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FC 8 - 039

ARMY NCO GUIDE

March 2005

The information contained in this document is not to be communicated, either

directly or indirectly to any person not authorized to receive it.

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HEADQUARTERS
TRAINING AND DOCTRINE COMMAND, PHILIPPINE ARMY
Camp O’Donnell, Brgy Sta Lucia, Capas, Tarlac

FOREWORD

The Training and Doctrine Command, Philippine Army has long been
conducting training for the Army’s personnel, mostly to strengthen their
knowledge on FC 8-039 Army NCO Guide. The demands of such doctrine
have been increasing; hence the need for comprehensive reference material
(RM) for the Army school could not be overemphasized.

We welcome the printing of this RM. This is the product of the fixing
initiatives of our newly-invigorated Doctrine Center. This is expected to benefit
the instructors and students of the Training and Doctrine Command as it
discusses the salient features of Admin or Management. More importantly,
researchers and writers of military doctrines will also find this reference
material useful. By being aware of the importance as well as the substance of
its contents, the users will be able to properly utilize and employ them in order
to exploit their useful implication in the Army’s operations.

While the concepts and guidelines embodied in this RM have been

thoroughly validated, these have been accredited by TRADOC for the use of
all Army schools. This is to be further subjected to test and evaluation prior to
the promulgation of CSAFP for widest dissemination. As such, we are
soliciting your valued inputs and insights to make it more responsive and
dynamic amidst the ever-changing operational environment.

CARLOS B HOLGANZA
Major General, AFP
Commander

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ACKNOWLEDGMENT

This reference material is an adaptation of the US field manual entitled

US Army Guide to NCO which is being used and taught at the Non-
Commissioned Officer Academy, TRADOC, PA

The accreditation of this reference material is part of the Army’s

initiative of standardizing and regulating the training literatures that will be
used by Army schools and training units.

Any recommended revisions or modifications to this material shall be

subject to the validation and accreditation procedure that will be facilitated by
the Doctrine Center, Training & Doctrine Command, Philippine Army.

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PREFACE

1. Purpose

The purpose of this material is to serve as ready reference for Non-

Commissioned Officers, of regular and reserve forces alike, in leading,
supervising, training and caring for soldiers in most situations.

2. Scope and Applicability

This reference material describes NCO duties, responsibilities and

authority and how they relate to Officers. Of importance is the description on
the role of NCOs in training, It discusses NCO leadership, counseling and
mentorship and includes additional information that are of importance to
NCOs.

This reference material is most useful for all Non-Commissioned

Officers of the regular and reserve army forces. Junior officers will also benefit
from reading this manual.

3. User Information

The proponent of this reference material is the Non-Commissioned

Officer Academy, TRADOC. However, Doctrine Center is responsible for the
review and updating of this publication. Send comments and
recommendations to Commanding General, TRADOC, PA, Fort Magsaysay,
3130 Nueva Ecija, Attn: Doctrine Center.

4. Gender

Unless this publication states otherwise, masculine nouns and

pronouns do not refer exclusively to men.

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CONTENTS

Foreword i
Acknowledgment iii
Preface v
Contents vii

Section Title Page

CHAPTER 1 – HISTORY AND BACKGROUND

1-1 History of the Philippine Army Non-Commissioned 1-2

Officer
1-2 Philippine Army Core Values 1-6
1-3 Standards of Conduct 1-14
1-4 NCO Professional Development 1-18
1-5 NCO Transition 1-20

CHAPTER 2 – DUTIES, RESPONSIBILITIES AND

AUTHORITY OF THE NON-COMMISSIONED
OFFICER

2-1 Assuming a Leadership Position 2-1

2-2 Roles of the Non-Commissioned Officer 2-2
2-3 Duties, Responsibilities and Authority 2-3
2-4 Inspections and Corrections 2-13
2-5 Non-Commissioned and Commissioned Officer 2-16
Relationship
2-6 The Non-Commissioned Officer Support Channel 2-17
2-7 NCO Ranks 2-20

CHAPTER 3 - LEADERSHIP

3-1 Learn 3-2

3-2 Be-Know-Do 3-3
3-3 Discipline 3-17
3-4 Make-up and Success of the Soldier, Team and 3-21
Organization
3-5 Putting it Together 3-23

CHAPTER 4 - TRAINING

4-1 NCOs Lay the Foundation in Training 4-1

4-2 Battle Focus Training 4-1
4-3 Mission Essential Task List 4-3
4-4 Leader’s Role in Training 4-5
4-5 Other Leader Concerns in Training 4-13
4-6 Assessment 4-15

