Chapter
1
General
1–1. Purpose
This regulation—
a.
Establishes Army Profession and leadership policy by defining
key terms and responsibilities associated with the Army Profession and appropriate
leadership practices and methods for Soldiers and Army Civilians. This includes
assigning responsibilities and definitions among the Army Profession and
leadership policy proponent, the Assistant Secretary of the Army (Manpower and
Reserve Affairs) (ASA (M&RA)); the Deputy Chief of Staff (DCS), G–1; and
the Army leader development policy proponent, DCS, G–3/5/7, and Commanding
General, U.S. Training and Doctrine Command (CG, TRADOC), the primary Army
Profession and leadership action agent.
b.
Provides direction and guidance to the Center for the Army
Profession and Ethic (CAPE) (through TRADOC/U.S. Army Combined Arms Center
(CAC)) for research, assessment, doctrine, training, and evaluation in all
areas pertaining to the Army Profession, the Army Ethic, and character
development.
c.
Provides direction and guidance to the Center for Army
Leadership (CAL) (through TRADOC/CAC) for research,
doctrine development, leadership assessment, training, and
evaluation in all areas pertaining to Army leadership.
1–2. References See appendix
A.
1–3. Explanation of Abbreviations and
Terms
See the glossary.
1–4. Responsibilities
Responsibilities are listed in chapter 2.
1–5. The
Army Profession and Leadership Overview
a.
The mission of the United States Army is to fight and win the
Nation’s wars through prompt and sustained land combat, as part of the Joint
force. We do this by organizing, equipping, and training Army Forces for prompt
and sustained combat incident to operations on land; integrating our
capabilities with those of the other Armed Services; accomplishing all missions
assigned by the President, the Secretary of Defense, and combatant commanders;
and remaining ready while preparing for the future. In the conduct of its
mission, professional and diverse leaders of character, competence, and
commitment are the Army’s asymmetric advantage. This regulation focuses on
leaders at all levels and in all cohorts— officers, warrant officers,
noncommissioned officers (NCOs), Soldiers, and Army Civilians. These leaders
are trusted Army professionals who enable the Army to achieve the mission the
right way.
b.
The Army Profession is a unique vocation of experts certified
in the ethical design, generation, support, and appli-
cation of landpower, serving under civilian authority and
entrusted to defend the Constitution and the rights and interests of the
American people. The Army Profession develops, inspires, and motivates Soldiers
and Army Civilians to make right decisions and to take right action according
to the moral principles of the Army Ethic. The American people expect Army
professionals to provide exemplary leadership that reflects the Army Ethic and
is consistent with our national values.
c.
The Army defines leadership as the process of influencing
people by providing purpose, direction, and motivation to accomplish the
mission and improve the organization. The Army defines a leader as 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, exercise diverse thinking,
and shape decisions for the greater good of the organization.
d.
The Army Profession contributes honorable service, military
expertise, responsible stewardship, and courageous
esprit de corps. These essential characteristics reinforce
the sacred bond of trust within the Total Army and with the American people.
e.
The Army defines an Army professional as a Soldier or Army
Civilian who meets the Army Profession’s certification criteria in character,
competence, and commitment. All Army professionals are leaders and have the
duty of being stewards of the profession, regardless of their rank or official
position of authority. Army professionals live by and uphold the Army Ethic in
accomplishing the mission, doing their duty, and in all aspects of life. This
applies to our day-to-day interactions, at the office, in the field, on
deployment, and at home, both in person and across social media. Army
professionals, as leaders, must maintain and set the example in all they do.
Professional and leader development is a life-long continuous process,
consisting of education, training, experience, and self-development. Army
professionals strive to continuously improve their own knowledge, skills, and
abilities, and as leaders they teach, coach, counsel, and mentor their
subordinates. Professional and leader competence includes gaining knowledge in
four primary fields: human and leader development, moral-ethical, tactical, and
technical, and geo-cultural and political expertise. In addition, because Army
units operate as part of a Joint force, it is important for leaders to understand
Joint, interagency, intergovernmental, and multinational functions and
doctrinal principles as applicable in their designated fields. Professionals
keep abreast of and remain adept in advances in their chosen career field,
information technology, and maintain their knowledge of the standards of
conduct, policy, law, rules of engagement, and the Geneva Conventions.
f.
Army leaders understand the strategic implications of their
decisions and actions and contribute their best efforts to accomplish the
mission while taking care of the welfare of their subordinates. They understand
that leader misconduct or unethical practice must be prevented or stopped and
immediately redressed. All Army leaders must motivate others to do what is
right – for its own sake – and understand that decisions and actions that
violate the Army Ethic are not tolerated; any such action can compromise the
mission and have strategic implications contrary to the national interest.
1–6. The
U.S. Army as a Military Profession and the Army Ethic
a.
The Army Profession has two broad communities of
practice—Soldiers, who are members of the Profession of Arms,
and Army Civilians, members of the Army Civilian Corps. The
principles of leadership, professional development, character development, and leader
development are equally applicable to Soldiers and Army Civilians. As members
of the profession progress from their initial stage of development within the
culture of the Army, their character, competence, and commitment are
progressively evaluated and certified as Army professionals. From the ranks of
Army professionals, those deemed with the greatest potential for leadership are
selected for promotion, professional military education (PME), or Army Civilian
education system and charged with greater responsibility.
b.
The Army Ethic is our professional ethic, defined as the
evolving set of laws, values, and beliefs, embedded within the Army culture of
trust that motivate and guide the conduct of trusted Army professionals who are
bound together in common moral purpose. The Army Ethic articulates our shared
identity as trusted Army professionals and captures in one place the moral
principles by which Soldiers, Army Civilians, and all leaders are expected to
live by and uphold.
1–7. Army
Culture and Mission Command
a.
Cultures are characterized by a shared set of beliefs,
values, norms, and symbols that unite a group. The five essential
characteristics of the Army Profession – trust, military expertise, honorable
service, stewardship, and esprit de corps – are vital to the Army Culture. The
Army Culture is unique, even within the U.S. Armed Forces; it is a system of
shared meaning held by Army professionals. The Army Ethic is the Heart of the
Army. The U.S. Army culture of trust is both informed by and sustains the Army
Ethic. Preservation of the peace and winning the nation’s wars are inherent in
our ethos – this is Why We Serve. The ethical, effective, and efficient
accomplishment of the mission is the core of our ethos – this is How We Serve.
Strategic leaders shape the Army’s culture while organizational and first-line
leaders shape the climate of units and organizations. Culture is a longer
lasting and more complex set of shared expectations than climate. Army Culture
evolves slowly; it is deeply rooted in long-held beliefs passed from one
generation of Soldiers to another and communicated in Army policies, doctrine,
customs, traditions, songs, and ethos.
b.
In contrast to culture, organizational climate refers to the
perception and attitudes of Soldiers and Army Civilians as they interact within
the culture with their peers, subordinates, and leaders. Observed policies and
practices often drive climate, reflecting the leader’s character. The greatest
influence on an organization’s climate is the quality of its leadership. The
commander sets the example by establishing high standards and expectations for
the organization and its members. The best commanders place a high priority on
personally developing their subordinate leaders, caring for the welfare of Soldiers,
Army Civilians, and their Families, while creating a rewarding climate of
shared mutual trust and pride in team contributions to mission accomplishment.
A healthy Army culture and organizational climate will exhibit six overarching
characteristics:
(1)
The organizational culture and unit climate fosters unity,
cohesion, and trust in accordance with the Army Ethic.
(2)
The culture promotes and rewards mental agility, the ability to
break from established paradigms, recognize new patterns or circumstances, and
adopt new solutions to problems.
(3)
The organization selects leaders and reward members who
demonstrate the ability to sense and understand the environment quickly to
exploit fleeting opportunities or counter unexpected threats.
(4)
The culture requires and rewards delegation of authority on the
part of leaders, and the understanding and prompt, thorough execution of
leader’s intent (two levels up) by subordinates.
(5)
The organizational culture selects and rewards leaders who
provide clear priorities and focus their unit’s time and organizational energy
on their mission.
(6)
The organizational culture is one of inclusion which demands and
values diversity of knowledge and perspectives that members of different groups
bring and shapes how the mission is accomplished.
c.
The Army seeks to execute mission command, both as a philosophy
of command and as a warfighting function. As defined by Army Doctrinal
Publication, mission command is the exercise of authority and direction by the
commander using mission orders to enable disciplined initiative within the
commander’s intent to empower agile and adaptive leaders in the conduct of
unified land operations. Trust, critical to mission command, is the bedrock of
our profession. It is the internal organizing principle of the Army, and is
what enables the decentralized decisionmaking by subordinates to operate within
the commander’s intent. Leader actions consistent with the Army Ethic
strengthen mutual trust and build cohesive teams, enabling successful mission
command. However, if leaders allow disconnects between word and deed, between professed
values and actual practices, they breed cynicism, compromise mutual trust, and
degrade organizational esprit de corps and individual morale.
d.
Our national values and moral principles are reflected in the
Constitution, the Declaration of Independence, statute, the Uniform Code of
Military Justice, treaties, status of forces agreements, the Law of Land
Warfare, the standards of conduct, and our creeds and mottos. By our Oath of
Service we commit ourselves to these enduring American ideals and adherence to
the Army Ethic. In addition, Section 3583, Title 10, United States Code,
states: Requirement of exemplary conduct. All commanding officers and others in
authority in the Army are required— (1) To show in themselves a good example
of virtue, honor, patriotism, and subordination;
(2)
To be vigilant in inspecting the conduct of all persons who are
placed under their command;
(3)
To guard against and suppress all dissolute and immoral
practices, and to correct, according to the laws and regulations of the Army, all
persons who are guilty of them; and,
(4)
To take all necessary and proper measures, under the laws,
regulations, and customs of the Army, to promote and safeguard the morale, the
physical well-being, and the general welfare of the officers and enlisted persons
under their command or charge.
1–8. Army
professional certification
a. Certification is verification
and validation of an Army professional’s character, competence, and commitment
to fulfill responsibilities and perform assigned duties with discipline and to
standard. Through progressive certification, the Army strengthens trust by
confirming the professional development of Soldiers and Army Civilians and the
readiness of organizations.
(1)
Certification in the Army has two purposes. For the Army Profession,
certification demonstrates to the American people that the Army is qualified to
perform its expert work. For Army professionals, certification also provides
motivation and a sense of accomplishment.
(2)
The Army Profession certifies the character, competence, and
commitment of its Soldiers and Army Civilians throughout their service.
Certification methods include: official promotion and evaluation systems;
professional training and education within Army schools, including branch,
skill, and functional area qualifications; and centralized selections and
assignments for leadership and command positions.
(3)
Each branch and career management proponent may develop and
prescribe requirements for certification of expertise, (for example, the Expert
Infantryman’s Badge, Expert Field Medical Badge, Sapper, Ranger), but must
include the assessment of character and commitment within the process.
b. Intrinsically,
character is one’s true nature including identity, sense of purpose, values,
virtues, morals, and con-science. Character, in an operational sense, is an
Army professional’s dedication and adherence to the Army Ethic, including the
Army Values, as consistently and faithfully demonstrated in decisions and
actions.
c. Competence
is an Army professional’s demonstrated ability to successfully perform duty
with discipline and to
standard. Requisite competence varies based on level of
responsibility (rank or grade) and the duties associated with specific force
structure positions within military career management fields and Army Civilian
career programs.
d. Commitment
is an Army professional’s resolve to contribute honorable service to the Nation
and accomplish the
mission despite adversity, obstacles, and challenges. Demonstrating
commitment requires the resilience to cope with, recover from, and learn from
setbacks.
e. The
Soldier Life Cycle is part of the Soldier For Life concept and capitalizes on a
Soldier’s training and professional
development timeline. The goals
of the Soldier Life Cycle are to— (1) Teach Soldiers to be Soldiers first.
(2) Retain
quality Soldiers in the total force and support the all-volunteer force.
(3) Develop
career readiness skills while introducing the Soldier to the many benefits the
Army has to offer.
(4) Prepare
leaders to mentor eligible Soldiers to achieve career readiness standards prior
to transition from active duty.
f.
