Leadership Problem Areas and The Problem Solving Process

Leadership requires the solving of a variety of problems. These problems cannot be ignored and must be handled promptly in the most effective manner possible. If you fail to solve these problems, they may adversely affect the efficiency of your unit. b. Some of the more common problem areas you will encounter are those of selection and development of junior leaders, the senior-subordinate relationship, reception and integration, assumption of command, and counseling. 

‍

Section I. PROBLEM SOLVING PROCESS 

Leadership Problem Solving Process 

a. You cannot always rely upon your experiences and observations as guides for determining means of arriving at sound decisions. Problems are often much more complex than they appear to the casual observer and experiences are many times misleading. Therefore, it becomes necessary that you develop a thinking process which can be used to solve problems in an orderly and analytical manner. 

b. The leadership problem solving process is a sound and analytical approach that helps you to decide on "actions and orders" for the solution of leadership problems. There are three general steps in this process--recognize the problem, make an estimate of the situation, and take action. 

(1) Recognize the problem. A problem exists in a unit when an incident occurs or conditions exist which adversely affect one or more of the leadership indications. However, to think of a problem as being solely one of discipline, morale, espirit de corps, or-proficiency, will not satisfy the first step in the problem-solving process as there are many different incidents and conditions in a unit which influence each of these indications. Unless you understand what incidents or conditions present a problem, you will allow many of these to persist which will counteract your effort to develop and maintain an effective unit.

(2) Make an estimate of the situation. It is necessary to take positive and immediate action when dealing with problems that arise within your command. However, before taking corrective action you should realize that a basic underlying cause exists. If the problem is to be entirely eliminated, or at least minimized, you must take additional steps to determine the cause. A rash leader who jumps to conclusions and does not attempt to exercise insight will often create a more serious problem than the one he is attempting to correct. Carefully analyze facts. Determine possible solutions and compare their strong and weak points. Select the best solution available. 

(3) Take action. After making a complete estimate of the situation in order to select the best possible solution, select "actions or orders" to complete solving of the problem. Having decided on what to do, it remains for you to put your plan into effect and check results. Remember, 'one of the most outstanding factors which distinguishes a successful commander from a mediocre one is the ability to select sound "actions and orders." Solve problems daily-do not let them accumulate-they multiply with inaction. 

‍

Section II. PROBLEM AREAS 

Assumption of Command 

a. Many conditions exist in military leadership that require rotation and replacement of leaders. This poses a problem for the leader who must assume command of a unit on short notice. 

b. In assuming command of a unit, plan every move with the thought that the first impression you make will be a lasting one. Essential elements of planning an assumption of command follow: 

(1) Observe your unit for a period of time before making any major changes. This ensures that your actions and orders will be based on facts. 

(2) Evaluate the indications of leadership in the unit. The majority of leadership problems originate in the areas covered by the indications. Judicious application of the problem solving process will expedite the solving of leadership problems. Evaluate your junior leaders to determine their strengths and weaknesses. Utilize all possible means to further the development of your subordinates. Evaluate the effectiveness of each subordinate element under your command with a view toward raising its level of proficiency. 

(3) Orient your unit on your policies and desired standards. Set and maintain the highest standard attainable. The unit must be motivated to reach the ultimate goal of an effective unit.

(4) Set the example for your unit and junior leaders. 

‍

Selection of Junior Leaders 

a. No foolproof method has been devised to determine whether a man will be a leader. Successful leaders with the responsibility for selecting leaders have used the following means to obtain information: 

(1) Interview. A personal interview is a valuable device to use to observe potential leadership characteristics, and will often provide useful information not; available from other sources. Whenever possible, plan the interview. Look for the following qualities during the interview: 

(a) Poise. 

(b) Ability to express ideas. 

(c) Evidence of sincerity and honesty. 

(d) Frankness. 

(e) Pleasing personality. 

(f) Grooming. 

‍

(2) Observation. This is a reliable method of gaining information when conducted over a period of time. Observe for the following: 

(a) Possession of a positive attitude and approach toward all tasks. 

(b) A desire to seek and accept responsibility. 

(c) The ability to see a problem in its proper perspective. This ability is simply the capacity to divorce personal emotions from facts. 

(d) Loyalty to his Soldiers as well as to his superiors. 

(e) The ability to perform consistently in a superior manner under adverse conditions. 