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CHAPTER 5 - COUNSELLING AND MENTORSHIP

5-1 Concept of Leadership Counselling 5-1

5-2 Fundamentals of Counselling 5-7
5-3 Effective Philippine Army Counselling Program 5-15
5-4 Training Leaders to Counsel 5-21
5-5 Types of Developmental Counselling 5-23
5-6 The Counselling Session 5-37
5-7 Mentorship 5-41

ANNEX A - SERGEANT’S TIME TRAINING A-1

ANNEX B – LEADER BOOK B-1

ANNEX C – ENLISTED PERSONNEL EVALUATION C-1

MARK

ANNEX D- GENERAL ORDERS OF A SENTINEL D-1

ANNEX E – CODE OF CONDUCT OF FILIPINO E-1

SOLDIER

ANNEX F – AWIT NG KAWAL F-1

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CHAPTER 1
HISTORY AND BACKGROUND

During the pre-colonial period, Filipinos have a traditional way of

fighting. Being settled in numerous islands and separate communities they
formed themselves into “barangays” Sometimes, fighting between barangays
would break out for reasons of gaining alliance or to invade a common foe.
Armed with variety of weapons, mostly bladed and hand-held, such as knives,
daggers, swords, javelins, bolos, crossbows, blowguns and an early form of
artillery, the lantaka, affixed with decorations and rituals, early Filipinos
considered fighting an important, if not an honorable profession. Every able-
bodied man’s duty was to fight for their barangay and the other barangays
with which his barangay was temporarily allied. Each barangay was prepared
to fight for its defense when necessary, on land and at sea.

In 1521, during the Spanish colony, early Filipino armed forces were
put to a test. The battle in Mactan, which roundly defeated the Spanish
intruders, killing Magellan, their leader, marked the first battle in which
Filipinos displayed talent in warfare – the observance of such principles of war
as surprise, mass maneuver and concentration of combat power. Before the
turn of the nineteenth century, the Filipinos overthrew the Spanish yoke in a
dramatic upheaval that became known as the Philippine Revolution – the first
of its kind in Asia.

But hardly had they begun enjoying the fruits of victory and the
blessings of independence when the United States, under dubious
circumstances, took over from where Spain had left off as a colonial master.
To protect and preserve their newly gained sovereignty and freedom,
therefore, the Filipinos had fought their new colonizers in what was the
Philippine-American War. That war raged with all its fury for several years.

Then, after another decade or so of peace and order, disturbed

occasionally by localized uprisings and violent protests, the Filipinos, together
with their American overlords, put up a determined stand against the invading
forces of Japan. When their defense became untenable, they took to the hills
to continue resistance by waging guerilla warfare.

After World War II, the Filipinos would again find themselves fighting,
this time in foreign lands, on the battles of Korea and Vietnam.

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Section 1-1 History of the Philippine Army

Non-Commissioned Officer

1. Transformation of Katipunan into a Military Organization. In the

beginning, regional units – largely dependent on the local chiefs – were
formed. Commissioned and Non-Commissioned officers were appointed as
such on the basis of the number of men they brought along with them and on
their pre-revolution status. A barrio lieutenant who volunteered with several
friends could be designated a sergeant, while a landowner who reported for
duty with his tenants could be commissioned a lieutenant or captain.

2. The Tejeros Convention. The Tejeros Convention on 22 March 1897,

Andres Bonifacio and members of the Magdalo and Magdiwang factions met.
They dissolved the Katipunan and established a government called
“Republica Filipina”, with the loose, heterogeneous units of the revolution
composing the Army, which the present Armed Forces of the Philippines
dates the establishment of the Philippine Army. Although history tells less
about Non-Commissioned Officers long before mid of the nineteenth century,
it was evident that throughout the history of the Army the NCO has been
there, leading soldiers in battle and training them in peacetime, always – out
front.

3. The Battle of Bataan. Non-Commissioned Officers are leaders in the

same Army that fought to defend Bataan against the Japanese invader. Being
inducted into the service of the United States under the U.S. Army Forces in
the Far East (USAFFE), one of NCOs displayed heroism amidst ineptitude.