The introduction of the Army Career Tracker (ACT) individual
development plan (IDP) early in a Soldier’s career, during the initial phase of
the Soldier Life Cycle, enforces individual development. The benefit of having
the first-line leaders assist with the creation of professional and post
service goals within 30 days of arrival to their first permanent duty station
is crucial to support transition initiatives and ensures supervisors validate
each Soldier Life Cycle touch point. The Army’s Soldier Life Cycle consists of
three phases: an initial phase, a Service phase, and a transition phase designed
to match a Soldier’s career progression whether serving on active duty, in the
U.S. Army Reserve (USAR) or Army National Guard (ARNG). The Soldier Life Cycle
is the cornerstone service that helps the user to focus on their career path,
the value of their experience and to make informed career decisions should they
remain in the Army or transition to civilian life.
g.
The Army Civilian Acculturation Program serves as an
on-boarding process for new Army Civilians to begin their certification as Army
professionals. Certification of individuals occurs at different stages during
their service and varies based upon the particular skill set. The Army is a
profession of professions, some uniquely military and others with close
civilian counterparts. Army Civilians are selected and hired for specific
positions, based upon their documented talents and the potential they exhibit
during the selection process. Most Army Civilians are initially employed on a
year probationary basis. The probationary period allows the Army to introduce
the newly hired Army Civilian into the Army’s cultural expectations for ethical
conduct and standards of performance, while simultaneously providing the Army
with an opportunity to evaluate an individual’s conduct and performance on the
job to determine if an appointment to the civil service should become final (in
accordance with Sections 801 and 802, Part 315, Title 5, Code of Federal
Regulations). In parallel with, but distinct from the probationary process, is
the supervisor’s and senior rater’s assessment and recognition of the
Army Civilian as an Army professional, as evidenced by—
(1) Successful
accomplishment of performance standards identified in DA Form 7223–1 (Base
System Civilian Performance Counseling Checklist/Record);
(2) Development of an IDP
in the ACT with the assistance of their supervisor;
(3) Completion of
Civilian Education System (CES) requirements (for example, Foundation Course);
(4) Completion of
supervisor development course, if required;
(5) Participation in
career program specific training and education requirements, if applicable;
(6) Completion of Army
required training; and,
(7) Successful completion
of the Civilian Acculturation Program and all requirements set forth by their
supervisor.
h. Individuals will continue to develop and achieve
professional certification criteria through Army talent management
initiatives, human resources career management, and training
programs. Some career fields have extensive legal and administrative standards
for professional certification in competence (for example, Army Acquisition
Corps members, lawyers, firefighters, nurses). Certification of Army
professionals may also be beneficial in meeting professional credentialing
requirements of private organizations and non-Government professional associations
for both promotion purposes and for transitioning into civilian life at the
conclusion of active service.
1–9. Army
professional development
a.
The Army defines professional development as the deliberate
and continuous process of education, training, and experience that prepares
Soldiers and Army Civilians of character, competence, and commitment to perform
present and future duty in accordance with the Army Ethic. The process of
professional development of Soldiers and Army Civilians prepares them for
increasing levels of responsibility. It is in the process of becoming a person
of strong character that one develops as a good leader. A trusted Army
professional must be an honorable servant, Army expert, and steward of the
profession. The Army Leadership Requirements Model in ADP 6–22 establishes what
leaders need to be, know, and do (see figure 1–1) within the Army Profession.
The attributes required of leaders are character, presence, and intellect, and
these qualities allow Army leaders to execute the leader competencies of
leading others, developing themselves and others, and achieving the Army
mission. Attributes are desired internal characteristics of a leader - this is
what the Army expects leaders to be and know.
b.
Character development is a shared responsibility of both the
Army as a profession and the individual. Members of the Army Profession must be
committed to their own development. Importantly, all organizational leaders are
responsible for inspiring, motivating, enabling, and assessing the character
and professional development of their subordinates.
c.
The Army leader development model identifies important
interactions for developing Army professionals. It requires
lifelong learning and identifies three developmental domains
that shape critical learning experiences: operational, institutional, and
self-development. The model portrays the development of trained and ready units
led by competent and confident Army professionals, and depicts a continuous
cycle of education, assessment, and feedback. For each domain, specific
measurable actions are required and each domain uses assessment and feedback
from various sources to maximize mission readiness and to develop Army
professionals.
(1) The
three domains of Army leader development are dynamic and interconnected.
(2) The
individual gains knowledge and skills during institutional education and
training and practices them during operational assignments. Self-development
enhances, sustains, and expands the knowledge, skills, and abilities gained
from assignments and institutional learning.
(a)
Institutional training and education. The Army’s
school system provides the education (how to think) and training (how to do)
needed to perform duty position requirements. The Army’s progressive,
sequential, and parallel education systems will help ensure future Army
professionals are armed with the knowledge base they will need to succeed in
modular formations. Soldiers and Army Civilians attend institutional training
and education courses following appropriate career development models.
(b)
Operational assignments. Operational assignments translate
theory into practice by placing Army professionals in positions to apply the
knowledge and skills they acquired during institutional training and education.
Repetitive performance of duty position requirements - coupled with
self-awareness, assessment, and feedback - refines skills, broadens knowledge,
and shapes attitudes and subsequent behavior. The majority of professional
development occurs while in operational assignments, learning from role models,
and experience as a result of performing assigned duties.
(c)
Self-development. Self-development is planned,
goal-oriented learning that reinforces and expands the depth and breadth of an
individual's knowledge base, self-awareness, and situational awareness.
Self-development initiatives focus on maximizing leader strengths, reducing
weaknesses, and achieving individual leader development goals. Self-development
is a continuous process that takes place during institutional training and
education, and during operational assignments; it should stretch and broaden
the individual beyond the job or training. Civilian education is another aspect
of selfdevelopment that prepares leaders for responsibilities and enhances
their ability to make decisions in future conditions of uncertainties.
d. There are three types of self-development:
structured self-development (SSD)—required learning that continues
throughout your career and is closely linked to and
synchronized with classroom and on-the-job learning; guided
selfdevelopment—recommended but optional learning that will help keep you
prepared for changing technical, functional, and leadership responsibilities
throughout your career, and personal self-development—self-initiated learning
where you define the objective, pace, and process.
(1) Structured
Self-Development 1 (SSD–1) is a prerequisite to attend the Basic Leaders
Course.
(2) Structured
Self-Development 3 (SSD–3) is a prerequisite to attend the Senior Leader
Course.
(3) Structured
Self-Development 4 (SSD–4) is a prerequisite to attend the Sergeant Major
Course.
(4) Structured
Self-Development 5 (SSD–5) is a prerequisite for nominative assignments.
e.
The Army training and development management process was
developed and implemented as a means to recommend improvements to training and
leader development policy, strategy, and capabilities needed to provide trained
and ready units to combatant commanders. The management process starts with
Councils of Colonels and culminates with providing recommendations through the
Army Profession Training and Development General Officer Steering Committee
(for more information, see DA Pam 350–58).
f.
All leaders have a responsibility to develop those junior to
them to the fullest extent possible. In addition to institu-
tional training and education, Army professionals can
facilitate development through the knowledge and feedback they provide through
counseling, coaching, and mentoring.
(1)
Counseling. Counseling is a standardized process used to
provide feedback to a subordinate. Counseling focuses on the subordinate by producing
a plan outlining actions the subordinate can take to achieve individual and
organizational goals. It is central to Army professional development and should
be part of a comprehensive program for developing subordinates. A consistent
counseling program includes all subordinates, regardless of the level of each
ones potential. AR 623–3 and AR 690–400 contain Army counseling requirements
for Soldiers and Army Civilians.
(2)
Coaching. In the military, coaching occurs when an Army
professional guides another person’s development in new or existing skills
during the practice of those skills. Unlike mentoring or counseling where the
mentor/counselor generally has more experience than the supported person,
coaching relies primarily on teaching and guiding to help bring out and enhance
current capabilities. A coach helps those being coached to understand and
appreciate their current level of performance and their potential, and
instructs them on how to reach the next level of knowledge and skill.
(3)
Mentoring. Mentoring is the voluntary developmental
relationship that exists between a person of greater experience and a person of
lesser experience characterized by mutual trust and respect. Mentoring extends
beyond the scope of chain of command relationship and occurs when a mentor
provides the mentee advice and counsel. Effective mentoring will positively
affect personal and professional development. Assessment, feedback, and
guidance are critical within the mentoring relationship and must be valued by
the mentee in order for growth and development to occur.
g. As future battlefields evolve into increasingly
dynamic and fluid environments, systems that facilitate the accelera-
tion of Army professional development are needed. The Army
leader development model and tools, such as counseling, coaching, and
mentoring, are development multipliers that can enhance and influence maturity,
shared identity, self-awareness, adaptability, and conceptual and team-building
skills in all leaders.
1–10. Leader
assessment and feedback
a.
The multi-source assessment and feedback (MSAF) tool is an
excellent example of a self-development tool available to all individuals and
units (see appendix B) which addresses leader core competencies from ADP 6–22.
Individuals must regularly conduct honest assessments of their strengths and
weaknesses. The MSAF program consists of three sub-programs: The Commander 360
(CDR360), a rater initiated event for commanders, the Leader360, a
self-initiated Leader event (formerly MSAF360), and Unit360, a commander
directed organizational event (described in following paragraphs and appendix
B). CAL is the lead agent for MSAF program support functions.
b.
The Leader360 and Unit360 apply in operational,
institutional, and self-development domains to all NCOs, officers (brigadier
general and below), and civilian leaders in the Army. Although these are the
targeted groups for participation, any Army personnel can and are encouraged to
participate regardless of rank or duty position. Also, non-Army personnel who
possess a common access card can register to participate in all MSAF programs
on the Web site at https://msaf.army.mil/home/login.aspx.
This assists Army personnel in joint assignments to receive feedback from their
non-Army superiors, peers, and subordinates. Self-development actions include
conducting a self-assessment and seeking feedback on a periodic basis through
all of the MSAF programs.
c.
All NCOs, officers (brigadier general and below) and civilian
leaders in the Army are required to initiate and com-
plete the Leader360 or Unit360 at least every 36 months
from the end of their last assessment. For officers, the complete date of their
last Leader360 or Unit360 will be recorded on DA Form 67–10–1 (Company Grade
Plate (01 - 03; WO1 - CW2) Officer Evaluation Report); DA Form 67–10–2 (Field
Grade Plate (04 - 05; CW3 - CW5) Officer Evaluation Report); DA Form 67–10–3
(Strategic Grade Plate (06) Officer Evaluation Report); or DA Form 67–10–4
(Strategic Grade Plate General Officer Evaluation Report), hereafter referred
to collectively as the “DA Form 67–10 series” (see appendix B).
d.
In place of the Leader360 or Unit360, centralized selection
list (CSL) lieutenant colonel and colonel commanders and their current raters
are required to participate in and complete all requirements for the CDR360
program. Commanders are required to complete two events during the course of
their command tenure, which includes both a 360-degree assessment and a developmental
discussion with their current rater. The CDR360 is executed as a rater’s
program and as such current raters are responsible for initiating and managing
the CDR360 process for subordinate CSL O–5 and O–6 commanders and for the
timely completion of all program components. Completion of the CDR360 event
will replace the MSAF notation on the commander’s DA Form 67–10 series. See
appendix B for full details on requirements.
e.
The Non-commissioned Officer Professional Development System
(NCOPDS) will be examined periodically to de-
termine how well NCOPDS is responding to the need for
critical thinkers and life-long learners. The assessment will focus on the
basic leader course, advanced leader course, senior leader course, master
leader course, and sergeants major course. In addition to these programs, the
assessments will look across the broad spectrum of the NCOPDS subsystems to
determine how to enhance their integration and synchronization.
f.
First-line leaders must regularly provide feedback on performance
and assist individuals in establishing/refining a leader development plan (LDP)
to guide performance improvement to include updating a Soldier’s ACT record no
later than 30 days upon arrival at the first unit of assignment. A second
critical component of success is ensuring uniform access to current learning
materials and programs. The self-development training domain must be a robust
component of the Professional Development Model (PDM) providing every Soldier
and Army Civilian a clear understanding of what success looks like. The LDP is
located at https://msaf.army.mil and the PDM is located within the ACT
system at https://actnow.army.mil.
1–11. Core
leader competencies, “toxic” leadership, and destructive leadership styles
a.