(f) The respect and admiration the individual merits among the members of the unit. 

‍

(3) Recommendations. Seek recommendations regarding the abilities of the potential leader. The previous jobs held, amount of responsibility, and relationship to the recommending officer are among the things that should be considered in evaluating these recommendations. 

(4) High standards. This is an excellent indication of competence. Neatness, correct posture, proper behavior, and punctuality are some of the qualities to look for in an individual's standards. 

(5) Administrative records. When records are available, use them to obtain general background information. 

‍

b. Commanders have obtained good results in the past using the following criteria in selecting Soldiers for command positions: 

(1) Demonstrated ability to do the job (first consideration). 

(2) Personality as noted by personal contact with the Soldier. 

(3) Length of service. 

(4) Experience in the job or similar jobs. 

(5) Seniority. 

‍

Development of Junior Leaders 

a. Consider not only the leadership that you exert, but also that of your junior leaders. The quality of your leadership is reflected in the junior leader's ability. Take every opportunity to teach your junior leaders the fundamentals of leadership and their application in order that they may become more effective. A sense of responsibility in junior leaders is best developed by the assignment of duties, setting the standards of accomplishment, setting a personal example, operating the unit through the chain of command, wise counseling, and supervision. The commander must. be conscious of the dangers inherent in the usurpation of the junior's prerogatives. Junior leaders must be given complete authority appropriate to their positions. 

‍

b. The development of leadership in junior leaders must be a constant concern. A good junior leader not only possesses a sense of responsibility but also possesses leadership ability. This ability can be developed through study, practice, and experience in command. This means that junior leaders must be trained. This training is accomplished through- 

(1) Periodic rotation of duty assignments (professional education). 

(2) Leadership instruction. 

(3) Special duty assignments. 

(4) Training inspections and field exercises. 

(5) Attendance at unit and Army service schools. 

(6) Proper study and reading. 

‍

c. In dealing with junior leaders, maintain as direct and personal a relationship with them as the situation permits. Let them know what you expect of them, how they are getting along, and ways to improve. Give them credit when due and be careful to avoid favoritism. 

‍

d. With rapid turnover of leaders in every unit, replacement of these individuals is a pressing problem. A system of planning for and preparing these replacements in advance is essential. There is a necessity for training replacements for each key position so that two substitutes are always available. This planning for leaders, in depth of three, becomes even more important in combat where turnover is greater. 

‍

e. The leadership ability of junior leaders will have to be of a higher quality in the future than it has been in the past. The concept of atomic warfare will require that small unit leaders rely more and more on their abilities and resources. Units will be required to operate with little feeling of mutual security and with limited supplies. Newer weapons, greater distances between units, new tactics, and more advanced means of communication will produce leadership problems which have no parallel in military history. Success or failure will depend upon how effective commanders are in solving these new problems. Junior leaders must be trained to cope with these new challenges, one of the most pressing of which will be the conservation of fighting strength. 

‍

Senior-Subordinate Relationship 

a. The relationship that exists between the officer and noncommissioned officer must be one of respect and confidence. This same relationship must be maintained between officers of different ranks. As a junior officer, you must be respectful and obedient to your superiors before you can expect your Soldier to respect you. 

‍

b. The proper senior-junior relationship is one in which there is close mutual confidence and trust without overfamiliarity. Overfamiliarity breeds contempt and has a tendency to tear down the respect of the Soldier. Base your actions on the way each man performs his job, never on any prejudice you may hold. 

‍

c. Your personal influence is a great; asset in building harmonious relationships among the leaders of your unit. 

‍

d. Proper senior-subordinate relationship means you must know your Soldier and look out for their welfare. Any leader who does not know his Soldier does not know the effectiveness of his unit. 

‍

Counseling 

a. Counseling is talking over a problem with someone. It involves the clearing up of a problem or pointing the way to a solution by discussion or by advice. The most effective counseling is that which encourages a person to think out his own solution. You accomplish this by exhibiting an interest in the problem and by encouraging the man to talk freely. Then, by injecting pertinent ideas and comments, you guide the man's thinking toward a logical solution to his problem. 

‍

b. The purpose of counseling is to help develop the ability of each individual to take care of himself-to stand on his own feet without being dependent on others. The end result of counseling is clear-to teach the individual to adopt, as his own, habits of mind and emotion that will enable him to solve his own problems as they arise, not to encourage him to continue relying upon external help. 