Sgt Jose Calugas with the USAFFE

On New Year’s Day, 1942, Calumpit Bridge was blown up after the last
USAFFE forces had passed through it. Some Japanese units tried to pursue
the last USAFFE units into Bataan, but Filipino units fought to delay them,
thus giving time for more solid defenses to be set up in Bataan. Stiff fighting
took place to keep the town of Layac in USAFFE hands, for Layac was the
last town before Bataan where all the roads leading to Bataan converged.
Here, Sgt Jose Calugas of the Philippine Scout, whose crew had been killed
or wounded by a Japanese hit, almost single-handedly took over a 75-mm
gun and stopped a Japanese tank advance. For his gallantry beyond the call
of duty, Sergeant Calugas was awarded the highest award of the United
States, the Medal of Honor.

4. The Korean War. The Korean War started on 25 June 1950 when
North Korean Forces, apparently without provocation, crossed the 38th
Parallel and mounted full-scale invasion of South Korea. At the start, the
Philippines was reluctant to send Filipino troops abroad, considering the
seriousness of the Huk menace and the financial cost of such enterprise.
However, the Philippines, as a member of the United Nation was duty-bound
to send military assistance, and being close ally of the U.S. and guided by a
firm policy to remain close to the U.S., found itself sending Filipino troops to
help in the defense of South Korea. This marked the first time that the

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Philippines officially sent a Filipino military unit in pursuit of the government’s

obligations and aspirations.

a. 10th BCT. The U.S. and the UN preferred a seasoned, veteran

unit to be sent to South Korea. Thus, the 10th Battalion Combat Team was
selected, the only trained armored unit in the whole AFP at this time, to
compose the 1st Philippine Expeditionary Force to Korea (PEFTOK).

Pvts Takde and Dacusin at the 38th Parallel

While the10th Battalion Combat Team pushed toward the 38th Parallel
in a patrol action, knocking out a Chinese counterattack in a three-hour
pitched battle. Elements of “C” Company operating in enemy territory,
liberated two American prisoners of war (POWs) and, at the same time,
picked up four North Koreans. Two privates in the patrol displayed heroism in
this skirmish with the communists. When the patrol was pinned down by
severe mortar fire, they bravely climbed a ridge occupied by the enemy to
attack his emplacements. Pvt Bonifacio Takde, by approaching the enemy
undetected, was able to kill the enemy gunner and wound another while Pvt
Benito Dacusin killed a communist gunner with a single burst from his gun.
General MacArthur visited the front and the fighting 10th and was impressed
by the Filipinos’ fighting prowess, prompting him to ask them whether they
were all Bataan veterans.

The quite impressive performance of the 10th BCT, their skillful tactics
and determination to win the battle gained praises from other allied armies.

“Many foreign armies have proven their worth here in Korea, and the
Filipinos are among the bravest.”

GEN JAMES VAN FLEET, CG, 8TH US ARMY

On 16 May 1951, the Korean Times mentioned the brilliant exploits of
Filipino troops in their heroic, though unsuccessful, efforts to rescue the
Gloucester Battalion. The Pacific Stars and Stripes also played up the role of
the 10th BCT in a special feature, entitled “The Fighting Filipino.”

Last Wish of SSgt Nicolas Mahusay

When the 10th BCT was pulled back to the reserve line at the Han
River, although there were still threats to the unit’s security; occasional
attacks against it were repulsed. In one battle, SSgt Nicolas Mahusay, platoon
guide of 1LT CESAR BATILO, blasted Chinese pillboxes with hand grenades.
He was mortally wounded by a sniper’s bullet as he tried to attack another
pillbox. 1LT BATILO succeeded in reaching him before he died. SSgt
Mahusay last words to his superior officer were: “Sir please inform my wife
and children, and facilitate the benefits due them for livelihood.” He then died.
SSgt Mahusay was awarded the Gold Cross Medal.

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b. 20th BCT. On 05 September 1951, all elements of the 20th BCT

had arrived in Korea where it completely relieved the 10th BCT. Again, Filipino
troops showed their gallantry on nine separate combat actions. Six of these
actions were hand-to-hand and close quarter fights. Sgt Bill McCrockle of the
Pacific Stars and Stripes, reporting on the Filipino soldiers’ action on Hill
Eerie, wrote:

“Seven of the nine encounters (between Chinese and Filipino troops)

were bayonet-slashing and grenade-tossing clashes which devastated three
enemy platoons and many squads. The final scaling of the Hill (by Filipino), all
daylight operations, occurred over a four-day period. This series of charges
began shortly after PFC Demetrio Roldan, the squad cal. 50 machine gunner,
killed one Red, wounded another, captured a third and let the fourth one
escape only after his gun jammed…”

c. 19th BCT. On 28 April 1952, the 19th BCT overseas deployment

to Korea started replacing the 20th BCT. Like the 10th and 20th BCTs, the 19th
BCT figured in many encounters against the communists. The soldiers of this
battalion acquitted themselves well in all their clashes with the enemy.

