Organizational Vision and Extending Influence

ADP 6-22 ARMY LEADERSHIP

AND THE PROFESSION

JULY 2019 DISTRIBUTION RESTRICTION: Approved for public release; distribution is unlimited. This publication supersedes ADP 6-22 and ADRP 6-22, dated 1 August 2012 and ADRP 1, dated 14 June 2015. HEADQUARTERS, DEPARTMENT OF THE ARMY

The Army Profession, Ethic, and Leadership

25 November 2019 ADP 6-22, C1 1-17

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.

Chapter 1

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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.

31 July 2019 ADP 6-22 5-1

PART TWO

Competency-based Leadership for Direct Through Strategic Levels

Part Two describes the core leader competencies and their application. Army leaders lead others; develop themselves, their subordinates, and organizations; and accomplish assigned and implied missions. The ten competencies of Army leadership apply across leadership levels as core requirements, while subtle changes occur in purpose and activity at each successive level.

Chapter 5

Leads

The American soldier…demands professional competence in his leaders. In battle, he

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

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

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

American soldier expects his sergeant to be able to teach him how to do his job. And he

expects even more from his officers.

Omar N. Bradley General of the Army (1950-1953)

LEADS OTHERS

5-1. Leads consists of five competencies. Leads others includes influencing members in the leader's organization. Influence is central to leadership. Extends influence beyond the chain of command involves

influencing others when the leader does not have designated authority or when others may not recognize the

leader's authority. Builds trust establishes conditions that lead to mutual confidence among leaders and

subordinates. Leader actions and words comprise the competencies of leads by example and communicates.

Actions can speak louder than words and leaders who embody standards as role models are generally more

effective than those who simply talk about standards. Effective leaders clearly communicate what needs to

be done and why.

5-2. Army leaders draw upon their character, presence, and intellect while leading others. Direct leaders influence others person-to-person, such as a team leader who instructs, encourages hard work, and recognizes

achievement. Organizational and strategic leaders guide organizations directly through their subordinate

leaders, using both direct and indirect means of influence. A company commander directly leads the platoon

leaders, who in turn know what the battalion commander wants done, because the lieutenants understand the

commander’s intent two levels up. The battalion commander does not communicate to the platoon leaders

directly, but rather depends upon the company commanders to lead their organizations according to the

commander’s intent. Intent links higher and lower echelons.

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5-3. All Army leaders are followers; each reports to someone higher in the chain of command, ultimately up to the Secretary of the Army who answers to the President. Leaders inspire and guide subordinates to

follow; subordinates react to inspiration and follow guidance while performing their duties. Leaders assess

and establish rapport with followers, and followers act in good conscience to follow guidance. Whether

serving in the role of leader or subordinate, all are honor bound to perform their duties to the best of their

abilities.

5-4. Context determines when a Soldier or DA Civilian is a leader or follower. A first sergeant receives guidance from the company commander as a follower and then as a leader translates that guidance to the

platoon sergeants. As a leader, the first sergeant does not simply parrot the guidance received. The first

sergeant translates the guidance into terms that are appropriate for the company NCOs in the context of other

information received from the battalion command sergeant major and issues instructions that best meet the

commander’s intent. The activity of influencing others depends on the followers’ knowledge, skills, and

commitment level. The principles of mission command in ADP 6-0 inform the level of control leaders employ

in a particular situation.

5-5. Effective leadership depends on the alignment of purpose, direction, and motivation among leaders and subordinates. Working with a shared understanding of the operational picture and higher intent generates

the unity of purpose, unity of effort, and consistency essential to maintaining a positive leadership climate.

Subordinates who see consistency will sense shared purpose and be less prone to distraction by confusing or

conflicting guidance from different leaders. Those who align their decisions and activities with their peers,

for example during garrison activities and training, may have greater influence than a leader who does not.

This unifying aspect of leadership can—

 Ensure attitudes and actions up, down, and across units are aligned around a common vision.

 Enable mission command by delegating authority and control appropriate for the situation.

 Cultivate mutually beneficial relationships with others inside and outside the organization.

 Draw on sources of expertise across a unit.