To produce an Army of trusted professionals in cohesive teams
who adapt and win in a complex world, the Army has identified core leader
competencies that pertain to all levels of leadership, both military and
civilian. Core leader competencies are related leader behaviors that lead to
successful performance, are common throughout the organization, and are
consistent with the organizational mission and the Army Ethic. Core leader
competencies support the executive core competencies that Army Civilians are
expected to master as they advance in their careers.
b.
All Army leaders are responsible for demonstrating
consistently, including online, the following core leader compe-
tencies that are described in detail in ADRP 6–22:
(1)
Leads others. Leaders motivate, inspire, and influence
others to take the initiative, work toward a common purpose, accomplish tasks,
and achieve organizational objectives.
(2)
Extends influence beyond the chain of command. Leaders
must extend their influence beyond direct lines of authority and chains of
command. This influence may extend to Joint, interagency, intergovernmental,
multinational, and other groups, and helps shape perceptions about the
organization.
(3)
Leads by example. Leaders are role models for others.
They are viewed as the example and must maintain standards and provide examples
of effective behaviors. When Army leaders model the Army Values, they provide
tangible evidence of desired behaviors and reinforce verbal guidance by
demonstrating commitment and action.
(4)
Communicates. Leaders communicate by expressing ideas and
actively listening to others. Effective leaders understand the nature and power
of communication, practice effective communication techniques so they can
better relate to others, and translate goals into actions. Communication is
essential to all other leadership competencies.
(5)
Creates a positive environment/fosters de corps. Leaders
are responsible for establishing and maintaining positive expectations and
attitudes, which produces the setting for positive attitudes and effective work
behaviors.
(6)
Prepares self. Leaders are prepared to execute their
leadership responsibilities fully. They are aware of their limitations and
strengths and seek to develop and improve their knowledge. Only through
preparation for missions and other challenges, awareness of self and
situations, and the practice of lifelong learning and development can
individuals fulfill the responsibilities of leadership.
(7)
Develops others. Leaders develop and cultivate the
lifelong learning of subordinates and teams to facilitate the achievement of
organizational goals. Leaders prepare others to assume positions within the
organization, ensuring a more versatile and productive organization.
(8)
Gets results. Leaders provide guidance and manage resources
and the work environment, thereby ensuring consistent and ethical task
accomplishment.
(9)
Stewards the profession. Leaders steward the profession
to maintain professional standards and effective capabilities.
(10) Builds
trust. Leaders establish conditions of effective influence and create a
positive environment.
c. Attributes are desired
internal characteristics of a leader – what the Army expects leaders to be and
know. The Army has identified three categories of key leader attributes that
leaders are responsible for demonstrating; described in more detail in ADRP
6–22:
(1)
Character. Comprised of a person’s moral and ethical
qualities, a leader’s character helps determine what is right and gives leaders
motivation to do what is appropriate, regardless of the situation. Essential
components of a leader’s character are Army Values, empathy, Warrior Ethos and
Service Ethos, and discipline.
(2)
Presence. The impression a leader makes to others
contributes to success in leadership and is the sum of their outward appearance,
demeanor, actions, and words. Essential components of a leader’s presence are
military and professional bearing, fitness, confidence, and resilience.
(3)
Intellect. Leader’s intellect draws upon the mental
tendencies and resources that shape conceptual abilities applied to one’s
duties and responsibilities. Essential components of a leader’s character are
mental agility, sound judgment, innovation, interpersonal tact, and expertise.
d.
Army professionals are required to uphold the Army Ethic and
model the core leader competencies described above. They must remain vigilant
to guard against counterproductive leadership behaviors from themselves as well
as in the units with which they serve. Counterproductive leadership can take
different forms, from incompetence to abusiveness, all of which have
detrimental impacts on individuals, the unit, and the accomplishment of the
mission. Counterproductive leadership behaviors can span a range of behaviors
to include bullying, distorting information, refusing to listen to
subordinates, abusing authority, retaliating, blaming others, poor self-control
(loses temper), withholding encouragement, dishonesty, unfairness, unjustness,
showing little or no respect, talking down to others, behaving erratically, and
taking credit for others’ work. One such type of counterproductive leadership
is toxic leadership, which is defined as a combination of selfcentered
attitudes, motivations, and behaviors that have adverse effects on
subordinates, the organization, and mission performance. To be classified as
toxic, the counterproductive behaviors must be recurrent and have a deleterious
impact on the organization’s performance or the welfare of subordinates. An
exacerbating factor may be if the behaviors demonstrate selfish reasons such as
elevating one’s own status, grabbing power, or otherwise obtaining personal
gain. Counterproductive leadership behaviors prevent the establishment of a
positive organizational climate, preclude other leaders from fulfilling their
requirements, and may prevent the unit from achieving its mission. They will
lead to investigations and, potentially, removal from position or other
punitive actions. Army leaders are required to utilize self-awareness programs
(MSAF, CDR360, and others) to ensure they receive feedback indicating whether
they exhibit appropriate behaviors for an Army leader. Army leaders are
required to provide performance and professional growth counseling to
subordinate leaders to prevent or remedy counterproductive leadership.
e.
Destructive leadership styles can compromise organizational
effectiveness and discourage subordinates from contin-
uing their Army service. In a variety of ways, they undermine
mutual trust and impede mission accomplishment. In senior leaders, destructive
styles are particularly damaging. These types of leaders must be developed to
change their destructive leadership style if possible or, if not able to
change, be removed from the Army profession. Five destructive leadership styles
are:
(1)
Incompetent managers. They possess inadequate cognitive
or emotional fitness or have inadequate prior experience to function at their
level. They cannot move from the tactical to the strategic level when so
required. They cannot make sound decisions on time.
(2)
Affable non-participant. These leaders are
interpersonally skilled, and intellectually sound, but incapable of taking
charge, making decisions, providing timely guidance, and holding subordinates
accountable. They provide minimal guidance, avoid decisions, are fond of
committees, meetings, visitors, and often lack passion or creativity.
(3)
Insensitive driven achiever. These leaders are usually
bright and energetic and consumed by need for unit accomplishment and its
attendant recognition. They often provide impressive short term results, but
create a frenzied, micromanaged climate. They are frequently inattentive to the
morale of their organization.
(4)
Toxic self-centered abuser. These leaders are also
usually bright and energetic, as well as goal-oriented and bossfocused. Capable
of producing spectacular short term results, but are arrogant, abusive,
intemperate, distrusting, and irascible. They are typically distrusting
micro-managers never burdened by introspection.
(5)
Criminal. These individuals may be energetic, bright, and
sometimes charismatic. However, they cheat, lie, steal, defraud, and assault.
Chapter
2
Responsibilities
Army professionals are responsible for consistently
demonstrating the Army competencies and attributes as stated in paragraph 1–10.
2–1. Assistant Secretary of the
Army (Manpower and Reserve Affairs) The ASA
(M&RA) will—
a. Set
the strategic direction and provide overall supervision for Army Profession and
leadership policy.
b. Oversee
and review all policies and programs pertaining to the human dimension, the
Army Profession, and leader-
ship.
c. Provide
policy, programming, and oversight for unit and individual readiness and
training to include the Army Pro-
fession and leadership.
d. Participate
in human dimension, Army Profession, leadership research, and leader
development conferences, to in-
clude the Council of Colonels relative to leadership and the
Training General Officer Steering Committee, as appropriate, to include
oversight of AR 600–100.
2–2. Administrative
Assistant to the Secretary of the Army
The Chief of Military History (CMH), on behalf of the
Administrative Assistant to the Secretary of the Army (AASA), will—
a. Produce
historical publications on topics relating to the Army Profession and
leadership.
b. Conduct
historical research, prepare bibliographies, and develop and present narratives
and other accounts of the Army Profession and leadership topics.
c. Develop
and assist Army museums in developing historical exhibits on the Army
Profession and leadership topics.
2–3. The
Inspector General
The Inspector General (TIG) will—
a. Extend
the eyes, ears, voice, and conscience of the Secretary of the Army and the
Chief of Staff, Army.
b. Assess
or investigate alleged violations of the Army Ethic.
c. Assist
commanders in teaching and training leaders on the moral principles of the Army
Ethic.
d. Provide
a continuing assessment of the command, operational, managerial, logistical,
and administrative effective-
ness of the Army.
e. Integrate
Army Profession and leadership doctrine into IG training and certification at
the Army Inspector General School. Ensure IGs understand their role in
assessing, investigating, teaching, and training, and providing feedback on the
Army Ethic.
f. Integrate
Army Profession and leadership policy and doctrine into civilian IG career
development programs. Train
civilian IGs to the same standards as military IGs as part of
the Army Civilian IG career development program.
g. Participate
in Army Profession and leadership research seminars, symposia, and conferences
to monitor emerging
doctrine and policies.
h. Maintain
liaison with the Mission Command Center of Excellence (MCCoE) to monitor
emerging Army Profession
and leadership policy, doctrine, and programs; provide
feedback, identify systemic issues and trends, and make recommendations for
solutions or improvement; provide trends on violations for evaluation.
2–4. Chief of Public Affairs The CPA will—
a. Inform
the Army and the American public about the Army Profession and Army leadership
programs, initiatives,
policies, and how the Army Profession is developing its
leaders.
b. Integrate
into Army communications strategy the information regarding the Army
Profession, the Army Ethic, char-
acter, and leadership of Soldiers and Army Civilians to
reinforce trust with the American people.
2–5. Chief,
National Guard Bureau
The CNGB will, directly or by delegation to the Director,
Army National Guard (DARNG) —
a.
Develop and promulgate ARNG policies consistent with DA
policies for the Army Profession, Army Ethic, and leadership training and
education for the ARNG and Army National Guard of the United States Soldiers,
in conjunction with the DCS, G–1; DCS, G–3/5/7; TRADOC; U.S. Army Forces
Command (FORSCOM); and Office of the Chief, Army Reserve.
b.
Ensure that Soldier training and education on the Army
Profession and leadership in the Officer Education System, Warrant Officer
Education System, Noncommissioned Officer Education System, and other training
programs in TRADOC-accredited professional military education (PME) are in
accordance with DA policy.
c.
Support participation of leaders and units in the MSAF
programs, Leader360, and Unit360. Ensure lieutenant colonel
and colonel level commanders participate in two CDR360 events
during their command tenure, and determine the appropriate windows for the
events for ARNG component commanders (see appendix B).
2–6. Deputy
Chief of Staff, G–1
The leadership mission of the DCS, G–1 is to enhance the
readiness of the Army by embedding the human dimension into all Army Profession
and leadership policy (in coordination with the DCS, G–3/5/7 for leader
development), programs, and initiatives to enable the Army to execute its
mission. In order to accomplish this mission, the DCS, G–1 will—
a. Exercise
general staff supervision and responsibility for developing and promoting Army
Profession and leadership
policies (in consultation and coordination with the ASA
(M&RA)).
b. Serve
as the Army staff (ARSTAF) policy proponent for both the Army Profession and
military and civilian leader-
ship, to include oversight of AR 600–89.
c. Serve
as ARSTAF proponent for the Army Civilian Corps Creed.
d. Select
points of contact to coordinate with and advise the DCS, G–3/5/7; TRADOC; and
other organizations, as
appropriate, regarding Army Profession and leadership issues.
e. Participate
in or support appropriate leadership and leader development conferences.
f. Coordinate
and prioritize Army Profession and leadership research with special emphasis on
the activities of the U.S. Army Research Institute (ARI) for the Behavioral and
Social Sciences. Approve profession and leadership research conferences that
ARI organizes and conducts with the goal of coordinating research of
participating agencies and organizations and reviewing findings.
g. Evaluate
profession and leadership policies and programs as they affect units and
organizations in the field. Approve,
schedule, and conduct leadership conferences, when
appropriate, to integrate and synchronize leadership and leader development
policies, issues, and programs (working with the DCS, G–3/5/7).
h. Coordinate
with the DCS, G–3/5/7 to ensure that Army Profession, leadership, and personnel
management policies
are synchronized with leader development policies.
i. Serve
as point of contact for issues relating to civilian professional development
leadership.
j. Serve
as a permanent member of the Army Profession and Leader Development Forum and
the Training General Officer Steering Committee.
k. Serve
as Headquarters, Department of the Army (HQDA) proponent for Active Army,
Reserve, and civilian mentor-
ship policies, programs, and initiatives.
l. Serve
as HQDA proponent for Army Values.
m. Synchronize
programmatic requirements through the Planning, Programming, Budgeting, and
Execution process (DCS, G–8, Program Analysis and Evaluation Directorate; Army
Budget Office; and DCS, G–3/5/7).
n. Serve
as proponent for the MSAF program, to include Leader360, Unit360, and CDR360.
o. Ensure
the Assistant G–1 for Civilian Personnel will—
(1)
Develop, coordinate, and implement programs and policies directly
associated with the development of civilian personnel readiness.