d. 14th BCT. On 26 March 1953, the 19th BCT was relieved by the
th
14 BCT, one of the small, highly mobile combat units designed to go after
the HUKs. On 15 May 1953, the battalion hit the frontline on its first combat
mission, given the mission of denying the enemy use of the Satae-ri Valley
and securing the commanding terrain at Sandbag Castle and Heartbreak
Ridge.

e. 2nd BCT. The last Philippine unit to serve in Korea was the 2nd
BCT, which took over from the 14th BCT. Despite the signing of the truce on
27 July 1953 and the reestablishment of the 38th Parallel as the demarcation
line between North and South Korea, the Philippine government realized that
it was still necessary to send troops to Korea, thus the 2nd BCT was
dispatched.

Non-commissioned officers and soldiers during the Korean War

showed to the whole world how courageous, selfless, dependable, and
adaptable the Filipino soldier could be when fighting for a cause he believed
in.

NCOs at Hill Eerie (Molina Hill)

On the evening of 04 May 1952, the final Filipino attack on Hill Eerie
was launched led by 2LT FIDEL V RAMOS who would eventually become
president of the Philippines (1992-1998) with the mission to capture or destroy
enemy forces, materiel and installation with his 2nd Reconnaissance Platoon.
The platoon started to crawl through the rice paddies towards the objective,
which was about two hours away. Without delay, the team of Corporal Palis
advanced, following a trench on the right hill. On top of Eerie, east of Bunker
No. 1, Corporal Palis emplaced his automatic rifleman and deployed the rest
of his men on a line to cover the north edge of the hill. As this was being
done, Chinese forces began throwing hand grenades, luckily not hitting a

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single Filipino. A little later, two enemy soldiers went out of Bunker No. 2,
immediately Corporal Palis’ riflemen fired several rounds, killing the two
instantly. As his riflemen kept firing, Corporal Palis with two others crept
toward Bunker No. 2, dropped several grenades, and fired into its slit, killing
four Chinese soldiers inside. At Bunker No. 3, hand grenades started flying
out through its top opening. As the fighting was going on, two enemy soldiers
rushed out of this bunker, forcing 2LT RAMOS to fire his carbine, killing two
enemy soldiers. As the battle raged, Sgt Drapeza’s rifle team worked its way
toward the left side of the objective until it established physical contact with
the team of Corporal Palis. A minute later, Drapeza saw three enemy soldiers
run out of Bunker No. 4. Together with his men, he engaged the enemy with
grenades and rifle fire, killing them all, while engineer team also went on
blasting and sealing Bunkers 4,5,6,7 and 8. The battles marked the solid
defense and recapture of lost ground by a small Filipino force. The Eerie Hill
was dubbed “Molina Hill” by the Filipino soldiers, after Cpl Liberato O Molina,
a medic, was lost in the fighting and was never found.

5. The Vietnam War. The operation in South Vietnam, undertaken during

the period of the Cold War, was geared towards helping a friendly, non-
communist neighbor. The AFP units took part in the Vietnam War, not as
combatant, but as participants in a civic action operation to assist the South
Vietnamese people through medical and humanitarian aid. The first Philippine
Contingent to Vietnam (PHILCONV) was composed of 28 military men and
women, four of which are Non-Commissioned Officers.

Your presence in Vietnam had saved many lives from the ruthless
Vietcong. It was observed that the people have great confidence in you. Your
presence in the remote areas does not only speak of your concern for their
welfare but also elicits confidence in their own government.

SSgt Ponciano Agno and PFC Aquilino Agustin at Heartbreak Ridge

A squad under SSgt Ponciano Agno of “C” Company undertook one
action at Heartbreak Ridge. It involved rescuing another squad close by which
was completely encircled, thereby making its annihilation highly imminent.
Through swift, precise action, SSgt Agno maneuvered his men to extricate the
surrounded outfit. During this encounter, the enemy had caught PFC Aquilino
Agustin, but while he was being dragged away by the Chinese Communist
Force (CCF) troops, he pulled out and exploded two hand grenades in the
face of the enemy soldiers. This resulted in the instantaneous death of the
communist soldiers and the escape of PFC Agustin, who had received
shrapnel wounds despite the armored vest and steel helmet he was wearing
at the time. For this feat of heroism, PFC Agustin was bestowed the U.S.
Silver Star.

