leaders have different responsibilities and authorities that can vary with duty positions and
missions.
Authority to lead is either formally derived from rank or position or is informal, such as when influencing
peers or coalition partners. Formal authority allows use of commitment and compliance through the
methods
of influence (see chapter 5). Informal authority primarily relies on obtaining commitment from others.
Formal Leadership
1-94. Formal leadership authority is granted to individuals by virtue of assignment to positions of
responsibility, according to their rank and experience. The Uniform Code of Military Justice supports
military
leaders in positions of legitimate authority. Formal leaders exercise their authority over subordinates
through
lawful orders and directives. An Army leader operates with clear expectations regarding conduct so that
indiscipline does not jeopardize mission success. Leaders, through formally assigned authorities and
clearly
communicated standards, are responsible for ensuring adherence to standards, policies, and codes. Team
leaders, squad leaders, platoon leaders, staff officers, commanders, and civilian supervisors are all
examples
of leaders in positions with formal designations of authority.
1-95. Command is the authority that a commander in the armed forces lawfully exercises over
subordinates
by virtue of rank or assignment (JP 1). Command includes the authority and responsibility for effectively
using available resources and for planning the employment of, organizing, directing, coordinating, and
controlling military forces for the accomplishment of assigned missions. Command also includes
responsibility for health, welfare, morale, and discipline of assigned personnel.
1-96. In Army organizations, commanders establish standards and policies for achieving and rewarding
exemplary performance, as well as for punishing misconduct. Military commanders enforce lawful orders
under the Uniform Code of Military Justice. Consequently, commanders' personalities profoundly affect
organizations. The Army expects leaders selected for command to lead beyond mere exercise of formal
authority. They lead by example and serve as role models. Their personal example and actions carry
tremendous weight.
1-97. Command is personal. In Army regulations and doctrine, an individual, not an institution or group,
is
given the authority to command. The legal and ethical responsibilities of a commander exceed those of
any
other leader of similar rank serving in a staff position or as a civilian manager. The relationships among
commanders and subordinate officers, noncommissioned officers, enlisted Soldiers, and DA Civilians is
distinct. Those not in command must understand that the commander alone is responsible for what their
command does or fails to do. Subordinates have the responsibility to support the commander’s intent for
their
command, unit, or organization.
Informal Leadership
1-98. Informal leadership exists throughout organizations and plays an important role in mission
accomplishment. Informal leadership is not exercised based on rank or position in the organization. It
stems
from personal initiative, special knowledge, unique experiences, or technical expertise specific to an
individual or team. Informal leadership occurs when someone takes the initiative to assume responsibility
for
action in a situation, takes charge when no formal leader is present, or to make formal leaders aware of
something they need to know. Informal leaders contribute to team success.
1-99. Informal networks arise both inside and outside organizations. These informal networks include the
noncommissioned officer (NCO) support channel. To build cohesive teams, leaders interact with both
formal
and informal teams, including the traditional chain of command and technical channels combining
commanders and staff officers. The collaboration of first sergeants within a battalion is also an example
of
an informal network. Informal networks that operate in support of organizational goals are a force
multiplier.
Conversely, informal networks that operate at cross-purposes to the chain of command are destructive to
an
organization and intolerable.
THE LED
1-100. The led are an important factor in leadership. Leaders, who consider their strengths along with
subordinates’ capabilities and the situational demands of missions, create the best chance at
accomplishing
tasks and missions. Inexperienced subordinates and those with limited competence require greater
oversight
and control. Seasoned, competent subordinates require less oversight and control.
1-101. Experience, competence, and commitment of those led vary with the mission and situation. For
example, people with significant combat experience may be overly capable to perform a mission, but their
commitment may lag if they do not consider the mission worth risking life or limb. Commitment varies
with
trust in the leader directing the mission. Trust between the leader and the led can vary across situations. A
leader applies greater control over some subordinates than others. Generally, when subordinates have
greater
levels of expertise and commitment, leaders trust and empower them.
1-102. Every Army leader is a subordinate to someone, so all leaders are also followers. Each Soldier and
DA Civilian begins service by swearing an oath of service that subordinates him or her to the Nation’s
civilian
leadership (see page 1-3). This obligation remains throughout a career regardless of position or rank
attained.
Effective Army organizations depend on the willingness of their leaders and their subordinates to serve
faithfully and competently in both leadership and followership roles.