(2)
Coordinate with the DCS, G–3/5/7 and the CG, TRADOC to ensure
Army Civilian leadership and civilian personnel management policies are
synchronized with Army Profession and leader development policies.
(3)
Advise the DCS, G–1 on and assist the ASA (M&RA) with the
impact of civilian personnel management policies on Army Profession and
leadership policy, and the DCS, G–3/5/7 on leader development policies.
(4)
Advise the DCS, G–1 on and assist the ASA (M&RA) with policy
issues relating to civilian leadership and mentoring.
(5)
Participate in Army Profession, leadership, leadership research,
and leader development conferences, as appropriate.
p. Ensure the CG, U.S. Army Human Resources Command
(HRC) will—
(1)
Ensure professional development programs for Army personnel,
including schooling and assignment procedures, are consistent with Army
Profession, leadership, leader development, and management policies.
(2)
Advise and assist the leader development management process on
leader development issues and policies, as required. Specifically, advise the
DCS G–1 on issues and policies that pertain to Army manning priorities and
assignments in order to provide the best opportunities for leader development.
(3)
Advise the DCS, G–1 of the impact of implementation of personnel
management policies on the Army Profession, leadership policy, and the DCS,
G–3/5/7 on leader development policies.
(4)
Provide resource support, as required, to ensure continued core
civilian leadership training and leader development through institutional
training.
(5)
Participate in Army leadership, leadership research, and leader
development conferences, as appropriate.
(6)
Provide results or an executive summary of all Army Profession,
leader, leadership, and leader development studies to MCCoE.
(7)
Coordinate with the DCS, G–1 to provide the CAL data on CSL
lieutenant colonel and colonel commanders eligible for the CDR360 program.
q. Ensure the Director, ARI will—
(1)
Formulate and conduct a Soldier-oriented behavioral and social
science multi-year research and development program, consistent with the DCS,
G–1 direction, to enhance the Soldier Life Cycle/talent management (for example
selection, assignment, training, leader development) and to improve human
relations.
(2)
Maintain coordination with Department of Defense, ARSTAF, Army
commands (ACOMs), and other agencies that have responsibilities related to the
Army Profession, leadership, leader development, and talent management.
2–7. Deputy
Chief of Staff, G–3/5/7
The DCS, G–3/5/7 is the ARSTAF proponent for training and
leader development. The DCS, G–3/5/7 leader development mission is to develop,
coordinate, and program combined arms training and leader development
strategies-based policy, programs, and initiatives that will achieve Chief of
Staff, Army (CSA) directed levels of individual, leader, and unit training
readiness required for the Army to meet national military strategy needs. The
DCS, G–3/5/7 will—
a. Exercise
general staff responsibility for all policies and matters relating to
individual and unit training.
b. Exercise
responsibility for leader development policy for the Army in accordance with AR
350–1.
c. Coordinate
leader development actions with appropriate ARSTAF agencies and major Army
commanders.
d. Work
closely with the DCS, G–1, and TRADOC to ensure DCS, G–1 leadership policy,
doctrine, and programs and DCS, G–3/5/7 leader development policy, doctrine,
and programs are consistent and complementary.
e. Participate
in Army Profession and leadership research, seminars, symposia, surveys, and
conferences, as appropri-ate.
f. Manage
and provide oversight on all current and future Army training and leader
development recommended actions.
2–8. Chief, Army Reserve The CAR will—
a. Prescribe
training requirements for the USAR which integrate the Army Profession, the
Army Ethic, leadership
training and education policy in accordance with this
regulation.
b. Support
participation of leaders and units in the MSAF programs, Leader360, and
Unit360.
c. Ensure
lieutenant colonel and colonel level commanders participate in two CDR360
events during their command
tenure, and determine the appropriate windows for the events
for Army Reserve Component (RC) commanders (see appendix B).
2–9. The
Surgeon General
TSG will—
a. Serve
as the proponent for Army medical department professional development and
career management.
b. Ensure
that the CG, U.S. Army Medical Command (MEDCOM) will—
(1)
Integrate Army Profession and leadership doctrine in all
education and training programs of instruction at the U.S. Army Medical
Department Center and School.
(2)
Develop and manage an Army profession and leadership assessment
program at the U.S. Army Medical Department Center and School.
c. Participate
in Army Profession, leadership, and leadership research conferences, as
appropriate.
d. Coordinate
with ARI and the MCCoE on the Army Profession, leadership, and cohesion aspects
of medical research,
particularly the prevention and treatment of combat stress
and psychiatric casualties.
e. Provide
results or an executive summary of all Army Profession, leader, leadership, and
leader development studies
to MCCoE.
f. Provide
research support to the DCS, G–1, upon request.
2–10. The Judge Advocate
General TJAG will—
a. Perform
assigned responsibilities as a part of the Army’s Ethics Program, as the
primary ethics advisor to the CSA.
b. Manage
two critical elements of the Army’s Ethics Program; in compliance with all
requirements in the Federal
ethics rules and DOD 5500.7–R, and provide support to field
commands and ethics counselors.
c. Integrate
Army Profession and leadership training in courses of instruction at The Judge
Advocate General Legal Center and School.
2–11. Chief of Chaplains The CCH will—
a. Provide
advice and assistance to Army leaders on the religious and spiritual
connections associated with the moral
responsibilities of command, ethical decisionmaking, personal
values, and personal relationships.
b. Lead
and support chaplain-led unit moral leadership training in support of the Army
Profession and the Army Ethic.
c. Address
the religious, moral, social, and ethical dimensions of Soldier and civilian
actions in war and during peace
through the Commander's Moral Leadership Training Program.
d. Integrate
the Army Profession and leadership doctrine and training in programs of
instruction at the U.S. Army Chaplain Center and School.
e. Participate
in Army Profession and leadership research conferences, as appropriate.
2–12. Commanding General, U.S.
Army Forces Command The CG, FORSCOM
will—
a. Support
participation of leaders and units in the MSAF programs, Leader360, and
Unit360. Ensure lieutenant colonel
and colonel level commanders participate in two CDR360 events
during their command tenure (see appendix B).
b. Exercise
general staff responsibility for all Army Profession and leadership policies,
training, and matters relating to
individual and unit training for FORSCOM units.
c. Serve
as the office of collateral responsibility to TRADOC monitoring the development
and implementation of de-
velopmental leadership assessment training products,
materials, and tools for officer, warrant officer, NCO, and Army Civilian
leadership training programs.
d. Conduct
and participate in leadership, leadership research, and leader development
conferences.
e. Monitor
the integration of lessons learned into all leader development courses.
f. Provide
guidance and support for leadership, leader development, and leadership
research conferences.
g. Assist
in the integration of approved Army Profession and leadership doctrine into
Armywide programs of instruc-
tion.
h. Establish
and maintain close coordination with Service schools, the research community,
the civilian academic com-
munity, other Services, and services of other countries to
monitor and evaluate research and studies in ethics and cohesion.
i. Develop
programs in accordance with established Army standards that will enhance the
communication skills (read-
ing, writing, and listening) of leaders Armywide.
j. Be
responsible for strategic professional and leader development of the Army's
senior leaders; support strategic broad-
ening.
k. Support
Armywide profession and leadership efforts (for example, Army Campaign Plan,
Army Leader Development Strategy (ALDS), Human Dimension Strategy, Ready and
Resilient Campaign, Annual America’s Army-Our Profession Themes, Strategic
Leaders Army Profession Symposia).
l. Participate
in the Army Learning Coordination Council and establish and maintain close
coordination with Service schools, the research community, the civilian
academic community, other Services, and services of other countries to monitor
and evaluate research and studies related to the Army Profession and
leadership.
2–13. Commanding General, U.S.
Army Training and Doctrine Command The CG, TRADOC
will—
a. Serve
as the Army senior responsible official and principle lead for the training and
leader development processes. Develop training doctrine and execute training
policies and procedures as directed by HQDA. Develop Army Profession and
leadership operational concepts, doctrine, training, and education programs in
coordination with HQDA and based upon Army leadership theory and policies.
Integrate Army leadership and leader development doctrine in all training
programs in Service schools and training centers for commissioned and warrant
officers, NCOs, and Army Civilians at progressive and sequential phases of
career development.
b. Serve
as the proponent for ADP 6–22 and ADRP 6–22.
c. Manage
all leadership and leader development education and training programs of
instruction, to include develop-
ment and implementation of leadership assessment policy, in
TRADOC schools and training centers.
d. Monitor
the development and implementation of developmental leadership assessment
training products, materials,
and tools for officer, warrant officer, NCO, and Army
Civilian leadership training programs.
e. Conduct
and participate in leadership, leadership research, and leader development
conferences.
f. Monitor
the integration of leader development requirements into the Cadre Training
Course, home station, and insti-
tutional training master plans.
g. Monitor
the integration of lessons learned into all leader development courses.
h. Monitor
the development and maintenance of specific proponent career maps under the
TRADOC area of responsi-bility.
i. Serve
as the proponent to plan, program, budget, and supervise through the CAL at the
Army Combined Arms Center,
by administering all MSAF programs (Leader360, Unit360, and
CDR360) support functions.
j. Expand
professional certification and credentialing use to maximize the development of
Army professionals by achieving accelerated ethical maturity and inculcation of
Army Values, improved ethical decisionmaking and stewardship.
k. Seek
ways to unify a holistic vision to maximize individual and team performance
through identification, develop-
ment, and optimal integration of human capabilities; invest
significantly in the human dimension.
l. Ensure
the Deputy Commanding General, Initial Military Training (IMT) will—
(1)
Provide integrated command and control of the IMT for the Army's
officer, warrant officer, and enlisted forces to meet the Army's manpower and
readiness requirements and standards.
(2)
Provide oversight of Basic Officer Leaders Course A (BOLC A)
tasks, pre-commissioning leadership instruction for U.S. Military Academy
(USMA), Reserve Officers’ Training Corps (ROTC), Officer Candidate School
(OCS), and Warrant Officer Candidate School (WOCS).
(3)
Establish and provide IMT policy and execution guidance to TRADOC
commanders and staff outside the IMT chain of command. Embed the Army
Profession, Army Ethic, and leadership in all facets of IMT.
(4)
Direct pre-commissioning common core Soldier and officer training
requirements in coordination with and executed by the U.S. Army Reserve
Command, ARNG, U.S. Army Cadet Command ROTC, deputy commandants, OCS, WOCS, and
USMA to ensure linkage and standards with BOLC.
(5)
Conduct and participate in Army Profession and leadership
research and conferences.
(6)
Provide results or an executive summary of all Army Profession,
leader, leadership, and leader development studies to MCCoE.
(7)
Provide Center for Initial Military Training as the lead for
common core IMT; establish and maintain warrior tasks and battle drills. Direct
research and experimentation analysis to improve performance in IMT.
m. Ensure the CG, CAC and Commandant, U.S. Army
Command and General Staff College (CGSC) will—
(1)
Serve as the TRADOC lead for leader development, education, and
doctrine, and as the proponent for officer and civilian PME.
(2)
Provide guidance and support for leadership, leader development,
and leadership research conferences.
(3)
Conduct instruction in leadership and ethics for the intermediate
level education, Pre-Command Course (PCC), Division Commander/Assistant
Division Commander Course, and other courses as directed.
(4)
Coordinate closely with Service schools, training centers, the
U.S. Army War College (USAWC), Army Management Staff College, U.S. Army Warrant
Officer Career College (USAWOCC), the Institute for Noncommissioned Officer
Professional Development (INCOPD), USAR schools, ARNG State military academies,
regional training institutes, and pre-commissioning schools (USMA, ROTC, OCS,
and WOCS) to achieve an integrated, progressive, and sequential Army Profession
and leadership instruction program.
(5)
Assist in the integration of approved leadership and leader
development doctrine into Armywide programs of instruction.