‍

c. The range of personal problems arising within a unit is vast and varied. Problems which may require counseling are those involving grievances pertaining to rank and promotion, job assignment, discrimination by others, financial problems, family troubles, morale problems, and many other factors involving the individual's well-being. It is necessary that you help the individual solve his problems so that his mind will be free from worry, and he can concentrate on the job at hand. Proper counseling will assist the man in solving his problems. 

‍

d. An understanding of human behavior will help you to find a plausible solution to your Soldier's problems. Always attempt to understand why a man thinks and acts the way he does. 

‍

e. When initiating a counseling program, the following should be included: 

(1) All leaders within a unit should be oriented on the functioning, the need for, and the benefits derived from a counseling program. 

(2) Leaders should make themselves available at any time to give guidance and assistance. 

(3) The soldier should be oriented to take his problems to his immediate leader, and not to violate the chain of command. 

‍

f. Following are certain fundamental rules conducive to effective counseling: 

(1) Use common understandable words and phrases in your discussions. 

(2) Never talk down to your Soldier. 

(3) Retain any information secured during counseling in strict confidence. 

(4) Make full use of assistance available from the staff, services, and higher headquarters. You should know where to get the information, the channels, and if possible, know by name the people to whom referrals are made. When you put the soldier in direct contact with the agency or service, you strengthen the soldier's confidence in your ability. Some of these agencies or services are-Chaplain, Army Medical Service, The American Red Cross, Legal Assistance Officer, The Army Emergency Relief Society, Inspector General, Personnel Officer, Information Officer, Education Officer, and Finance Officer. 

‍

Reception and Integration 

a. The new soldier, finding himself almost entirely separated from his friends and family, must develop a feeling of being part of a group by forming new friendships. In military life he finds that he has much less freedom of choice than in private life, and he has little or no privacy. He feels unimportant. You can make his adjustment less difficult by explaining the reasons for regimentation during his first few days of service. Tell him about the process of training which makes it impossible for him to live, work, and play as he did in private life. Explain that the Army cannot provide the conveniences of civilian homes and communities. 

‍

b. On the other hand, the new soldier may find in the military life a personal freedom greater than he was allowed in his hometown. The restrictions formerly imposed by his parents, teachers, church, and community are remote to him. This sudden release may lead to a great deal of thoughtless and unbridled behavior. Personal counsel and necessary restrictions sometimes help control this problem. 

‍

c. It is particularly important that you take special care in the adjustment of the new Soldiers, especially in the first few months of service. During this period, the seeds of future personality disorders are usually sown. These disorders will not develop if preventive measures are used. 

‍

d. New Soldiers must be classified and assigned to units and integrated in such a way that the requirements of the various component units of the organization are met first and that each individual is assigned to a position where he can be expected to perform best. Often problems of morale develop after you have carefully considered the needs of the unit, the individual's capabilities, and his desires. You can eliminate many such problems by- 

(1) Utilizing noncommissioned officers' experience and knowledge of the Soldier in making detailed assignments within the unit. 

(2) Emphasizing by personal example of word and deed the importance of the individual's job to the overall mission. The importance a man attaches to his job is often directly proportional to the leader's attention to and interest in that job. 

(3) Stressing during initial orientation and throughout training the relationship of the individual to the success of the team as a whole. 

‍

e. A good program of reception, indicating thoughtful concern for the Soldier's comfort and welfare, does much to speed their initial adjustment and creates in them a favorable attitude toward their leaders and the Army in general. In order to accomplish this, you must- 

(1) Keep the program moving. Avoid useless delays and long periods of waiting during processing.

(2) Keep the Soldier informed. Prepare an information program to orient Soldiers quickly on their assignments to units. 

(3) Allow a short readjustment period during transfer between units. After this period, minimize transfers. 

(4) Organize a modified training program for new arrivals pending implementation of the scheduled training program

‍

Source: FM 22-100, pg. 62-76

Photo by RDNE Stock project: https://www.pexels.com/photo/photo-of-soldiers-sitting-beside-each-other-7467881/

Photo by RDNE Stock project: https://www.pexels.com/photo/photo-of-soldier-expressing-thoughts-7467911/

‍