1-103. Followers respond to the authority of a leader and specific direction. Following is more than just
doing what one is told to do. Motivation is an aspect of following. Effective followership requires an
ability
to take the initiative to get things done when necessary. Effective leaders learn to be trusted followers.
Teaching weapons maintenance provides an example. New Soldiers clean their rifles how and when
instructed to do so. Experienced Soldiers routinely clean their weapon without being told so that it will
function when needed. This simple discipline of doing the right thing when no one is looking is
fundamental
to following.
1-104. There is a tendency to think of people as either a leader or subordinate, but leading and following
are simultaneous responsibilities. This is particularly true in a hierarchical organization like the Army.
Everyone charged with leading others has a responsibility to follow their superior in the chain of
command.
Being an effective follower requires the same attributes and competencies required to be an effective
leader,
although application is different. When following, Army leaders respond to their superiors’ authority and
guidance. The principles of mission command capture this: leaders empower followers, by fostering
mutual
trust and creating shared understanding, to take initiative based on the commander’s intent. The
subordinate
leader transitions from follower to leader as they take action and direct their followers.
THE SITUATION
1-105. The situation affects which actions leaders take. Leaders consider the unique characteristics of the
task or mission at hand, the abilities of their subordinates, their familiarity with similar situations, and
amount
of time available. High-risk or urgent situations often require immediate and decisive actions, particularly
in
combat. Low-risk or slowly developing situations allow leaders to spend more time with deliberate and
collaborative approaches, coaching, and teaching subordinates as they go along. This fosters a higher
level
of commitment, develops subordinates, and creates the organizational cohesion essential for leading
successfully in challenging situations.
1-106. Leaders learn to adapt to the situation by disciplining themselves to practice different approaches.
This prepares leaders to adapt to new, urgent, stressful, or high-risk situations. In general, leaders should
strive to improve all of the leader attributes and core leadership competencies, adapt their leadership
techniques to each situation, and become lifelong learners. This requires leaders to—
 Know how to assess tasks and conditions.
 Know how to assess their own capabilities and those of their followers.
 Know how to adjust their leadership techniques.
 Know those they lead.
 Understand how to employ the mission command approach to the situation.
 Develop themselves and the competence of subordinates.
 Establish and maintain positive leadership climates.
ROLES OF LEADERSHIP
1-107. Every individual in the Army is a member of a team, as a leader or a follower. Each leadership role
and responsibility is unique, yet leaders interact in common ways. The Army is comprised of Soldiers and
DA Civilians. Soldiers are officers, NCOs, and enlisted. The Department of the Army employs DA
Civilians
and, like Soldiers, are members of the executive branch of the federal government. The Army charges all
members to support and defend the Constitution against all enemies, foreign and domestic. They all take
oaths to the Constitution that commit them to follow the laws of the Nation and orders of those appointed
over them. Army professionals who embrace and live the Army Values are role models and standard-
bearers
for the organization. Army leaders come from three different categories—
 Officers.
 Noncommissioned officers.
 DA Civilians.
OFFICERS
1-108. Officers command units, establish policy, and manage resources while balancing risks and caring
for their people and families. They integrate collective, leader, and Soldier training to accomplish the
Army's
missions. They serve at all levels, from leading tactical unit operations to leading change at strategic
levels.
Command makes officers responsible and accountable for everything their command does or fails to do.
1-109. The technical characteristic that distinguishes officers (including warrant officers) the most is that
they hold their grade and office under a commission or appointment issued by the authority of the
President
of the United States or the Secretary of the Army. They receive commissions based upon the basis of
special
trust and confidence placed in the officer's patriotism, valor, fidelity, and abilities. An officer's
commission
grants authority to direct subordinates and subsequently, an obligation to obey superiors.
1-110. Serving as an officer differs from other forms of Army leadership by 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 an officer promises to, "well and faithfully discharge the
duties
of the office” (see page 1-2). Officers maintain the momentum of operations. While officers depend on
the
counsel, technical skill, maturity, and experience of subordinates to translate their orders into action, they
are
ultimately responsible for mission success.
1-111. Warrant officers possess a high degree of specialization in a particular field in contrast to the more
general assignment pattern of other officers. Warrant officers may command aircraft, maritime vessels,
and
special units. Warrant officers provide expert tactical and technical advice, knowledge, counsel, and
solutions
to support their unit or organization. They maintain, administer, and manage the Army's equipment,
support
activities, and technical systems. Their extensive professional experience and technical knowledge
qualifies
warrant officers as invaluable role models and mentors for officers and NCOs.
