FM 6-22 Army Leadership and The Profession

Question 1

What publication superseded FM 6-22 as the Army’s keystone

manual on leadership?

Answer 1

ADP 6-22, Army Leadership.

Question 2

Who is an “Army leader?”

Answer 2

Anyone in the Army 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, focus thinking, and shape decisions for the greater
good of the organization. (ADP 6-22, para 2)

Question 3

What is “leadership?”

Answer 3

The process of influencing people by providing purpose, direction, and motivation to accomplish the mission and
improve the organization. (ADP 6-22, para 3; ADRP 6-22, para 1-1)

Question 4

What does it mean to “influence” people?

Answer 4

Getting people - military and civilian, governmental and non-governmental partners, or even bystanders such as a
local populace - to do what is required. It involves more than simply passing along orders. (ADRP 6-22, para 1-2)

Question 5

Given the definition of “leadership,” the purpose then is to “influence people” and this is described as a process.
What is significant about the fact that leadership is a process?

Answer 5

Processes can be learned, monitored, and improved. The Army endorses the idea that good leadership does not
just happen by chance but is a developed skill. (ADP 6-22, para 4)

Question 6

Leadership involves a minimum of two components. What are they?

Answer 6

A person or group that leads, and a person or group that follows. (ADP 6-22, para 6)

Question 7

Leadership is a process, and the purpose of that process is to influence people. What are the two extremes of the
influence continuum?

Answer 7

ADP 6-22, para 8)

1. Commitment - followers willingly act for a higher purpose.
2. Compliance - followers merely fulfill requests and act in response to the leader’s positional power.

Question 8

What is meant by the phrase “negative leadership?”

Answer 8

Leadership that completes requirements by continuously operating at the compliance end of the influence continuum.
Prolonged use of negative leadership to influence followers undermines the followers’ will, initiative, and potential,
and destroys unit morale. (ADP 6-22, para 11)

Question 9

One form of negative leadership is known as “toxic leadership.” Explain.

Answer 9

Toxic leadership is a combination of self-centered attitudes, motivations, and behaviors that have adverse effects
on subordinates, the organization, and mission performance. Such leadership lacks concern for others and the climate
of the organization, operates with an inflated sense of self-worth and from acute self-interest, and consistently uses
dysfunctional behaviors to deceive, intimidate, coerce, or unfairly punish others to get what they want for themselves.
(ADP 6-22, para 11)

Question 10

When a group of military personnel are present, who technically has the greatest authority?

Answer 10

The person with the highest rank or date of rank. However, anyone can demonstrate leadership and the Army expects
those with the greatest expertise and knowledge of the situation to lead. (ADP 6-22, para 19)

Question 11

What is meant by the term “command?”

Answer 11

The authority that a commander in the armed forces lawfully exercises over subordinates by virtue of rank or assignment.
(ADP 6-22, para 20; ADRP 6-22, para 1-16)

Question 12

The Army Leadership Requirements Model conveys the expectations that the Army wants leaders to meet.
What are the two requirements of this model?

Answer 12

(ADP 6-22, para 22)

1. Leader Attributes - what leaders should BE and KNOW.
2. Leader Competencies - what the Army requires leaders to DO.

Question 13

What are the three different leader Attributes within the Leadership Requirements Model?

Answer 13

(ADP 6-22, para 23 and Figure 2; ADRP 6-22, para 3-2)

1. Character (internal identity) - Army Values; empathy; Warrior Ethos and Service Ethos; discipline.
2. Presence (external identity) - military and professional bearing; fitness; confidence; resilience.
3. Intellect (abilities and knowledge) - mental agility; sound judgment; innovation; interpersonal tact; expertise.

Question 14

What are the three different leader Competencies within the Leadership Requirements Model?

Answer 14

(ADP 6-22, para 24; Figure 2)
1. Lead - leads others; builds trust; extends influence beyond the chain of command; leads by example; communicates.
2. Develop - creates a positive environment/fosters esprit de corps; prepares self; develops others; stewards the
profession.
3. Achieve - gets results.

Question 15

The Army Values consist of the principles, standards, and qualities considered essential for successful Army
leaders. What are the seven Army Values and what acronym can be used to remember them?