Sgt Pablo Baroro and Cpl Gregorio Vasquez at Trai Tam in Binh Long
On 11 November 1965, after the Army of the Republic of Vietnam
(ARVN) had taken positions to confront the Vietcong forces in Trai Tam in
Binh Long province, CPT CAMPOMANES’ rural health team was airlifted to
this area to render medical services to the refugees flowing in from the nearby
Michelin rubber plantation. The team members stationed themselves at the

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small town dispensary and treated 534 patients in 4 days. In 2 weeks of

operations, they had treated a total of 1,613 patients. In an attempt to rescue
and treat the wounded inside the huge rubber plantation, Sgt Pablo Baroro,
Cpl Gregorio Vasquez and an officer followed the 7th ARVN Regiment into the
plantation. The Vietcong overran part of the ARVN unit and rural health team
on the night of 22 November 1965. If not for darkness, the rural health team
could have been killed by the hostile troops

6. Establishment of Sergeant Major. In 1967, the concept of

establishing a Sergeant Major started in Vietnam when the Philippine
government sent Filipino Troops to compose the Philippine Civic Action Group
to the Republic of Vietnam (PHILCAG V). MSg Evodio A Toledo PA, a native
of Dupax, Nueva Vizcaya, became the first Filipino Sgt Major.

7. Activation of NCO Academy. The Non-Commissioned Officer

Academy was activated on 23 March 1979 pursuant to GO Nr 108 HPA dtd
23 March 1979.

The conduct of training runs smoothly until 15 December 1982 when

the NCO Academy was untimely deactivated. In 1990, the clamor for an
existence of a school of NCOs was again realized with the reactivation of the
NCO Academy under the AFP Training Command based in Camp Mateo
Capinpin, Tanay, Rizal.

In June 1997, the AFP Training Command was deactivated and the
AFP NCO Academy was absorbed by Training and Doctrine Command,
Philippine Army and was renamed as NCO School effective 01 September
1997 pursuant to GO Nr 1392 HPA dated 17 September 1997.
On 01 October 2000, the NCO School was deactivated and the NCO
Academy was reactivated pursuant to GO Nr 1070 HPA dated 02 October
2000, tasked to instruct, train and develop NCOs to become small unit leaders
and staff NCOs.

Section 1-2 Philippine Army Core Values

Our individual effectiveness as part of the Philippine Army comes from

within, from our upbringing, our character, and our values. The Philippine
Army is an organization that is guided by values. Philippine Army values are
the basic building blocks that enable us to see what is right or wrong in any
situation.

8. Core Values.The Philippine Army’s core values are love of country,

honor, loyalty, valor, duty and solidarity. They are mutually dependent with
each other – you can’t fully follow one while ignoring another.

a. Love of Country.

“…belief in the Philippines and each Filipino.”

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When you began your career as a soldier, you have pledged to

defend your country and its territory no matter what the consequences may
be.

It is the firm conviction of every Filipino soldier to defend and die

for his country to preserve its Constitution, integrity and sovereignty. Leader of
soldiers must have this value of patriotism to show to his subordinates his
consistency and persistency in accomplishing the mission. To face danger
and death is inherent and imminent to a leader who leads men fighting for the
cause of his country. As the Special Forces Doctrine says, “… If I die, let it be
an awakening to those who falter, for it is part and parcel of my job…”

The Love of Country of Private First Class Robert F Salvador PA

Private First Class Robert F Salvador PA, a soldier assigned to 49th
Infantry Battalion which was then defending the AFP Logistics Command area
during the failed coup attempt staged by the rebel soldiers on 03 December
1989. Upon orders by his Commanding Officer, PFC Salvador, armed with
90mm Recoilless Rifle, tracked down a fleeing enemy V-150 Commando tank
amidst heavy enemy fire and directly fired at it, hitting the rear and right tire,
partially disabling it. His second shot destroyed totally the enemy armor tank.

Minutes later, a second enemy armored tank arrived for a rescue and
reinforcement mission which ferociously bombarded the strong defensive
position of the 49th Infantry Battalion. With strengthened courage and heroism,
PFC Salvador advanced surreptitiously towards the hostile tank and blow it
thoroughly which disorganized the hostileforces and caused to withdraw and
cease in their attack. The successful defense of the Battalion at LOGCOM
was attributed highly to the selfless heroism and intrepid actions of PFC
Salvador risking his life for the love of his country. He received the Medal for
Valor

b. Honor.

“being true to the best ideals of a Philippine Army soldier.”