(6)
Establish and maintain close coordination with Service schools, the
research community, the civilian academic community, other Services, and
services of other countries to monitor and evaluate research and studies in
ethics and cohesion.
(7)
Develop and provide training support materials on the Army
Profession, leadership, leadership assessment to all Army service schools,
TRADOC training centers, and other Army organizations.
(8)
Develop and conduct leadership training for Army Civilians at the
foundation, basic, intermediate, and advanced levels, as directed by TRADOC.
(9)
Monitor the civilian sector for appropriate leadership training
services, in coordination with the DCS, G–1 and DCS, G–3/5/7. Evaluate
potential training packages and incorporate them into leadership curricula, as
appropriate.
(10) Develop
programs in accordance with established Army standards that will enhance the
communication skills (reading, writing, and listening) of leaders Armywide.
This is done in coordination with the Office of the Chief of Public Affairs;
CG, TRADOC; and CG, HRC.
(11) Participate
in leadership, leader development, and leadership research conferences.
(12) Conduct
instruction in command, Army Profession, Army Ethic, leadership, and management
for all USAWC resident and nonresident students. Coordinate with the CAC/CGSC
to ensure this instruction is integrated with and linked progressively and
sequentially to Army Profession and leadership instruction in TRADOC schools.
(13) Manage
the Basic Strategic Art Program and the Joint Force Land Component Commander
course.
(14) Be
responsible for strategic professional and leader development of the Army's
senior leaders.
(15) Establish
and maintain liaison with the DCS, G–1; DCS, G–3/5/7; CAL; ARI; and other
agencies, as needed, to ensure the coordination of Army Profession, ethical
decisionmaking, character development, and leadership research and
instructional activities at USAWC with TRADOC Army Profession, and leader
development programs, Army Profession, Army Ethic and leadership instruction in
TRADOC schools, development of Army Profession and leadership doctrine, and the
overall Army Profession and moral-ethical leadership research program.
(16) Provide
results or an executive summary of all Army Profession, leader, leadership, and
leader development studies to MCCoE.
n. Ensure the CG, Combined Arms Support
Command (CASCOM) on behalf of the CG, CAC will— (1) Conduct Army Profession
and leadership training.
(2) Conduct and
participate in leadership, leadership research, and leader development
conferences.
(3) Provide results
or an executive summary of all Army Profession and leadership studies to MCCoE.
o. Ensure the Director, CAL on
behalf of the CG, CAC is the Army lead for leadership and leader development
research, analysis, assessment, and evaluation; leadership doctrine;
coordination, development, and management of initiatives within the LDP; and
the integration and synchronization of PME to sustain excellence in growing
Army leaders. The Director,
CAL will—
(1)
Directly support CG, CAC in accomplishing all tasks required in
paragraph 2–13l.
(2)
Coordinate with the DCS, G–3/5/7 (DAMO–TR) and the DCS, G–1
(DAPE–MPC) to ensure that leadership and leader development policies, programs,
and initiatives are synchronized with current doctrine, concepts, and theories.
(3)
Facilitate the coordination and integration of research,
concepts, and doctrine development, training, and evaluation in all areas of
leadership, in coordination with the DCS, G–1 and the DCS, G–3/5/7.
(4)
Serve as the Army lead for ADRP 6–22.
(5)
Establish and maintain close coordination with Service schools,
the research community, the civilian academic community, other Services, and
services of other countries to monitor and evaluate research and studies in
leadership, leader development, and leadership assessment.
(6)
Review and evaluate leadership education and training curricula
in TRADOC Service schools and training centers. Provide assistance to Service
schools not under TRADOC in the review and evaluation of leadership curricula.
Provide recommendations on requirements for Army leadership instructor
education.
(7)
Evaluate, design, and develop leader development programs and
concepts. Conduct research, studies, and analysis to identify and assess
leadership and leader development trends, requirements, strategies,
technologies, and techniques. Develop, maintain, and promulgate leadership
doctrine.
(8)
Design, field, operate, and monitor leadership assessment
programs and/or tools that contribute to Army leader development in
institutional training, operational assignments, and self-development. Maintain
liaison and coordinate with Army agencies that use assessment techniques, to
include the INCOPD, U.S. Army Cadet Command, USMA, and USAWC.
(9)
Serve as the lead agent for the MSAF programs (Leader360,
Unit360, and CDR360). Responsible for the development, validation, maintenance,
administration, and execution of multi-source assessment programs for leader
development; does not bear responsibility for individual leader accountability
or tracking of program compliance.
(10) Serve
as the lead for the Army Mentorship Program and all related doctrinal
development.
p. Ensure the Director, CAPE on
behalf of the CG, CAC, serves as the Army lead for the Army Profession, Army
Ethic, and character development of Army professionals (Soldiers and Army
Civilians) to reinforce trust within the profession and with the American
people. The Director, CAPE will—
(1)
Directly support the CG, CAC, and the Director MCCoE in
accomplishing all tasks required in paragraph 2–13l.
(2)
Coordinate with CAL, CAC, the DCS, G–1 (DAPE–MPC), and DCS,
G–3/5/7 (DAMO–TR) and to ensure that Army Profession and leadership and Army
Profession and leader development policies, programs, and initiatives are
synchronized with current doctrine, concepts, and theories.
(3)
Facilitate the coordination and integration of research,
concepts, and doctrine development, training, and evaluation in all areas of
the Army Profession and leadership, in coordination with the DCS, G–1, ARI, the
DCS, G–3/5/7, and CAL.
(4)
Support Armywide profession and leadership efforts (for example,
Army Campaign Plan, Army Leader Development Strategy, Human Dimension Strategy,
Ready and Resilient Campaign, America’s Army-Our Profession Themes, Strategic
Leaders Army Profession Symposia).
(5)
Serve as the Army lead for the Army Values and all related
doctrinal development.
(6)
Serve as the Army lead for ADRP 1.
(7)
Establish and maintain a CAPE Web site that facilitates and
promotes Army Profession research, information, education, and training
materials to support institutional and operational unit AR 350–1 professional
development and leadership training.
(8)
Participate in the Army Learning Coordination Council and
establish and maintain close coordination with Service schools, the research
community, the civilian academic community, other Services, and services of
other countries to monitor and evaluate research and studies related to the
Army Profession and leadership, Army Profession and leader development, and
Army Profession and leadership assessment.
(9)
Establish and maintain coordination and liaison with HQDA, Joint
Staff, Office of the Secretary of Defense, and other Services’ representatives
for ethics and professionalism, and services of other countries in regards to
the Army Profession and Army Ethic.
(10) Review
and evaluate Army Profession and leadership education and training curricula in
TRADOC Service schools and training centers. Provide assistance to Service
schools not under TRADOC in the review and evaluation of Army Profession and
leadership curricula. Provide recommendations on requirements for Army
Profession and leadership instructor education.
(11) Evaluate,
design, and develop Army Profession and leader development strategies,
initiatives, and concepts. Conduct research and analysis to identify and assess
Army Profession and leadership and Army Profession and leader development
trends, requirements, strategies, technologies, and techniques. Develop,
maintain, and promulgate Army Profession and leadership doctrine.
(12) Design,
field, and monitor Army Profession and leadership assessment programs and/or
tools that contribute to Army Profession and leader development in
institutional training, operational assignments, and self-development. Maintain
liaison and coordinate with Army agencies that use assessment techniques, to
include the INCOPD, U.S. Army Sergeants Major Academy (USASMA), USAWOCC, U.S.
Army Cadet Command, OCS, USMA, CGSC, and USAWC. q. Ensure the Director,
INCOPD will—
(1)
Provide direction and oversight of the NCOPDS; serve as force
modernization proponent for NCOPDS. Develop and coordinate doctrine,
organization, training, materiel, leadership and education, personnel, and
facilities requirements for NCOPDS; coordinate and approve related Army
doctrinal qualifications and personnel policies.
(2)
Serve as the principal advisor to the Army Leader Development
Enterprise on NCO development.
(3)
Ensure the NCOPDS meets the intent of the Army's Leader
Development Strategy and Army Learning Strategy.
(4)
Conduct assessments and needs analysis ensuring NCOPDS is relevant,
vertically aligned, and meets the needs of current and future NCOs.
(5)
Integrate all directed NCO leader development requirements from
HQDA, TRADOC, and CAC.
(6)
Develop future strategies and initiatives for NCOPDS; develop
strategic initiatives related to NCOPDS; develop concepts, identify resource
requirements, and mature initiatives.
(7)
Serve as key integrator for policy, planning, and oversight of NCOPDS;
synchronize and coordinate policy related to NCO development; coordinate
support for NCO leader development strategic actions designed to build foreign
nation partnerships.
(8)
Assist the CAC in developing, reviewing, and recommending
revisions to Army doctrine with regard to the role, duties, and
responsibilities of the NCO. Ensure that Human Dimension and Force 2025 and
Beyond initiatives are reviewed and operationalized within the NCOPDS where
practical and feasible.
(9)
Conduct strategic communications programs for NCOPDS; develop and
communicate NCO leader development themes and messages to the Army.
(10) Monitor
the effectiveness of NCOPDS outputs; develop program standards and metrics.
(11) Participate
in Army Profession and leadership research, symposia, seminars, surveys, and
conferences, as appropriate.
(12) Serve
as the program manager for the ACT.
r. Ensure the Commandant, USAWOCC will—
(1)
Serve as the lead agent in developing and educating current and
future warrant officers.
(2)
Integrate and implement Army Profession and leadership policy.
(3)
Conduct instruction in Army Profession, command, leadership, and
management for all USAWOCC resident students. Coordinate with CAC to ensure
instructions is integrated with and linked progressively and sequentially to
leadership instruction in TRADOC schools.
(4)
Ensure warrant officer Army Profession and leadership program
meets the intent of the Army's Leader Development Strategy and Army Learning
Concept.
(5)
Adjudicate Warrant Officer Advanced Course (WOAC) common core
training products developed by the proponent for officer mid-grade learning
continuum.
(6)
Serve as the appointment authority for all warrant officers
(except special forces, 180A) appointed to the rank of warrant officer one upon
successful completion of the WOCS.
(7)
Serve as principal advisor regarding basic officer leadership
course task development and PME common core development for warrant officers to
CACs and other education institutions.
(8)
Serve as the candidate appellate authority for USAWOCC conducted
WOCS.
(9)
Synchronize and execute simultaneous activities in support of
resident and distance learning education to include: initial-entry training and
senior-level PME and sequential educational integration across all cohorts.
(10) Coordinate
and maintain relationships with the CGSC, USAWC, and sister Service education
institutions to broaden educational opportunities for senior-level PME
students.
(11) Assess
WOCS training programs at State run ARNG regional training institutes to ensure
compliance with established regulations and policies.
(12) Participate
in Army Profession, leadership, and leadership research conferences, as
appropriate.
(13) Provide
results or an executive summary of all Army Profession, leader, leadership, and
leader development studies to MCCoE.
2–14. Commandant, U.S. Army War
College The Commandant, USAWC will—
a. Conduct
instruction in command, leadership, and management for all USAWC resident and
nonresident students. Coordinate with CAC/CGSC to ensure instruction is
integrated with and linked progressively and sequentially to leadership
instruction in TRADOC schools.
b. Manage
the Basic Strategic Art Program and the Joint Force Land Component Commander
course.
c. Provide
strategic leader development of the Army's senior leaders.
d. Establish
and maintain liaison with the DCS, G–1; DCS, G–3/5/7; CAL; ARI; and other
agencies, as needed, to ensure the coordination of leadership research and
instructional activities at USAWC with TRADOC leader development programs,
leadership instruction in TRADOC schools, development of Army leadership
doctrine, and the overall leadership research program.
e. Provide
research consultation and other assistance on request.
f. Participate
actively in Army Profession and leadership research and conferences.
g. Provide
results or an executive summary of all Army Profession, leader, leadership, and
leader development studies
to MCCoE.