5-6. Leading others requires that leaders influence others to conduct tasks, make decisions, and perform their duty in ways consistent with Army standards. It is the duty of leaders to motivate others to accomplish

missions in accordance with the Army Values. Leaders influence others to perform their duties in service of

a higher purpose, not personal gain or advantage. Army leaders can draw on a variety of methods to influence

others and can use one or more methods to fit to the specific context of any situation. Some tasks only require

subordinate compliance for success, such as meeting the requirement for flu shots. Others require building a

high level of commitment on the behalf of subordinates to achieve success, such as a platoon seizing a heavily

fortified enemy position. Compliance is the act of conforming to a requirement or demand. Commitment is

willing dedication or allegiance to a cause or organization. Active opposition to influence denotes resistance.

USING COMPLIANCE AND COMMITMENT

5-7. Successful leadership depends upon both the compliance and commitment of those being led. Neither succeeds on its own in most situations; rather, there is a blend of compliance and commitment amongst

subordinates in each situation. The best leaders generate a sense of commitment that causes subordinates to

go beyond achieving the bare minimum. Compliance to legal and ethical orders, directives, and instructions

is always required. Willing and eager agreement is commitment.

5-8. Whereas compliance only affects a follower’s behavior, commitment reaches deeper—changing attitudes, beliefs, and behavior. Commitment generally produces longer lasting and broader effects that result

in subordinates being willing to expend more effort of their own accord, or even put themselves at personal

risk, to accomplish the tasks at hand. Once a leader builds commitment among followers, they will likely

demonstrate more initiative, personal involvement, and creativity. Commitment grows from an individual’s

desire to contribute to the organization. Leaders can strengthen commitment by reinforcing followers’

identification with the Nation (loyalty), the Army (professionalism), the unit or organization (esprit de corps),

the leadership in a unit (respect), and to the mission (duty).

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Methods of Influence

5-9. Influence is the essential activity of leadership and refers to how people affect the intentions, attitudes, and actions of another person or group of people. Influence depends upon the relationship that develops

between leaders and others. Positive rapport and a sense of mutual trust make subordinates more likely to

respond positively to a leader’s influence. Examples of rapport building include having genuine interest in a

subordinate’s well-being, offering praise for a job well done, and taking time to understand a subordinate’s

position on an issue. Leaders indirectly influence others by demonstrating integrity, empathy, judgment,

expertise, and commitment. Army leaders employ various methods of direct influence based on audience,

intent, and context of the situation. The nine methods listed below represent different ways to influence:

 Pressure.

 Legitimating.

 Exchange.

 Personal appeals.

 Collaboration.

 Rational persuasion.

 Apprising.

 Inspirational appeals.

 Participation.

5-10. Pressure occurs when leaders use explicit demands to achieve compliance, such as establishing deadlines for the completion of tasks and communicating negative consequences for those not met. This

approach is generally appropriate under two conditions. The first is when emphasis is required to ensure

compliance with previously unmet requirements and subordinates need to reorder their priorities to meet the

higher-level intent to do so. The second is during combat operations, when the pressure the leader applies

explicitly relates to the negative consequences likely to occur should the subordinates fail. Leaders should

use this method infrequently, particularly in garrison, since it tends to create subordinate resentment,

especially if the pressure becomes severe. When subordinates perceive that pressures originate from their

leader’s attempt to please superiors for personal recognition, resentment can quickly undermine an

organization’s morale, cohesion, and quality of performance. Pressure is a suitable choice when the stakes

are high, time is short, or previous attempts to direct action have not been successful.

5-11. Legitimating occurs when leaders establish their authority as the basis for a request when it may not be obvious. Certain tasks must happen regardless of circumstances when subordinate leaders receive

legitimate orders from higher headquarters. Reference to one’s position suggests to subordinates that there is

potential for adverse action if the request is not completed.

5-12. Exchange is an influence method that leaders use when they offer to provide incentives for gaining a higher level of compliance with orders or instructions. A four-day pass as reward for excelling during a

maintenance inspection is an example of exchange. The use of rewards should be impartial and as objective

as possible.

5-13. Personal appeals occur when the leader asks for a subordinate’s support based upon their personal or longstanding professional relationship, generally out of loyalty. This may be useful in a difficult situation

when mutual trust is the key to success. The leader makes a special appeal by highlighting special talents the

subordinate or team have, as well as the unique bonds they all share before taking on a tough mission. An S3

might ask a staff officer to brief a difficult audience at an important conference that makes it clear that the

subordinate is the one best suited and most trusted to give the briefing.