On the ground, one practices this by honoring the soldier in

each man under his command. The harder and more serious the campaign or
operation, the more ingenious, creative but all the more resolute you shall be
as well as those under your command. The achievement of the mission is the
honor sought for defeat a shameful event. So allow your soldier’s real self to
shine through. That way, you can check if he is in shape for the unit’s
purpose and accordingly correct the situation if he is not.

Honor is integrity of one’s character by living up to all the

Philippine Army core values.

When we talk about “living up to” something, we mean being

worthy of it. We must make choice, decisions, and actions based on the
Philippine Army core values. Nowhere in our values training does it become

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more important to emphasize the difference of “knowing” the values and

“living” them than we discuss the value of honor. Honor is a matter of carrying
out, acting, and living the other values in everything you do.

As an individual with honor do the following:

1) Develop and maintain a keen sense of ethical conduct.

2) Adhere to a public code of professional Philippine Army

values.
3) Identify with the ideals embodied in the Philippine Army
values.

Noticing a problem and deciding to take action involves

duty and honor. It was a matter of honor that soldiers, at great risk to
themselves, constructed homes and kept the peace in East Timor, while
managing to protect the communities within their unit area of responsibility.
There are thousands of examples of soldiers who have distinguished
themselves with honorable actions and service..

An Honor for Sergeant Claudio Forrosuelo PA

Sergeant Claudio Forrosuelo PA, a member of the 6th Scout Ranger
Company, 2nd SRBn, FSRR, SOCOM, PA. His platoon encountered more or
less 500 Moro Islamic Liberation Front rebels at Matanog, Maguindanao on
03 May 2000. Aware of the overwhelming number of enemy, lack of close air
support and possible reinforcements and considering that all other operating
units are likewise heavily engaged with the enemy forces, his platoon
engaged the enemies fiercely. Amidst heavy enemy volume of fire from all
directions, he maneuvered his platoon swiftly and deliberately to close-in on
the enemy in order to give accurate and suppressive fires to other
maneuvering elements of the 2nd Scout Ranger Battalion. Having been
outnumbered and outgunned by numerically superior enemy forces occupying
a well entrenched, fortified and reinforced concrete bunkers, the operating
troops were pinned down in their positions. Sensing the superiority of the
enemies who were on the verge of outflanking the troops, in his effort to ease
the pressure from the troops who were on the process of extricating their
casualties, he led the team of his company to a daring and decisive tactical
assault on the well entrenched enemy position in order for the troops to
extricate their wounded comrades. Sgt Forrosuelo courageously held the
ground and fought the enemy along with other members of his platoon in a
close battle while providing accurate cover fires in order to prevent the enemy
from enveloping the troops. Aware that his platoon will be isolated from the
rest of the troops, armed with sheer courage, determination and utter
disregard of losing his life, he stood his ground thereby successfully enabling
the other government troops to extricate their casualties, deterring more
casualties and preventing the possibility of total annihilation of the government
forces. The fierce encounter sustained more enemy casualties than the
government troops. However, the number of enemies killed and wounded
alone does not measure the courage and gallantry of Sgt Forrosuelo, but
rather by the number of fellow soldier he saved. It is an honor for Sgt

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Forrosuelo who displayed heroism and selflessness, giving up his life so that
others may live. He received the Medal for Valor posthumously.

c. Loyalty.

“… steadfast commitment to service. Trust, faith and allegiance

to the Army, fellow soldiers and country.”

Loyalty is the soldier’s Oath of Service.

It means obedience to the legal prerogatives of duly constituted

authority, following the Chain of Command and compliance with orders to the
best of one’s ability. It means cohesion, loyalty to the organization and its
value system that is always for the welfare of comrades-in-arms.

It also requires soldiers to be astute and inquisitive, and their

leaders to be prudent and enlightened in their orders.

Trust, faith and allegiance are a matter of believing in and

devoting your self to something or someone. You began your career as a
soldier by promising to support and defend the Constitution. Your loyalty to
the Constitution also means obedience to the orders of the President, higher
ranking officers and NCOs. A loyal soldier is one who supports the leadership
and stands up for fellow soldiers. You show your loyalty to your unit by doing
your share, without complaint and to the best of your ability.

As a soldier who displays loyalty do the following:

1) Put obligations in correct order: the Constitution, the

Philippine Army, the unit, and finally, self.

2) Show faithfulness to unit and comrades by finishing all

tasks with them.

3) Carryout tough orders without expressing personal

criticism.

4) Defend soldiers against unfair treatment from outside or

above.

