Leader Development Process

Army Civilian Leader Development Proponency. The Army‘s G-3 Training, Civilian Leader Develop-ment Division (DAMO-TRV) is the proponency for Army civilian leader development and the Army Training and Leader Development - Civilian Implementation Plan. Training and Leader Development doctrine is writ-ten in FM 7-0, Training the Force, FM 7-1, Battle Focused Training and DA Pam 350-58 Training and Leader Development for the Army. Both the Army Management Staff College and the Civilian Leadership Development Division are now elements of the Army Command and General Staff College and are part of the Train-ing and Doctrine Command (TRADPC). Army G-3/5/7 Training Directorate (DAMO-TRV) has the funding responsibility for these courses. The Army G-3/5/7 has strongly endorsed training and education for Army civilians and encouraged supervisors to provide opportunities for civilians to participate in existing Army leader development programs as we transform to a new education system.

Leadership Defined. Army Leadership includes civilians as an integral cohort of the Army. Doctrine defines Leadership as “influencing people by providing purpose, direction, and motivation while operating to accomplish the mission and improving the organization.” (FM 6-22, AR 600-100)

Who is the Army leader? An Army leader is anyone who by virtue of assumed role or assigned respon-sibility inspires and influences people to accomplish organizational goals. Army leaders motivate people both inside and outside the chain of command to pursue actions, focus thinking and shape decisions for the greater good of the organization. (FM6-22, AR 600-100)

Leadership is the intended product of good leader development systems. The definition of Leader development is: 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 the lifelong synthesis of the knowledge, skills, and experiences gained through institutional training and education, organizational training, operational experience, and self-development. Leaders play the key role in leader development that ideally produces tactically and technically competent, confident, and adaptive leaders who act with boldness and initiative in dynamic, complex situations to execute mission type orders achieving the commander’s intent and organizational goals.

The Army Training and Leader Development Model is portrayed below. The model portrays development of trained and ready units led by competent and confident leaders. The term units also apply to civilian organizations that ultimately support units. The model identifies important interactions that develop leaders for the future. It describes three core domains that shape critical learning experiences throughout a career– operational, institutional, and self-development. It describes a continuous cycle of counseling, coaching, mentoring, education, assessment, feedback, remediation and reinforcement. As leaders progress in their career and face new challenges (evaluations, selection, promotions, schooling, assignments), they must be developed to meet those challenges.

    Training and Leader Development Domains. The three domains of leader development (institutional training and education, operation assignments, and self–development) are dynamic and interconnected. The individual gains knowledge, and attributes at the institution and practices them during operational assignments to refine skills, broaden knowledge, and hone abilities. Self–development enhances, sustains, and expands the knowledge, skills and abilities gained from assignments and institutional learning.

    Institutional Training and Education Domain. The Army’s school system provides leader education (what to know) and training (how to do) needed to perform duty position requirements. Training and education usually precede significant new levels of operational assignments. Leaders attend institutional training courses following appropriate career development models.

    Operational Assignments Domain. Operational assignments translate the theory into practice by placing leaders in positions to apply their knowledge and skills acquired during institutional training and education. Repetitive performance of duty position requirements (practice) refines the leader’s skills, broadens his knowledge, and shapes their attitudes and subsequent behavior.

    Self–Development Domain. Self–development initiatives focus on maximizing leader strengths, reducing weaknesses, and achieving individual leader development goals. Self–development is a continuous process, taking place during institutional training and education, and during operational assignments that should also stretch and broaden the individual beyond the job or training.

    The Army Training and Leader 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 Soldiers, leaders, and units to Combatant Commanders. The man-agement process starts with Councils of Colonels (CoC) and culminates with providing recommendations to the Army Leadership through the Training and Leader Development General Officer Steering Committee (TLGOSC) (for more information, see chapter 9, DA PAM 350-58).

Content last reviewed: 3/20/2007-DLS