5-14. Collaboration occurs when the leader engages with subordinates or peers to apply influence by contributing to the outcome. The leader is making commitment more attractive to followers by stepping in

and resolving problems, offering additional resources, or sharing in the work. A collaborative approach works

well in many environments. It can increase mutual understanding and clarify commander’s intent while

giving subordinates the opportunity to share their ideas and perspective.

5-15. Rational persuasion requires providing a broader context, logical argument, or explanations showing how a request is relevant to the goal and why something should or must be done. This is often the first

approach a leader takes to gain compliance or commitment from subordinates and is more effective when

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others recognize the leader as an expert. Leaders draw from their own experience to give reasons why a task

should be accomplished in a particular manner. Rational persuasion is often used in combination with other

approaches, particularly collaboration.

5-16. Apprising happens when the leader explains why an order or request will benefit a subordinate or team, such as explaining how performing a task a certain way that will save time. In contrast to the exchange

approach, the benefits of apprising are generally beyond the direct control of the leader to provide. A

commander may use the apprising method to inform a newly assigned NCO that serving in a staff position,

before serving as a platoon sergeant, could provide invaluable experience. The commander points out that

additional knowledge may make the NCO a stronger candidate for promotion.

5-17. Inspirational appeals occur when the leader creates enthusiasm for a request by arousing strong emotions in support of a decision they must make or have already made. Inspirational appeals are best

employed when the stakes are high, and subordinates or peers understand what those stakes are. A leader

may stress to a fellow leader that without help, the safety of the team may be at risk.

5-18. Participation occurs when leaders ask others to join them in determining how best to address a problem or meet an objective. Active participation leads to an increased sense of worth and recognition among

subordinates that contributes to unit cohesion. Participation increases the commitment of subordinates to

execute whatever is decided and contributes to shared understanding of the commander’s intent. By involving

subordinate leaders during planning, the senior leader is helping to ensure subordinates will later be able to

pursue critical intermediate and long-term objectives on their own initiative.

Application of Influence

5-19. Creating commitment among subordinates requires that they know their leaders are sincere. Committed subordinates trust their leaders to be doing what is right for the Army, the mission, the team, and each

individual Soldier. Leaders who primarily focus on personal gain or recognition are seen by subordinates as

self-serving, which undermines trust and erodes motivation. Honorable intentions wrongly perceived by

followers as self-serving will yield mere compliance.

5-20. The nature of the mission determines which influence method or combination of methods is appropriate. When a situation is urgent and greater risk is involved, eliciting follower compliance through

more directive methods may be desirable. Direct-level leaders are often required to coordinate team activities

in an expedient manner, meaning that they focus on explaining themselves before or after the activities, and

not during execution. In comparison, organizational leaders typically use methods that draw out strong

commitment from their subordinate leaders.

5-21. The degree to which a leader uses commitment or compliance depends on the leader, the led, and the situation. When influencing others, Army leaders understand—

 The reasons for influence should align with the Army Values, the Uniform Code of Military

Justice, the Soldier’s Creed, and the Army Civilian Corps Creed.

 Commitment emphasizes empowerment and long-lasting trust.

 Compliance focuses on quickly meeting task demands.

Resistance

5-22. When leaders experience resistance, the first response is to understand the nature of the relationship and reasons for opposition or non-compliance. Resistance may stem from a lack of trust, lack of

understanding, or concerns about well-being. Leaders may need to clarify misperceptions or correct false

beliefs. Unfounded rumors can hurt unit cohesiveness and create friction if not confronted at their source.

Gossip and rumors reduce focus while increasing the amount of energy leaders must spend on activities other

than the mission at hand.

5-23. Leaders need to ensure all parties focus on a shared understanding. Overt acknowledgement of resistance can be the first step in reducing it. Leaders should confront resistance quickly to determine the

reasons why it exists and how to address the causes constructively. This may be enough to change negative

mindsets and build or restore mutual trust within the organization. Leaders can lessen resistance by

acknowledging concerns with their own position or requests. This demonstrates that the leaders recognize

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31 July 2019 ADP 6-22 5-5

both the positives and negatives of a given request and that they are approaching the issue even-handedly

and fairly.

5-24. Repeated, consistent requests can signal that the leader is intent on overcoming resistance. For instance, if an Army leader wants local police to participate in patrols, the leader may ask the police to participate a

dozen times on different occasions. Eventually the repeated requests may wear down resistance. Repetition

could have the opposite effect of entrenching the opposition in their original negative position, which would

signal the need for a different method. Embedding the desired outcome into stories can show how the actions

are possible and how all sides can benefit. Regardless of approach taken, leaders must not risk their integrity

nor wander from their mission for the sole purpose of others perceiving them as influential.