Loyalty to fellow soldiers is critical for generating confidence and

trust. Loyalty to one’s leaders and fellow soldiers is the most vital resource a
unit has. It is this commitment that causes units and soldiers to risk everything
to succeed and to bring everyone back. You will find that after enduring a
difficult experience the bond between soldiers of your unit will be even
stronger.

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The Loyalties of Master Sergeant Francisco M Camacho PA and

Corporal Weene Martillana PA
Master Sergeant Francisco M Camacho PA and Corporal Weene Martillana
PA, members of the 1st Scout Ranger Regiment posed as civilians and
befriended Eddie Villapando, notorious Huk Commander who terrorized
Cavite and Batangas for many years. Both Master Sergeant Camacho and
Corporal Martillana skillfully and at great risk to themselves, manage to win
the confidence of Villapando and his bodyguards. On 20 December 1955,
after months of careful planning to neutralize Villapando, the opportunity to
bring success to their project came when Villapando, Commander Guevarra,
two Huk bodyguards, Master Sergeant Camacho and Corporal Martillana
were riding in a jeep. Master Sergeant Camacho, who was at the wheel,
stopped at the vicinity of Barrio Tabon, Calauan, Laguna on the pretense to
pour oil on the engine, while Corporal Martillana followed presumably to help
him. At a pre-arranged signal they immediately opened fire on the huks and,
with concentrated fire, they were able to kill Commander Villapando,
Commander Guevarra and one Huk bodyguard. One of the Huks managed to
shoot back, hitting Master Sergeant Camacho, who died soon afterwards. The
success of neutralization of Commander Villapando and his bodyguards was
brought about by the loyalties of Master Sergeant Camacho and Corporal
Martillana to each other, a crucial element that may hinder their plan if one
gave up his loyalty to the other. They received the Medal for Valor.

d. Valor.

“… highest level of physical and moral courage.”

Valor is both a physical and a moral belief that one is doing the
right thing at the right time with the right skills despite the reality of the enemy.
So much depends on the morale of the soldier that the person in command
will achieve his mission when his men feel right about it.

Valor is a distinctive personal courage and is not the absence of

fear; rather it’s the ability to put fear aside and do what is necessary. It means
overcoming fears of bodily harm and doing your duty. It’s bravery that allows a
soldier to take risks in combat in spite of the fear of wounds or death. It’s what
allows an infantryman to assault a bunker to save his buddies while under fire.

It also includes the notion of taking responsibility of your

decisions and actions. Additionally, it involves the ability to perform critical
self-assessment, to confront new ideas, and to change. Leaders must make
decisions that involve risk and often must take a stand with incomplete
information during times of great stress.

So understand completely the orders that come to you, ask

questions to ensure you capture the intent of the Chain of Command then
give the same clearly to your men. Then follow through, walk the talk, as they
say.

Your valor will allow you to do the following:

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1) Control your fear in physical and moral contexts.

2) Take responsibility for your actions, mistakes, and

decisions.

3) Confront problems and do what you believe is right.

4) Report successes and failures with equal candor

When considering valor, there is one important point to be

made. Nowhere does value say that fear must disappear – that you should
not feel fear. Nor does it imply that valor is only required in combat. Many
soldiers who have never seen a battlefield have carried out acts of great
courage. Demonstrate valor by daily standing up for and acting upon the
things that you know are right.

The Valor of Sergeant Francisco G Granfil PA

Sergeant Francisco G Granfil PA, a member of the Operational Team 1103,
11th Special Forces Company, Home Defense Group (Airborne), PA. When
the combined patrol group composed of reinforced platoon of the 433rd
Philippine Constabulary Company, the Operation Team 1103 and the Civilian
Home Defense Forces encountered about 100 armed terrorists of the New
People’s Army during an ambush at Upper Limot, Tarragona, Davao Oriental,
Sergeant Granpil fearlessly, with determination and fierce fighting spirit,
charged towards the pinned-down lead elements of the government forces to
provide crucial cover and counter-fires, the swiftness and effectiveness of
which caught the enemy by surprise, thus inflicting upon the terrorists several
casualties at this crucial stage of the combat action. By accurate and
controlled fires and maneuver, he kept the stunned enemy at bay. Driven by a
deep sense of duty and the highest ideal of the profession of arms,
Sergeant Granpil crawled stealthily towards the wounded at great risk to his
life, and despite intense enemy fire, successfully retrieves his fallen buddies,
including the wounded patrol leader of the Philippine Constabulary, whom he
dragged out of the perilous killing zone to a relatively secured area. To
prevent the enemy from getting the firearms of the wounded, he
systematically recovered twelve high-powered firearms of the wounded, which
with admirable presence of mind, he distributed to the Civilian Home Defense
Force, since many of whom had no firearms in order to strengthen the fire
power of the beleaguered government forces to seize the initiative and
engaged the enemy in a well directed and controlled fire. Under intense and
continuous barrage from the enemy, Sergeant Granpil, having repaired a
malfunctioned M60 Machinegun of Constable Second Class Reguyal, boldly
returned fires towards the well-emplaced and numerically superior enemy
forces. Despite his sensing the advance of the reinforcing rebels coming from
the main body, he steadfastly stood his ground and fiercely fought with
automatic fires and grenade launcher, while interchangeably operating the
60mm mortar until the enemy withdrew. The conspicuous and heroic act of
Sergeant Granpil prevented the complete annihilation of the beleaguered
troops, the saving of many lives and prevented the loss of government
properties. He received the Medal for Valor.