1-112. While warrant officer positions are usually functionally oriented, warrant officers may lead and
direct Soldiers. Senior warrant officers provide the commander with the benefit of years of tactical and
technical experience. Warrant officers functioning at senior levels become systems experts rather than
equipment experts. They must understand the conditions and know how to integrate the systems they
manage
into complex operational environments.
NONCOMMISSIONED OFFICERS
1-113. Noncommissioned officers are the backbone of the Army and are responsible for maintaining
Army
standards and discipline. NCOs are critical to training, educating, and developing individuals, crews, and
small teams. NCOs are accountable for the care of their Soldiers and setting examples for them.
1-114. The Army relies on NCOs capable of conducting daily operations, executing small unit tactical
operations, and making commander’s intent-driven decisions. Subordinates look to NCOs for solutions,
guidance, and inspiration. Soldiers count on NCOs they trust and admire. They expect them to convey
information and provide day-to-day guidance to accomplish tactical and technical tasks. All Soldiers look
to
NCOs to train them to cope, prepare, and perform courageously regardless of the situation.
1-115. While preparing Soldiers for missions, NCOs stress fieldcraft and physical and mental rigor.
NCOs
understand that improved warfighting technology will not reduce the need for mentally and physically fit
Soldiers. Soldiers will continue to carry heavy loads, and engage enemy forces in close combat. Tactical
success relates directly to the Soldiers' level of tactical and technical training, as well as their fitness and
resiliency. Soldier care includes preparing them for future challenges and adversity. ATP 6-22.5 contains
material related to Soldier care.
1-116. NCOs are trainers, mentors, communicators, and advisors. NCOs advise and assist in the
development of officers by sharing their experience and professional judgment. They form professional
and
personal bonds with officers based on mutual trust and common goals. Commanders at all levels have
senior
enlisted advisors who provide advice and serve as an important source of knowledge about enlisted
matters,
as well as experts about tactical and technical questions. At the highest level, the Sergeant Major of the
Army
is the Army Chief of Staff's personal advisor who recommends policy to support Soldiers throughout the
Army.
DEPARTMENT OF THE ARMY CIVILIANS
1-117. Department of the Army Civilians are professionals committed to serving the Nation as an integral
part of the Army team. They provide mission-essential capability, stability, and continuity to support
Soldiers. DA Civilians are committed to honorable service in the performance of their duties. The Army
Civilian Corps Creed affirms their role as members of the Army team and their special contribution to
organizational stability and continuity. Major roles and responsibilities of DA Civilians include—
 Establishing and executing policy.
 Leading Army organizations and managing programs, projects, and systems.
 Operating activities and facilities for Army equipment, support, research, and technical work
supporting the Army around the world.
1-118. Selection of DA Civilians to a government position depends on their eligibility based on their
credentials and expertise. Proficiency derives from previous education and training, prior experiences,
and
ties to career programs. DA Civilians hold the grade of the position in which they serve and primarily
exercise
authority based on the position held, not their grade. DA Civilians do not exercise military command,
however when designated they may exercise general supervision over an Army installation or activity
under
the command of a military superior.
1-119. Civilian personnel have functional proponents for career fields that ensure provisions exist for
career
growth and are free to pursue positions and promotions as desired. Personnel policies generally state that
DA
Civilians should be in positions that do not require military personnel for reasons of law, training,
security,
discipline, rotation, or combat readiness. DA Civilians, many with uniformed military experience, bring a
wealth of knowledge and experience to the Army team.
1-120. While most DA Civilians historically support military forces at home stations, they also deploy
with
military forces to provide expertise and support. DA Civilians often remain for long periods within the
same
organization, providing continuity and stability that the dynamic personnel management system used for
the
military rarely allows.

LEVELS OF LEADERSHIP
1-121. The Army acknowledges three levels of leadership—
 Direct.
 Organizational.
 Strategic.
1-122. The leader attributes and competencies apply across all leadership levels. The concept of
subordination helps members understand the expectations the Army has for them across a career.
Foundations
include understanding oaths, dignity and respect for all people, the Army Values, leadership, command,
authority, Army operations, military discipline, and similar basics (see figure 1-5). Leaders gain a firmer
understanding of the enduring requirements and add specialized knowledge as they move through the
levels. 1-123. Factors determining a leadership level include the leader’s relationship to a subordinate,
number of
subordinates, scope of responsibility, and time horizons of missions. Regardless of which level they serve
in,
a leader is always a direct leader. Direct leaders are task oriented. Organizational leaders are both task and
mission oriented and lead through subordinate leaders. Army organizations execute missions and tasks.