PROVIDING PURPOSE, DIRECTION, AND MOTIVATION

5-25. Leaders influence others to achieve some purpose. To be successful at exerting influence, Army leaders have an end or goal in mind. Sometimes the goal will be specific, and at other times, goals are more general,

but in both cases, the goal should be valid and meaningful. Leaders should clearly define the ‘what’ and

‘why’. Subordinates should be able to start the mission or task with the end in mind by knowing what success

looks like and how they can track their own progress. Motivation increases when subordinates understand

how their roles relate to larger and more important outcomes.

5-26. Leaders must establish clear understanding of the higher commander’s intent to ensure the team understands what must be done and why. Commander’s intent is a concise expression of the purpose of an

operation and the desired end state. Leaders communicate purpose with implied or explicit instructions so

others may exercise initiative. This is important for situations when unanticipated opportunities arise or the

original assigned tasks no longer achieve the desired end state.

5-27. Besides purpose, leaders provide direction. Direction deals with how to achieve a goal, task, or mission. Subordinates do not always need to receive guidance on the details of execution. A skilled leader will know

when to provide detailed guidance or promote subordinate initiative by focusing primarily on purpose.

5-28. Motivation is linked to the reason and level of enthusiasm for doing something. Army leaders use the knowledge of what motivates others to influence those they lead. Understanding how motivation works

provides insight into why people may take action and how strongly they are driven to act.

5-29. Setting achievable goals can shape motivation. Leaders can break larger missions into smaller tasks to keep individuals engaged without being overwhelmed by the scale or scope of what needs to be done.

Subordinates require the necessary skills and abilities to perform the tasks they are assigned, have reason to

be committed to the goal, and receive feedback to gauge progress. Task assignment and goal setting account

for the capabilities and limitations of those performing the tasks a leader directs. Finally, framing

performance goals positively produces better persistence and performance than negative framing.

5-30. Leaders can encourage subordinates to set goals of their own while setting goals for them in terms of duty performance during counseling and coaching. When subordinates accept goals, they are better able to

prioritize, focus their attention, and gauge the amount of effort necessary to achieve them.

5-31. Positive reinforcement such as tangible incentives (time off) as well as intangible rewards (praise or recognition) can enhance motivation. Everyone wants their efforts to be appreciated by others. Leaders can

use healthy competition to renew intensity, such as recognition for the most improved fitness test score or

top crew gunnery score. Leaders can use corrective measures when an immediate need arises to discontinue

dangerous or undesirable behavior. By doing so, leaders send a clear message about expectations of behavior

and the consequences of violating those expectations. Administer punishment fairly; otherwise, it leads to

resentment.

5-32. Leaders assign responsibility, delegate authority, and allocate resources. Leaders empower subordinates by giving them the necessary resources, authority, and clear intent for success. Subordinates

should dutifully accept assigned responsibility, take initiative and accept risk within the limits of their

authority, and make disciplined use of the resources entrusted to their care. People value opportunities to be

responsible for their own work, be creative, and be respected for their abilities. Leaders apply judgment about

when to step aside to let subordinates accomplish a mission. Leaders continually develop subordinates so

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they are ready to accept ever increasing delegated responsibilities. Empowering others is a forceful statement

of trust and one of the best ways of developing subordinates as leaders.

5-33. General Eisenhower’s D-Day statement to the Soldiers, sailors, and airmen (see figure 5-1) is an example of how to provide purpose, direction, and motivation.

Figure 5-1. General Eisenhower’s D-Day statement

UPHOLDING STANDARDS

5-34. Standards provide a mark for performance to assess execution of tasks, as well as compliance with established policy and law. Standards are formal, detailed instructions—observable, measurable, and

achievable. Standards and discipline are the point of departure for leading Army organizations. Leaders must

enforce Army standards, establish appropriate standards congruent with the Army Ethic where no standards

currently exist, and ensure that subordinates understand and adhere to the standards.

5-35. When upholding standards, leaders must be sensitive to the reality that not everything can be a number one priority. In practice, leaders establish priorities because it is impossible to accomplish everything at once.

A leader’s ultimate goal is to train to the standards that ensure mission success; all other matters that consume

significant time are of secondary importance. To be successful, leaders use the Army training management