to promote and maintain a high state of discipline and responsiveness. While the ultimate objective
of leadership is and will always be accomplishment of the mission, the military leader cannot afford
to focus his efforts entirely on the accomplishment of short-term goals at the expense of his
subordinates. In the long run, dealing only with short-term goals will prove to be detrimental to
both the Soldier and the unit. Leadership, therefore, can no longer be reduced to the simple
equation of the mission and the personnel, which would require the mission to always take
precedence over the welfare of the personnel. While it may be true in some cases that the mission
(even in the short-term) must have precedence over the welfare of subordinates, such are extreme
cases. Effective military leadership thus has three distinct components:
a. Accomplish the mission.
b. Expend minimum time and effort.
c. Maintain an appropriate balance between the unit, group, and individual needs and goals.
PART B - Leadership Development.
1. Developing leadership is a twofold task. The first task--that of learning the values and
attributes of leadership and aspects of human behavior--may be accomplished in an academic
environment. The second task--that of applying that which has been learned--may take place in a
real world environment. The two tasks complement and reinforce each other.
2. At the same time, the leader is learning more about human behavior and how to apply that
knowledge; he must increase his tactical and technical proficiency. In the long run, professional job
competence is an absolute prerequisite to truly effective leadership and to gaining influence with
subordinates, peers, and superiors alike. Only through the simultaneous development of these skills
can a leader mold the personnel for whom he is responsible.
3. For leaders to achieve their potential, they must have the opportunity to exercise their skills.
The junior leader especially must be given the opportunity to use initiative even though mistakes
due to lack of knowledge and experience, as well as errors in judgment, may occur.
4. Senior leaders, because of their greater experience and their desire to do the job right the first
time, too frequently do the junior leader's job for them. Junior leaders, however, will not improve
unless they are given an opportunity to perform on their own. This opportunity should be granted
initially on routine tasks and progress to tasks that are more complex and demanding. Where
serious errors and mistakes occur, the senior leader's knowledge and guidance to his subordinate can
and ought to be brought into play. We must remember that leadership is not something that some
have and some don't; leadership is developed and nurtured. The senior leader who fails to grant his
subordinates the opportunity to learn by their own experience is, in reality, negligent in fulfilling
one of his most important responsibilities--that of developing effective leaders who will eventually
replace him.
5. Human Characteristics. All people are different in varying degrees. Personalities are the
dynamic product of heredity, environment, and experience as well as the interaction of physical,
mental, and emotional characteristics. These characteristics vary from person to person.
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