Strategic leaders apply a global, regional, national, and societal perspective to the organizations they lead.
Organizational and strategic leaders lead through others. Rank does not generally determine the
difference
between organizational and strategic leaders, positions do. The Sergeant Major of the Army is a sergeant
major. A battalion sergeant major is also a sergeant major. While there are significant differences in
seniority
and responsibilities, they are both sergeant majors. Junior leaders and some DA Civilians serve at the
direct
leadership level. NCOs and officers that direct other leaders to accomplish tasks are organizational
leaders.
Generally, senior grade and general officers and equivalent senior executive service DA Civilians and
their
sergeants major serve at the organizational or strategic leadership levels.
DIRECT LEADERSHIP
1-124. Direct leadership is face-to-face or first-line leadership that generally occurs in organizations
where
subordinates see their leaders all the time such as teams, squads, sections, platoons, departments,
companies,
batteries, and troops. The direct leader's span of influence may range from a few to dozens of people. The
leader's day-to-day involvement is important for successful unit performance. Direct level leadership
covers
the same type of functions, such as those performed by an infantry squad or a graves registration unit.

1-125. Direct leaders develop others through coaching, counseling, mentoring, and setting the example.
For
instance, company grade officers and NCOs are close enough to Soldiers to exert direct influence when
observing training or interacting with subordinates during other functions.
1-126. Direct leaders generally experience more certainty and less complexity than organizational and
strategic leaders because of their close physical proximity to their subordinates. They direct actions,
assign
tasks, teach, coach, encourage, give guidance, and ensure successful completion of tasks or missions.
They
must be close enough to the action to determine or address problems. Examples of direct leadership tasks
are
vehicle maintenance, supervision of creating of fighting positions, and performance counseling.
1-127. Direct leaders understand the mission of their higher headquarters two levels up and when
applicable
the tasks assigned one level down. This provides them with the context in which they perform their
duties.
ORGANIZATIONAL LEADERSHIP
1-128. Organizational leaders exercise leadership through subordinate leaders responsible for leading the
various organizations that make up the larger organization. Organizational leaders establish a climate that
supports their subordinate leaders. Subordinate units and organizations do not depend on daily guidance
from
their higher-level leaders to be successful. Organizational leaders, particularly commanders, are
responsible
for communicating intent two echelons down and understanding intent two echelons up. Organizational
leaders operate within commanders’ intent and communicate that intent to subordinates as a means of
providing room for subordinate initiative and decreasing the number of decisions they must personally
make
to keep the organization operating effectively. Organizational leadership includes responsibility over
multiple
functions, such as leading and synchronizing combined arms operations.
1-129. Organizational leaders regularly and personally interact with their subordinates. They make time to
verify that reports and briefings match their own perceptions of the organization's progress toward
mission
accomplishment. Organizational leaders use personal observation and visits by designated personnel to
assess
how well subordinates understand the commander's intent and to determine if they need to reinforce or
reassess the organization's priorities.
STRATEGIC LEADERSHIP
1-130. Strategic leaders include military and civilian leaders at the major command through DOD levels.
Strategic leadership guides and integrates multiple organizational level units that perform a wide range of
functions. It influences several thousand to hundreds of thousands of people. These leaders allocate
resources,
communicate strategic vision, and prepare their commands and the Army itself for future missions.
Strategic
leaders shape Army culture by ensuring their directives, policies, programs, and systems are ethical,
effective,
and efficient.
1-131. Strategic leaders apply all core leader competencies they acquired as direct and organizational
leaders, while further adapting them to the complex realities of their strategic conditions. Strategic leader
decisions must consider congressional hearings, Army budgetary constraints, new systems acquisition,
civilian programs, research, development, and inter-service cooperation. Every strategic leader decision
has
the potential of affecting the entire Army.
1-132. Strategic leaders are important catalysts for change and transformation. Because they follow a
longterm
approach to planning, preparing, executing, and assessing, they often do not see their ideas come to
fruition during their tenure. Army modernization is an example where long-range strategic planning is
necessary. Relying on many subordinate leader teams, the Army depends on organizational leaders to
endorse
the long-term strategic vision and ensure it reaches all of the Army. Because they exert influence
primarily
through their senior staffs and subordinates, strategic leaders must have excellent judgment when
selecting
and developing subordinates for critical duty positions.