2–15. Superintendent,
U. S. Military Academy
The Superintendent, USMA will—
a. Conduct
the Basic Officer Leader Course A (BOLC A) pre-commissioning Army Profession
and leader development
activities for the U.S. Corps of Cadets.
b. Ensure
all cadets receive academic instruction grounded in empirical research that
achieves the following learning outcomes: the ability to reason ethically and
to apply the moral principles of the Army Ethic in decisions and actions; the
ability to apply relevant frameworks, concepts, and evidence based theory to
leadership situations; the ability to apply scientific understanding of human
behavior to assess and influence the actions of others.
c. Establish
and maintain liaison with the DCS, G–1; DCS, G–3/5/7; TRADOC; CAL; CAPE; ARI;
U.S. Army Cadet Command; OCS; and other agencies, as needed, to ensure the coordination
of Army Profession and leadership instructional activities at USMA with other
pre-commissioning programs, and with TRADOC instruction.
d. Provide
consultation, coordination, research, and other assistance in support of other
pre-commissioning, Army Pro-
fession, and leadership agencies, consistent with available
resources and the USMA mission.
e. Participate
in Army Profession and leadership research conferences, and assist MCCoE in the
development of Army Profession and leadership doctrine and training support
materials, consistent with available resources and the Academy mission.
f. Advise
and assist CG, TRADOC, on Army Profession, character development and leadership
theory, concept, and
changing perceptions of the leadership field.
g. Provide
results or an executive summary of all Army Profession, leader, leadership, and
leader development studies
to MCCoE.
2–16. Commandant, U.S. Army
Sergeants Major Academy The Commandant,
USASMA will—
a. Assist
CAC in developing, reviewing, and recommending revisions to Army doctrine with
regard to the role and
responsibilities of the NCO and Soldier.
b. Assist
INCOPD on Army Profession and leadership instruction.
c. Assess,
recommend, design, develop, and execute programs for NCO leader development and
education through a
systematic, synchronized, and integrated plan, which provides
the enlisted force with a comprehensive, single point-ofentry portal for
engaging in PME and professional development.
d. Conduct
strategic communications programs, exercises, seminars, and other activities to
support inquiries and anal-
ysis benefiting the Army Profession and leadership.
e. Develop
future strategies for NCOPDS.
f. Provide
results or an executive summary of all Army Profession, leader, leadership, and
leader development studies
to MCCoE.
2–17. Commandant, U.S. Army
Warrant Officer Career College The Commandant,
USAWOCC will—
a. Integrate
and implement Army Profession and leadership policy.
b. Conduct
instruction in Army Profession, command, leadership, and management for all
USAWOCC resident stu-dents. Coordinate with CAC to ensure instructions is
integrated with and linked progressively and sequentially to leadership instruction
in TRADOC schools.
c. Participate
in Army Profession, leadership, and leadership research conferences, as
appropriate.
d. Provide
results or an executive summary of all Army Profession, leader, leadership, and
leader development studies
to MCCoE.
2–18. Commanders
of Army commands, Army service component commands, and direct reporting units
ACOM, ASCC, and DRU Commanders will—
a.
Ensure that unit level Army Profession and leadership
training is conducted for assigned Active and RC forces and Army Civilians in
accordance with the Army Leader Development Strategy.
b.
Supervise in-unit Army Profession and leadership training of
individual ready reserve and individual mobilization
augmentee personnel assigned or attached to Active or RC
units.
c.
Participate in Army Profession and leadership research,
symposia, seminars, surveys, and conferences, as appropri-ate.
d.
Provide recommendations and feedback concerning Army
Profession and leadership issues and programs to the DCS, G–1 or the MCCoE, as
appropriate.
e.
Ensure compliance at all levels of leadership in accordance
with introductory paragraph of responsibilities this chap-ter.
f.
Internalize feedback received from their own assessments as
commanders, organizational leaders, and individual leaders responsible for
individual and unit participation in the MSAF process. The leaders who have
been assessed must expend effort to understand their feedback and work
diligently to use it for their continued development and for the good of the
Army.
g.
Support participation of leaders and units in the MSAF
programs, Leader360, and Unit360. Ensure completion of all CDR360 program
components for those subordinate CSL lieutenant colonel and colonel level
commanders in the rating chain (see appendix B for full detail on requirements).
h.
Budget and allocate resources for the professional
development (training and education as appropriate) for all mem-bers of the
Army Profession.
Appendix A References
Section I Required Publications
ADP 6–22
Army Leadership (Cited in para 1–9a.)
ADRP 1
The Army Profession (Cited in para 2–13p(6).)
ADRP 6–22
Army Leadership (Cited in para 1–11b.)
ALDS
The Army Leader Development Strategy (Cited in para 2–12k.)
(Available at http://cgsc.edu./alds.)
AR 350–1
Army Training and Leader Development (Cited in para 2–7b.)
AR 623–3
Evaluation Reporting System (Cited in para 1–9f(1).)
AR 690–400
Total Army Performance Evaluation System (Cited in para 1–9f(1).)
DA
Pam 350–58
Army Leader Development Program (Cited in para 1–9e.)
Section II Related Publications
A related publication is a source of additional information.
The user does not have to read it to understand this publication.
ADP 3–0
Unified Land Operations
ADP 6–0
Mission Command
AR 10–87
Army Commands, Army Service Component Commands, and Direct
Reporting Units
AR 11–2
Managers’ Internal Control Program
AR 25–30
Army Publishing Program
AR 25–400–2
The Army Records Information Management System (ARIMS)
AR 600–20
Army Command Policy
AR 600–89
General Douglas MacArthur Leadership Award Program
AR 621–5
Army Continuing Education System
AR 690–950
Career Management
DA Pam 165–16
Moral Leadership/Values Stages of the Family Life Cycle
DA Pam 600–3
Commissioned Officer Professional Development and Career
Management
DA Pam 600–4
U.S. Army Medical Department Officer Development and Career
Management
DA Pam 600–25
U.S. Army Noncommissioned Officer Professional Development
Guide
DODM 5500.7–R
Joint Ethics Regulation (JER) (Available at http://www.dtic.mil/whs/directives/.)
FM 6–22
Leader Development
NGR
10–2
Organizations and Functions: State Area
Command, Army National Guard (Available
at http://www.ngbpdc.ngb.army.mil.)
Title
10 United States Code Armed Forces
Section III Prescribed Forms
This section contains no entries.
Section IV Referenced Forms
Unless otherwise indicated, DA forms are available on the
Army Publishing (APD) Web site (http://www.apd.army.mil).
DA Form 11–2
Internal Control Evaluation Certification
DA Form 67–10–1
Company Grade Plate (01 - 03; WO1 - CW2) Officer Evaluation
Report
DA Form 67–10–1A
Officer Evaluation Report Support Form
DA Form 67–10–2
Field Grade Plate (04 - 05; CW3 - CW5) Officer Evaluation
Report
DA Form 67–10–3
Strategic Grade Plate (06) Officer Evaluation Report
DA Form 67–10–4
Strategic Grade Plate General Officer Evaluation Report
DA Form 2028
Recommended Changes to Publications and Blank Forms
DA Form 2166–9–1A
NCO Evaluation Report Support Form
DA Form 7223–1
Base System Civilian Performance Counseling Checklist/Record
Appendix B Multi-Source Assessment and Feedback
B–1. The
Multi-Source Assessment and Feedback Program
a. The Army has developed several multi-source
assessment programs to enhance adaptability, self-awareness, and
facilitate development of leaders’ strengths and weaknesses.
Multi-source assessments are also called 360-degree assessments, which build on
the Army’s standard practice of conducting after action reviews for units and
leaders. The Army’s MSAF program consists of three subprograms that utilize a
360-degree feedback approach that allows Soldiers and Army Civilians to
navigate complex leadership challenges, to enhance leader adaptability and
self-awareness, and to identify Army leaders’ strengths and weaknesses. All
MSAF programs use an online tool to collect leadership assessments from
subordinates, peers, and superiors who know the leader best, and provides
feedback to the leader. The goals of the MSAF program are to provide the
following:
(1) Frank, honest
feedback.
(2) Multiple
viewpoints.
(3) Personal
insight.
(4) Perceived
leadership strengths and developmental needs.
(5) Recommended
leader development resources.
b. All MSAF programs help leaders become more
self-aware and guides their preparation for future leader responsibil-
ities. MSAF requires candid and forthright assessment by
those asked to participate in the process. All instruments used as part of the
MSAF program conform to leadership doctrine (ADP 6–22, ADRP 6–22) and
assessment questions on both instruments focus on core leader competencies and
important supporting leadership behaviors. Features of these programs include
the following:
(1) Leader development.
(2) Anonymous
input.
(3) Confidential
feedback.
(4) Personal
coaching.
(5) Support
for IDP.
(6) Assessment.
(7) Individual
feedback reports (IFRs).
(8) Individual
Portfolio.
c.
All MSAF programs are developmental in nature, separate, and
distinct from the Army’s formal performance evalu-
ation system. MSAF programs impact is a better-led force,
with leaders who are capable of leading in a range of military operations. MSAF
programs support the imperatives of the Army Leader Development Strategy. The
CAL is the lead agent for all MSAF program support functions.
d.
MSAF programs require candid and honest assessment by those
asked to participate in the process. Selected assessors have a professional
responsibility to provide feedback. For all MSAF programs, assessors will keep
individual-level ratings confidential, and programs will only report results at
the group level (peer, subordinate, or superior).
e.
There are three sub-programs within the MSAF, the regulations
for each discussed in detail in the following sections. The CDR360, a rater
initiated event for commanders, the Leader360, a self-initiated leader event
(formerly MSAF360), and Unit360, a commander directed organizational event.
These three sub-programs are similar but differ in several key aspects. The
results of CDR360, leader and unit events are for developmental purposes; none
are shown to the senior rater or used as information for DA Form 67–10–1. A key
difference is that the CDR360 feedback report is provided to the commander and
their current rater. In leader or unit events, the participating leader retains
ownership of the feedback and may voluntarily provide it to the rater but is
not required to do so. In addition, the CDR360 program requires a developmental
discussion between the commander and rater after receipt of the assessment
report. Completion of CDR360 fulfills the commander’s requirement for
participation in the MSAF program as required by AR 350–1 and AR 623–3 for that
phase of the Soldier’s career. Similar to the self-initiated leader or unit
events, CDR360 participation will be tracked with a completion check date-box
on the commander’s DA Form 67–10–1 as required by AR 623–3, but no CDR360
results will be used on the DA Form 67–10 series.
f.
This program applies to Active Army and RC Soldiers from the
rank of sergeant (SGT) through colonel (COL), and Army civilian leaders who are
required to complete an MSAF assessment (Leader360 or Unit360) once every 36
months. The exception is CSL commanders at the O–5 and O–6 levels who will
complete the CDR360 in place of the Leader360 or Unit360 (see paragraph B–3).
Subordinates, peers, and superiors of these leaders must participate in the
program and provide assessments when notified by the MSAF program.
B–2. Leader360
and Unit360 Program Execution
a. Leader360
and Unit360 events apply in operational, institutional, and self-development
domains to all NCOs, offic-
ers (O–7 and below) and civilian leaders in the Army. Although
these are the targeted groups for participation, all Army personnel can and are
encouraged to participate regardless of rank or duty position. DOD personnel
who possess a common access card can also register to participate in MSAF. This
assists Army personnel in Joint assignments in receiving feedback from their
other-than-Army superiors, peers, and subordinates.
b. Individual
leaders are responsible for completing either the Leader360 or Unit360 once
every 36 months and for internalizing feedback received from their own
assessments. This policy is applicable to RA, USAR, ARNG, and Army Civilian
leaders. Subordinates, peers, and superiors of these leaders may participate in
the program and provide assessments when notified by the MSAF program. For officers,
the completion date of their last Leader360 or Unit360 will be recorded to meet
the DA Form 67–10 series report requirement.
c. All
ACOMs, ASCCs, DRUs, and the ARNG are responsible for supporting participation
of their leaders and units in the program and supporting the assessments that
are given by those familiar with the leaders when notified by Leader360 or
Unit360 instructions.
d. Leader360
and Unit360 events are essentially the same and result in the same feedback
report for participating lead-
ers, the key difference is in the administration of the
event. In both types, the leader completes a self-assessment; and selected
subordinates, peers, and superiors complete their assessments of the leader.
Training, instructions, assessment instruments, and feedback products related
to the Leader360 and Unit360 are available at https://msaf.army.mil.
e. Leader360
events are triggered by orders for PME or CES or as a self-initiated event. All
individual leaders partici-
pating in Leader360 receive a
confidential IFR. (1) Professional military education courses.