Answer 15

LDRSHIP (ADRP 6-22, para 3-3, 3-4)
• (L)oyalty - bear true faith and allegiance to the U.S. Constitution, the Army, your unit, and your Soldiers.
• (D)uty - fulfill your obligations
• (R)espect - treat people as they should be treated
• (S)elfless service - put the welfare of the Nation, the Army, and your subordinates before your own
• (H)onor - live up to the Army Values
• (I)ntegrity - do what is right, legally and morally
• (P)ersonal courage - face fear, danger, or adversity (physical and moral)

Question 16

Leadership is affected by a person’s character and identity. What quality is a key mark of a leader’s character?

Answer 16

Integrity - doing what is right, legally and morally. (ADP 6-22, para 26)

Question 17

What is meant by the leadership attribute of “presence?”

Answer 17

It is the sum of a leader’s outward appearance, demeanor, actions and words, and the inward character and intellect
of the leader. It entails the projection of military and professional bearing, holistic fitness, confidence and resilience.
(ADP 6-22, para 28)

Question 18

Why is physical fitness such an important attribute for a leader?

Answer 18

Physically fit people feel more competent and confident, handle stress better, work longer and harder, and recover
faster. These attributes provide valuable payoffs in any environment. (ADRP 6-22, para 4-5)

Question 19

What are the three different LEVELS of leadership?

Answer 19

ADP 6-22, Figure 1; ADRP 6-22, para 2-25 and Figure 2-1)

1. Direct - face-to-face or first-line leadership. (see also para 2-28)
2. Organizational - indirect influence through levels of subordinates and staffs. (see also para 2-31)
3. Strategic - shape the military through change over extended time.

Question 20

Who primarily serves in each of the leadership LEVELS mentioned above?

Answer 20

(ADRP 6-22, para 2-25)
• Direct - most NCOs, company grade officers, and Army Civilian leaders.
• Organizational - some senior NCOs, most field-grade officers, and higher-grade Army Civilians.
• Strategic - primarily general officers and equivalent Senior Executive Service (SES) Army Civilians.

Question 21

What are the four SPECIAL CONDITIONS of leadership?

Answer 21

(ADP 6-22, Figure 1)
1. Formal - designated by rank or position (command is an example).
2. Informal - take initiative and apply special expertise when appropriate.
3. Collective - synergistic effects achieved with multiple leaders aligned by purpose (the collective effect is
greater than the sum of the parts).
4. Situational - actions adjusted to complex and uncertain environments.

Question 22

The Warrior Ethos refers to the professional attitudes and beliefs that characterize the American Soldier and is
developed and sustained through discipline, commitment to the Army Values, and pride in the Army’s heritage.
What is the “Warrior Ethos?”

Answer 22

It is the following four lines from “The Soldier’s Creed:” (ADRP 6-22, para 3-21 and Figure 3-1)
I will always place the mission first.
I will never accept defeat.
I will never quit.
I will never leave a fallen comrade.

Question 23

Under normal circumstances, a leader should execute a superior leader’s decisions with enthusiasm. What is the
one exception?

Answer 23

Unlawful orders. A leader has a duty to question such orders and to refuse to obey them if clarification of the order’s
intent fails to resolve his objections. (ADRP 6-22, para 3-43)

Question 24

It has already been stated that the purpose of leadership is to influence people. List nine different methods of
influence.

Answer 24

(ADRP 6-22, para 6-6 thru 6-14)
• Pressure - applied when leaders use explicit demands to achieve compliance. This is a good choice when the
stakes are high, time is short, and previous attempts at achieving commitment have not been successful.
• Legitimating - occurs when leaders establish their authority as the basis for a request when it may not be
obvious. This method suggests to those being influenced that there is the potential for official action if the
request is not completed.
• Exchange - used when leaders make an offer to provide some desired item or action in trade for compliance
with a request. Promise of a four-day pass as reward for excelling during a maintenance inspection is an
example.
• Personal appeals - when a leader asks a follower to comply with a request based on friendship or loyalty.
Mutual trust is the key to success.
• Collaboration - when a leader cooperates in providing assistance or resources to carry out a directive or
request.
• Rational persuasion - requires a leader to provide evidence, logical arguments, or explanations showing how
a request is relevant to the goal.
• Apprising - happens when a leader explains why a request will benefit a follower. Similar to Exchange but the
benefits are out of the control of the leader.
• Inspirational appeals - occurs when a leader fires up enthusiasm for a request by arousing strong emotions
to build conviction. Such appeals can inspire followers to surpass minimal standards and reach elite performance
status.
• Participation - occurs when a leader asks others to take part in a process to address a problem or meet an
objective. The key here is imparting a feeling of shared ownership with the problem.

Question 25

Morale is the Army’s most important intangible human element. What is meant by “morale?”

