Leader development “programs” in our profession require a comprehensive approach to building competent and capable leaders in both tactics and character. Building character without competence is negligent; enabling competence without character is dangerous. Developing “leaders” who aren’t technically and tactically sound is self-defeating. Conversely, a program that focuses solely on the execution of war and neglects the development of the whole person and the effects of war on the human condition is lacking. For this reason, leader development should be viewed as a journey rather than a program. It is a process and not a “check-the-box.”
What is the difference between a “program” and a process? A program, while able to be tailored, is unflinching. It lacks agility and it lacks commitment. Programs create this idea that there is an easy set of steps for developing the leaders at every echelon of your organization. Execute a challenging PT session here, talk about the Army Values there, do a live fire walk through, and “voila!” you’re done – leaders made.
More Than Words
A Leader Development Process is – admittedly – not some huge, fundamental shift in how you have been doing business. But, it also isn’t a slogan or cheap rhetoric. The process is about changing your mindset and how you mentally approach developing people in your organization. Set out with values and an end-state in mind, not a checklist of LPDs (Leader Professional Development [classes]). There are many ways to determine this vision and shared values, and I am personally bias toward a collective process that brings in leaders across the organization. You be the judge of what works best for your team.
Your vision needs to resonate and your shared values must be visceral and truly shared. Not all decisions will require consensus in our profession; in fact, many decisions require decisiveness over consensus. However, this is a decision where a little buy-in provides a large return on investment. If you simply throw some words up on a board and slap it on the wall in your company area you will have successfully sunk to the status quo. We could do a whole series on vision and values, and perhaps we will – so let’s avoid that rabbit hole for now.
The Curriculum
You have your values and vision set – so now you have to develop steps for how to get there. Don’t divorce Leader Development from the other vehicles within your organization. Tie everything you do to accomplishing that singular goal and developing the character of your organization: fitness, tactical training, etc. Leader Development is no different. Yes, a process has to be agile – but, you have to have a baseline before you can adapt.
Be intentional! If you are going to invest your most valuable resource doing it and subject your leaders to listening to it, you might as well do it well. Develop a curriculum that is both comprehensive and marries with your training calendar. My rifle command process looked a lot different than my headquarters troop command. Tailor it to your unit! Here is an example for a Rifle Company in an SBCT:
Shift Fire
The curriculum above deliberately set out to address both leadership in theory and practice, and tactics and the profession of arms. We timed the tactical/doctrinal classes to support the training glide path (e.g. TLPs and OPORDs before CO STX). Combining classroom discussion – in context with historical operations – helps leaders develop an academic understanding of warfare. Combining this with tactical decisions games and terrain walks helps develop our leaders’ vision for the game.
A Leader Development Process is constantly under revision. It’s goals should be constant, but sometimes you need to audible the play to get in the end zone. For example, you may come out of a training exercise with more identified capability gaps. Don’t ignore them for sake of “sticking to the program.” Shift focus and address the gap.
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The training and doctrine classes focused on making us better war-fighters while the “organizational leadership” topics focused on making us better men/women and leaders. These readings served as drivers of discussion and dialogue that challenged junior leaders to think critically, defend their thesis, and remain open-minded to the ideas of others. These topics helped us understand each other better, and ultimately how to get the most out of each individual for the betterment of the collective. You could also label the diagram above like this: blue – “Leader Attributes” and green – “Leader Competencies.”
As you set out to develop your team, be intentional, start with the ends in mind, stay focused on what you value, and constantly reassess. It takes time, it isn’t perfect, and it requires revision; it’s a process.
”[…] Real education presupposes a sense of proportion in physical, mental, and moral development and he alone is educated who has learned the lessons of self control and open-mindedness. […]” -Norwich University Cadet Creed
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