(a)
Students scheduled to attend selected PME courses will be
notified through the Army Training Requirements and Resources System to
participate in a Leader360 assessment. Timely completion of required steps will
allow feedback to be available during resident course phases. PME and CES
coaches can become familiar with Leader360 assessments, feedback, and coaching
by using the online training available at https://msaf.army.mil.
Coaching (via Defense Collaboration Services or telephone) is available from a
pool of coaches. Virtual coaching will be scheduled jointly by the leader and
the coach.
(b)
Students scheduled to attend Advanced Leaders Course, Senior
Leaders Course, Sergeants Major Course, (WOAC), Warrant Officer Staff Course,
Warrant Officer Senior Service Education (WOSSE), Captain Career Course (CCC),
School of Advanced Leadership and Tactics, intermediate level education and the
Battalion Command, and PCC must participate in Leader360. Others PME and
Non-PME military courses are encouraged to participate in the MSAF program.
(c)
PME faculty, cadre, and staff will provide coaching to help
students interpret Leader360 results and plan develop-ment action plans for
improvement.
(2) Civilian
Education System courses.
(a)
Students scheduled to attend selected CES courses will be
notified through Civilian Human Resources Training Application System to
participate in an MSAF assessment. Timely completion of required steps allows
feedback to be available during resident course phases.
(b)
Students scheduled to attend the basic, intermediate, and
advanced courses will participate in MSAF. Other civilian courses are
encouraged to participate in the MSAF program.
(c)
CES faculty and staff will provide coaching to help students
interpret MSAF results and plan development action plans for improvement.
(3) Self-initiated. Any Army
leader (military or civilian) can conduct a self-initiated Leader360
assessment. The frequency of assessments for an individual should be based on
length of time in current assignment, changes in assignment, or every 36
months. Limited virtual coaching (via telephone) is available from a pool of
coaches and can be requested via the MSAF Web site.
f. Unit360 events are triggered
by the unit commander and are conducted jointly as an organization, typically
designed for Modified Table of Organization and Equipment (MTOE) and table of
distribution and allowances (TDA) units. The instrument and process for
completing the assessments are the same as the Leader360. All individual
leaders participating in a Unit360 administration receive a confidential IFR.
(1) Units should schedule execution of a Unit360
administration on a cyclical basis.
(a) A
recommended method would be to conduct a Unit360 event aligned to the Organizational
Inspection Program (OIP).
(b) Before
execution of the OIP units should contact the CAC – CAL to schedule an MSAF
unit event.
(2) Units should designate a survey group administrator
from within their unit.
(a) The
survey group administrator will assist in the coordination of assessments and
the designation of assessors for unit leaders.
(b) Program
personnel and administrators are required to enter into non-disclosure
agreements and pledges of privacy.
(3)
Aggregated results of the Unit360 event are provided to the
commander or director in a unit roll-up report (URR) which can serve as
additional information about unit leadership strengths and developmental needs
and help provide focus to unit leader development programs.
(4)
Individual leaders will receive a confidential IFR.
(5)
Coaching is available for leaders assigned to MTOE units. A coach
will assist the leader in interpreting the leader’s IFR and in generating an
IDP. Virtual coaching (via Defense Collaboration Services or telephone) is
available from a pool of coaches. Coaching is scheduled jointly by the leader
and the coach.
g. Types of reports.
(1)
Individual reports. The online MSAF platform provides a
portfolio where an individual leader can store and retrieve their Leader360 and
Unit360 IFRs and developmental plans. This portfolio can only be accessed by
the individual leader. At the conclusion of the assessment period, the leader
can access a protected, electronic IFR, which can be converted to an IDP.
Ratings by individual assessors are kept confidential and results are only
reported at the group level (peer, subordinate, or superior). Virtual coaching
is available for leaders participating in Leader360 and Unit360 and can be
scheduled via the MSAF Web site.
(2)
Unit reports. Upon completion of a Unit360
administration, aggregate reports will be provided to commanders, directors, or
other organizational leaders. These aggregate reports are assembled so no
identifiers of persons assessed or making the assessments are provided. No
individual results are discernible in these reports. Aggregate reports are not
provided when unit or group results do not meet a specified number of
participants. MSAF is a commander’s leader development program that can be
tailored to unit needs. Commanders can receive URRs that identify leadership
strengths and weaknesses in their units. This valuable feedback can be an
important resource for organizational leader development and unit training.
(3)
Unspecified aggregate reports. Periodic aggregate reports may be
provided to leaders of institutional, educational, and training functions.
These institutional reports can provide leadership analyses that correspond to
particular cohorts by rank, educational level, or other grouping stipulations.
h. Accessibility and confidentiality of reports.
(1)
IFRs from Leader360 or Unit360 events are strictly confidential.
Only the assessed leader can see and control assessment results.
(2)
IFRs are stored in the individual’s confidential portfolio on the
MSAF platform.
(3)
Leaders may share their IFRs and results with others of their own
choosing.
(4)
Superiors or authorities may not demand to see results from the
individual leader or from any program personnel or database administrators.
(5)
IFRs for individual leaders cannot be used or requisitioned as
part of an official investigation by the IG or other entities.
(6)
The DA Form 67–10 series report will reflect the date an
individual has completed a Leader360 or Unit360 event within the last 36
months. Leaders may print completion certificates demonstrating the completion
of their assessment from the MSAF online platform.
(7)
Leader360 or Unit360 results will not be used as part of the
formal evaluation of any officer, NCO, or civilian leader.
(8)
High-level encryption and other protection steps are used to
prevent unauthorized disclosure.
B–3. Commander
360 Program Execution
The CDR360 program is designed to facilitate a leader’s
growth and development by providing information from multiple perspectives on
the leader’s capabilities to facilitate more informed coaching, counseling, and
dialogue. The program is developmental and includes a multi-source assessment
of the commander’s performance from their current subordinates, peers, and
superiors. It also includes a mandatory discussion between the commander and
their current rater to ensure that a plan for development and continued growth
results from the assessment. Relevant CDR360 training, instructions, assessment
instruments, and feedback reports are only available through the online
platform at https://cdr360.army.mil/.
a.
Population. The CDR360 program is required for all
Active Component CSL commanders at the O–5 and O–6 level
and their current raters (note: this does not include key
billets filled from the CSL system).
b.
Timing. Commanders are required to complete two
CDR360 events during the course of their command tenure, both of which are
initiated by their current rater. For Regular Army (RA) commanders, the first
event will occur within 3–6 months after assumption of command (with the
development discussion occurring no later than the sixth month of command) and
the second event will occur 15–18 months into command (with the development
discussion occurring no later than the eighteenth month of command). The CNGB
and the CAR will determine the windows for the events of their respective
commanders A CDR360 event is complete when both the assessment and the
developmental discussion have taken place.
(1)
All participating commanders and raters are required to complete
DA Form 67–10–1A and DA Form 2166–9–1A (NCO Evaluation Report Support Form) for
NCOs within the Evaluation Entry System (https://evaluations.hrc.army.mil) within the first 90 days of
command.
(2)
Participating commanding raters are also required to complete the
online CDR360 training on the purpose and performance standards under
assessment.
c. Rater responsibilities. The CDR360
program is executed as a rater’s program, and the rater bears the
responsibility for initiating the CDR360 process for eligible CSL subordinate
commanders and for the timely completion of all program components within the
event administration window.
(1)
The current rater is responsible for selecting the majority of
assessors for CDR360 from the pool of individuals who currently work with the
commander as a subordinate, peer, or superior. Commanders will also be allowed
to nominate two assessors (one peer and one subordinate) to the rater for
consideration. The final list of assessors will be kept confidential and not
shared with the commander. Selected assessors have a professional
responsibility to provide feedback.
(2)
Raters may utilize a designated representative from within their
unit to assist in the coordination of assessments and the designation of
assessors for commanders. Designated representatives will not have access to
reports and are required to enter into non-disclosure agreements and pledges of
privacy.
(3)
When first participating in the program, raters will request through the
CDR360 Web site additional guidance from a leader development coach to ensure
accurate report interpretation in advance of the first developmental discussion
with a commander. Leader development coaches will be made available through a
capability provided by the CAC – CAL and scheduled via the CDR360 online
platform.
(4)
In situations where the commander’s current rater is unavailable,
the senior rater will assume responsibility for completion of the commander’s
CDR360.
d.
Commanders feedback report. The CFR will generate
once the commander, current rater and a minimum number of assessors have
completed the assessment. The report will be available on the CDR360 Web site for
the commander and their current rater (see K–2A for more detail on report
confidentiality and access) for use in the developmental discussion.
e.
Developmental discussion. Once the assessment phase
is complete and the CFR has been generated. The rater and commander must
complete a developmental discussion on the results. This mandatory meeting will
give the rater and commander the opportunity to engage in a candid, in depth
and more informed discussion about the leader’s capabilities, performance, and development.
The requirement for discussion reinforces the Army’s expectations that raters
are to engage in the leadership growth of their commanders as leaders. The
exact format and structure of the discussion is left to the discretion of the
individual rater but should result in an executable plan for development.
(1)
The developmental discussion for each event should occur within
two weeks of receipt of the CFR and within the given event administration
window (for example, no later than the sixth month of command for event 1 and
no later than the eighteenth month of command for event 2).
(2)
While correspondence and telephone conversations may be used as
an alternative because of geographic separation, these will be followed by a
face-to-face discussion between the commander and their current rater at the
earliest opportunity.
f.
Tracking. The CDR360 event requirement is not
fulfilled until the assessment and developmental discussion are completed. The
commander and rater will annotate the date the developmental discussion
occurred on the CDR360 Web site. The date of the developmental discussion is
the date that will be annotated on the commander’s DA Form 67–10 series report,
fulfilling their MSAF requirement for that phase in their career.
g.
Confidentiality and accessibility of CDR360 reports.
All CDR360 data will be collected, maintained, and shared in accordance with
the Privacy Act. The CFR will be available on the CDR360 Web site and only to
the commander and their current rater (on the commander’s and rater’s dashboards
respectively).
(1)
Only the current rater will have access to the CFR. If the rater
for a commander is different for the second event, then the second rater will
only have access to the CFR for event 2 and will not be provided access to the
CFR for event 1.
(2)
CDR360 reports will only be available for the commander’s current
role, and past reports will not be released for review in subsequent positions.
(a)
The CDR360 report will not be shared with the senior rater
and will not be used as input into the commander’s DA Form 67–10 series report.
(b)
Other individuals, agencies, or authorities may not request
results from the individual commander, rater, CDR360 program personnel or
database administrators. The CFR cannot be used or requisitioned as part of an
official investigation by the IG or other agencies.
(c)
High-level encryption and other protection steps are used to
prevent unauthorized disclosure. CDR360 program personnel, rater designated
representatives and administrators are required to enter into non-disclosure
agreements and pledges of privacy.
(d)
Individual-level ratings by assessors will be kept
confidential, and results will only be reported at the group level (peer,
subordinate, or superior). Commanders may share their CDR360 results with
others.
Appendix C Army Career Tracker Individual Development Plan
C–1. Army
Career Tracker
The ACT is a Web-based Army leader development tool serving
as a single point of entry for career management and development. The ACT
incorporates a PDM designed by the contemporary operational environments and
Force Modernization Proponents personalized to the user by matching their
history to proponent approves maps. By using the PDM information, the ACT will
make targeted recommendations for future assignments, training, education, and
self-development. The ACT provides the capability to organize, collect, plan,
schedule, and arrange individual developmental opportunities into a plan that
enables users to satisfy goals and objectives over time. The ACT supports implementation
of the Army Learning Concept 2015 by allowing user to see a lifelong learning
plan for their specialty, select an appropriate path, and receive feedback on
their progress. The ACT provides the IDP to facilitate this process.
a. The
ACT provides Soldiers and leaders visibility of their PDM/career map and
enables them to create and update
their IDP.
b. Additionally,
the ACT provides an improved career tracking capability with real-time
insights. A comprehensive
management dashboard displays reports and scorecards within
one easy view, giving individuals, leaders, and staff unprecedented access to
Soldiers career, training, and education performance metrics. Insights for this
program include the following:
(1) Awareness
of the need for change.
(2) Desire to
participate and support the change.
(3) Knowledge
on how to change.