Answer 25

It is a measure of how people feel about themselves, their team, and their leaders. High morale results in a cohesive
team striving to achieve common goals. (ADRP 6-22, para 6-33)

Question 26

High-risk behavior is a behavioral pattern that intentionally or unintentionally increases the individual’s probability
of negative consequences. Leaders should identify subordinates who exhibit high-risk behavior. What are some
examples?

Answer 26

Driving under the influence, failing to wear proper protective equipment, criminal activity, and the illegal use of
drugs. (ADRP 6-22, para 6-45)

Question 27

A “team” is any group that functions together to perform a mission or collective task. From the Army perspective,
what are the three stages of team development?

Answer 27

Formation, enrichment, and sustainment. (ADRP 6-22, para 7-83)

Question 28

What are the two critical steps in the formation stage of any team?

Answer 28

Reception and orientation (ADRP 6-22, para 7-84)

Question 29

What is the tell-tale sign that a team has reached the sustainment stage of development?

Answer 29

The members of the team identify with “their team.” They own it, have pride in it, and want the team to succeed. At
this stage, team members will do what is necessary without direction. (ADRP 6-22, para 7-88)

Question 30

What Army Regulation deals with Army Training and Leader Development?

Answer 30

AR 350-1

Question 31

The principles of leader development describe goals for what leaders need to be developed to do. Name seven of
these principles.

Answer 31

(FM 6-22, para 1-5)

1. Leading by example
2. Developing subordinates
3. Creating a positive environment for learning
4. Exercising the art and science of mission command
5. Adaptive performance
6. Critical and creative thinking
7. Knowing subordinates and their families

Question 32

What are the five phases of a leader’s cycle within a unit?

Answer 32

(FM 6-22, para 2-17)

1. Reception
2. Integration
3. Utilization
4. Assignment rotation within the unit
5. Transition

Question 33

What are the four fundamentals of leader development?

Answer 33

(FM 6-22, para 3-4)

1. Set conditions (for leader development)
2. Provide feedback (on leaders’ actions)
3. Enhance learning
4. Create opportunities

Question 34

Being a role model for leader development (setting the example) is essential. What leader actions encourage effective
development in others and signal that leader development is valued?

Answer 34

(FM 6-22, para 3-9)
• Encourage development
• Encourage learning
• Promote learning from mistakes
• Encourage innovation
• Allow for risk-taking and encourage exercise of disciplined initiative
• Encourage effective decision-making

Question 35

Mistakes occur in all organizations and operational environments. Knowing this, how can leaders foster learning in
such environments?

Answer 35

By acknowledging that honest mistakes come with challenging missions. Sometimes, providing subordinate leaders
with an example of a time you took on a risky, challenging mission, the mistakes you made and what you learned
from them, can help. (FM 6-22, para 3-10)

Question 36

The “SOAR format” is described as a quick, accurate, and complete way to take notes that make for an effective
feedback session. What is the SOAR format?

Answer 36

(FM 6-22, para 3-31)
• (S) - Situation: Describe the situation and conditions
• (O) - Observation: Describe the observed behaviors, focusing on the leader’s attributes and competencies.
• (A) - Associate and Assess: Did the attributes and competencies meet the standard? What are the strengths
and developmental needs?
• (R) - Reinforce and recommend: How to reinforce the leader’s behavior through praise or correction, sustains
or improves.

Question 37

Mentoring is a powerful tool for personal and professional development. What is the definition of mentorship?

Answer 37

It is the voluntary developmental relationship that exists between a person of greater experience and a person of
lesser experience that is characterized by mutual trust and respect. (FM 6-22, para 3-60)

Question 38

What are the four roles of a mentor?

Answer 38

(FM 6-22, para 3-63 & Table 3-2)

1. Provides (encouragement and motivation, candid feedback, advice, guidance, etc)
2. Shares (experiences that contributed to personal success, etc)
3. Encourages (training and developmental opportunities, efficient and productive performance, etc)
4. Serves (as a confidant, counselor, guide, advisor, etc)

Question 39

What is meant by the term “self-development?”

Answer 39

It is an individual responsibility that bridges the gap between the operational and institutional domains and sets the
conditions for continuous learning and growth. (FM 6-22, para 4-1/2)

Question 40

What are the four major phases of the self-development process?

Answer 40

(FM 6-22, para 4-5)

1. Strengths and developmental needs determination
2. Goal setting
3. Self-enhanced learning
4. Learning in action