(4) Ability
to implement the required skills and behaviors.
c. The introduction of the
Soldier Life Cycle occurs in the ACT using the IDP within 30 days of arrival to
the first permanent duty station for military and for Army Civilians during
on-boarding as part of the Army Civilian acculturation process.
C–2. Individual
Development Plan
The development of a culture of lifelong learning coupled
with professional and personal goal setting is mutually beneficial to the Army
and its personnel. The ACT IDP enables direct line supervisors to access the
system in an effort to enhance their ability to mentor and facilitate the
development process.
a. Employee checklist for preparing an individual
development plan
(1) Identification
of personal goals.
(a) Identify the assignments or job duties
you would like to complete this year. (b) List future activities that
you would like to accomplish.
(2) Identification
of organizational goal.
(a) Identify
organizational core competencies.
(b) Identify career
field core competencies and career ladders.
(c) List
long-range training opportunities that provide rotational assignments or
developmental assignments outside your chosen career.
(3) Identification
of objectives.
(a) List
specific job activities that you enjoyed in the past year.
(b) List
specific job activities that you did not enjoy in the past year. (c)
Identify elements of your job where you excel.
(4) Identification
of developmental activities.
(a)
Identify and prioritize the knowledge, skills, and abilities
you do not have or those you need.
(b)
Identify short-term development activities that will help you
acquire the needed knowledge, skill, and abilities. (c) List the
knowledge, skills, and abilities needed to improve your performance. b.
Supervisor checklist for reviewing individual development plans (1) Reviewing
the individual development plan.
(a) Are the
employee’s goals realistic based on your assessment of the employee’s
capabilities and past performance?
(b) Are the
employee’s goals consistent with unit needs, core competencies, and
organizational goals?
(c) Has the
employee considered a full range of potential developmental activities,
including self-study, on-the-job training, seminars, workshops, professional
society meetings and conferences, details, and special assignments? (d)
Is the level of proposed developmental activities reasonable given the
anticipated workload?
(2) Analysis
of organizational needs.
(a)
Thinking from the perspective of the organization as a whole,
and of your supervisory perspective, what are the needs and objectives of the
organization, now and in the future?
(b)
What are the functions and tasks that must be accomplished in
your organization’s daily work if it is going to meet those objectives?
(c)
What competencies are needed among your staff to accomplish
these functions and tasks?
c. IDP objectives result from negotiation
and mutual agreement. Supervisors act in behalf of the organization to ensure
that development or application of the targeted competencies is needed by the
organization. Employees act on their own behalf to ensure that developing or
more fully utilizing the targeted competencies will result in greater
satisfaction with their work and enhanced potential for career progression.
Appendix D Internal Control Evaluation
D–1. Function
The functions covered by this evaluation are to set policies
and responsibilities for all aspects of the Army Profession and leadership
policy, doctrine, training, and research.
D–2. Purpose
The purpose of this evaluation is to assist assessable unit
managers, internal control administrators, and test control officers in
evaluating the key internal controls outlined. It is not intended to cover all
controls.
D–3. Instructions
Answers must be based on the actual testing of key internal
controls (for example, document analysis, direct observation, sampling,
simulation, or other). Answers that indicate deficiencies must be explained and
the corrective action identified in supporting documentation. These internal
controls must be evaluated at least once every 5 years. Certification that the
evaluation has been conducted must be accomplished on DA Form 11–2 (Internal
Control Evaluation Certification).
D–4. Test
questions
a. Are
Army leaders exemplifying the Army’s core leader competencies?
b. Are
organizations displaying appropriate command climates representative of a
healthy culture?
c.
Are leaders who display destructive or toxic leadership
behaviors identified and either developed to cease those
behaviors or removed from the Army Profession?
d. Are
all organizations executing their responsibilities in regard to the Army
Profession and leadership?
D–5. Supersession
This checklist is the Internal Control Evaluation Checklist
for Army Profession and leadership policy.
D–6. Comments
Help make this a better tool for evaluating internal
controls. Submit comments to Assistant Secretary of the Army (Manpower and
Reserve Affairs) ATTN: Diversity and Leadership, 111 Army Pentagon, SAMR–ZA,
Washington DC 20310– 0111
Glossary
Section I Abbreviations
AASA
Administrative Assistant to the Secretary of the Army
ACOM
Army command
ACT
Army Career Tracker
AR
Army Regulation
ARI
Army Research Institute
ARNG
Army National Guard
ARSTAF
Army Staff
ASA (M&RA)
Assistant Secretary of the Army (Manpower and Reserve
Affairs)
ASCC
Army service component command
BOLC
Basic Officer Leaders Course
CAC
Combined Arms Center
CAL
Center for Army Leadership
CAPE
Center for the Army Profession and Ethic
CAR
Chief, Army Reserve
CASCOM
Combined Arms Support Command
CCC
Captain Career Course
CCH
Chief of Chaplains
CES
Civilian Education System
CFR
Commanders Feedback Report CG
commanding general
CGSC
Command and General Staff College
CMH
Chief of Military History
CNGB
Chief, National Guard Bureau
COL
colonel
CPA
Chief of Public Affairs
CSA
Chief of Staff, Army
CSL
Centralized Selection List
DA
Department of the Army
DA PAM
Department of the Army pamphlet
DARNG
Director, Army National Guard
DCS
Deputy Chief of Staff
DOD
Department of Defense
DRU
direct reporting unit
FORSCOM
U.S. Army Forces Command
HQDA
Headquarters, Department of the Army
HRC
Human Resources Command IDP individual development
plan IFR
individual feedback report IG inspector general
IMT
initial military training
INCOPD
Institute for Noncommissioned Officer Professional
Development
LDP
leader development plan
MEDCOM
U.S. Army Medical Command MSAF
multi-source assessment and feedback
MTOE
Modified Table of Organization and Equipment
NCO
noncommissioned officer
NCOPDS
Noncommisioned Officer Professional Development System
OCS
Officer Candidate School
OIP
Organizational Inspection Program
PCC
pre-command course
PDM
professional development model
PME
professional military education
RA
Regular Army
RC
Reserve Component
ROTC
Reserve Officers’ Training Corps
SGT
sergeant SSD
structured self-development
TDA
table of distribution and allowances
TIG
The Inspector General
TJAG
The Judge Advocate General
TRADOC
Training and Doctrine Command
TSG
The Surgeon General
URR
unit roll-up report
USAR
U.S. Army Reserve
USASMA
U.S. Army Sergeants Major Academy
USAWC
U.S. Army War College
USAWOCC
U.S. Army Warrant Officer Career College
USMA
U.S. Military Academy
WOAC
Warrant Officer Advanced Course
WOCS
Warrant Officer Candidate School
WOSSE
Warrant Officer Senior Service Education
Section II Terms
Army
Career Tracker
The ACT is a leader development tool that provides a single
point of entry for career management and development for the enlisted, officer,
and civilian cohorts, to include all three components, with a specific set of
functionalities for each component.
Army
Civilian Corps Creed
The professional attitudes and beliefs that characterize the
Army Civilian. At its core, the Army Civilian Corps Creed requires unrelenting
and consistent determination to do what is right and to do it with pride, both
in war and peace. No matter the conditions, it is the Army Civilians’ selfless
commitment to the Nation, the Army, and fellow Army civilians and Soldiers that
keeps them going. It is the professional attitude that inspires every Army
Civilian (see figure 1–1).
Army
Values
The baseline, core, and foundation of every Soldier. They
define all Soldiers: who they are, what they do, and what they stand for. They
drive Soldiers internally (their beliefs) and externally (their actions), at
home and work, in peace and war.
a. Loyalty. Bear true
faith and allegiance to the U.S. Constitution, the Army, your unit, and other
Soldiers. This means supporting the military and civilian chain of command, as
well as devoting oneself to the welfare of others.
b. Duty. Fulfill your
obligations. Duty is the legal and moral obligation to do what should be done
without being told.
c. Respect. Treat people
as they should be treated. This is the same as do unto others as you would have
done to you.
d. Selfless service. Put
the welfare of the Nation, the Army, and your subordinates before your own.
This means putting the welfare of the Nation and accomplishment of the mission
ahead of personal desires.
e. Honor. Live up to all
the Army Values. This implies always following your moral compass in any circumstance.
f. Integrity. Do
what is right, legally, and morally. This is the thread woven through the
fabric of the professional Army ethic. It means honesty, uprightness, the
avoidance of deception, and steadfast adherence to standards of behavior.
g. Personal Courage.
Face fear, danger, or adversity (physical or moral). This means being brave
under all circumstances (physical or moral).
Career Readiness Standards
A set of required actions for eligible Soldiers to complete
prior to transition dates as defined by the Secretary of Defense.
Climate
The state of morale and level of satisfaction of members of
an organization.
Command
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.
Culture
The set of long-held values, beliefs, expectations, and
practices shared by a group that signifies what is important and influences how
an organization operates. Developmental leadership assessment training
Training support packages that teach leaders to identify and
analyze subordinate leader behaviors and how to provide feedback and
developmental counseling.
Diversity
The different attributes, experiences, and backgrounds of our
Soldiers, Civilians, and Family Members that further enhance our global capabilities
and contribute to an adaptive, culturally astute Army.
Doctrine
Fundamental principles by which military forces or elements
thereof guide their actions. Doctrine evolves from theory and concepts based on
values, beliefs, historical perspective, experience, and research.
Human
Dimension
The cognitive, physical, and social components of Soldier,
Army Civilian, leader, and organizational development and performance essential
to raise, prepare, and employ the Army in unified land operations.
Inclusion
A process that cultivates a work environment that connects
Soldiers, Civilians, and Family Members; encourages collaboration, flexibility,
and fairness; and leverages diversity so that all are enabled to participate
and contribute to their full potential.
Leader
development
The deliberate, continuous, sequential, and progressive
process, grounded in Army Values, that grows Soldiers and civilians into
competent and confident leaders capable of decisive action. Leader development
is achieved through lifelong synthesis of the knowledge, skills, and
experiences gained through institutional training and education, organizational
training, operational experience, and self-development.
Leadership
The process of influencing people by providing purpose, direction,
and motivation to accomplish the mission and improve the organization. Leadership
assessment
A structured process that focuses on developing leaders by
using multiple observations and frequent feedback sessions. Assessment provides
information about a leader's readiness or potential to lead effectively in a
particular position or level within the Army.
Mentorship
A voluntary and developmental relationship that exists
between a person with greater experience and a person with less experience,
characterized by mutual trust and respect.
Noncommisioned
Officer Professional Development System
NCOPDS will adhere to seven leader development imperatives
that will guide policy and actions in order to develop NCOs with the required
qualities and enduring leader characteristics. These guiding principles remain
constant and consistent from initial entry into the Army to transition creating
a leader development continuum that is deliberate, continuous, and progressive.
These imperatives will drive the synchronization and implementation of the
NCO2020 Strategy: a. Commitment to the Army Profession, lifelong learning, and
development.
b. Balance the Army’s
commitment to the training, education, and experience components of leader
development.
c. Manage talent to
benefit both the institution and the individual.
d. Select and develop
leaders with positive leader attributes and proficiency in core leadership
competencies for responsi-bility at higher levels.
e. Prepare adaptive and
creative NCOs capable of operating within the complexity of the operational
environment and the entire range of military operations.
f. Embed Mission
Command principles in leader development.
g. Value a broad range
of leader experiences and developmental opportunities.
Policy
A written communication that initiates or governs action,
conduct, or procedures, giving a definite course or method of action, or that
determines present and future decisions. Policy implements, interprets, or
prescribes public law and executive orders and explains the execution of
actions, or directives from a higher level; it delegates authority and assigns
responsibility; and it dictates an action to be carried out, a procedure to be
followed, a form to be used, or a report to be submitted. Self–development
A planned, continuous, lifelong process individual leaders
use to enhance their competencies and potential for progressively more complex
and higher-level assignments (see DA Pam 350–58).
Service Ethos
The internal shared attitudes and beliefs that embody the
spirit of the Army profession for Army Civilians.
Warrior
Ethos
The Warrior Ethos is the very essence of what it means to be
a Soldier. The Warrior Ethos describes the frame of mind of the professional
Soldier and proclaims a Soldier’s selfless commitment to the Nation, mission,
unit, and fellow Soldiers. When internalized, it produces the will to win.
Section III Special Abbreviations and
Terms
CDR360
Commander 360