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e. Duty.

“… full and steadfast commitment to serve.”

Corporal Romualdo C Rubi PA and Duty

Corporal Romualdo Rubi PA, a member of the Special Operations
Team of the 29th Infantry Battalion, 4th Infantry Division, PA operating in
Tandag, Surigao del Sur. On 18 March 1991, while on his way to join his unit
after visiting his family at Hayanggabon, Claver, Surigao del Norte, and while
waiting for the departure of the pump boat which will take him to Tandag,
about 100 terrorists under Commander Lima, Commanding Officer of Sub-
Regional Guerilla Unit F-16, Surigao del Norte Provincial Party Committee
swooped down on a nearby Philippine Constabulary detachment. Faced with
imminent danger, he immediately fired his M-16 rifle towards the enemy
position hitting three of them. A roaring volley of enemy fires was then
focused on him. However, he was able to run and maneuver for cover at the
end of the Hayanggabon wharf about 200 meters away where he established
defense position. Eight terrorists suddenly dashed towards his position but he
single-handedly confronted the approaching enemy, hitting them at close
range, killing three of them and wounding the rest. The enraged Commander
Lima, who with another seven of his men and with the support of an M203
grenade launcher and an M60 Machine Gun, simultaneously advanced and
fired to neutralize him. Despite the seemingly impossible situation he was in,
he fought resolutely the advancing enemy, thereby fatally hitting Commander
Lima and one of his companions. The death of Commander Lima lessened
the enemy pressure and gave him the chance to withdraw from his position
after almost two hours of intense firefight. Sensing that the enemy
reinforcement was fast approaching and knowing that he could no longer
sustain a prolonged engagement due to his dwindling ammunition, he then
decided to swim with a pump boat along his side for cover. About ninety more
terrorists arrived to overwhelm him, as he cunningly maneuvered for about
100 meters away from the terrorists from the far end of the wharf, he
courageously exchanged fire again hitting some of them until he finally
reached the PC Company Headquarters. Corporal Rubi displayed gallantry
and heroism despite of risking his life. He could ignored the terrorists group
and proceeded to join his unit but rather he decided to respond the call of duty
to fire the enemy to divert their attention that swooped a PC detachment. He
received the Medal for Valor.

Duty is service plain and simple. Actual duty means being

constantly alert, all senses employed and used whether in the battlefield, in
camp or in a cushioned office, and intelligently responding to those in the
Chain of Command. It means upholding the Philippine Army Core Philosophy
when challenged as “weird” or “divisive”, clarifying where needed and
reinforcing by self-discipline, implementing sanctions for violations of rules,
and acknowledging those who make the Army shine whether civilian or soldier
or by citing worthy examples in the organization.

Duty means fulfilling your obligations. It is the sum total of all

laws, rules and expectations that make up our organizational, civic, and moral

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obligations. We expect all members of the Philippine Army to fulfill their

obligation, and we often expect individuals to exceed their duty, especially in
ethical matters. Duty also means being able to do your job as part of a team.
We each have a part to play in accomplishing the unit’s mission. Some parts
may be more visible, as in the leader’s role, but every task is important.
Recognition and willingness to do your duty is what protects all Filipinos’
liberty.

Expressing the value of duty means, at a minimum, doing the

following:

1) Carryout the requirements of the position to the best of

your ability.

2) Fulfill legal, civic, and moral obligations.

3) Sacrifice personal time in pursuit of excellence.

Duty begins with everything required of you by law, regulation,

and orders; but it includes much more than that. Professionals do their work
not just to the minimum standard, but to the very best of their ability and then
try to improve on their performance. Commit to excellence in all aspects of
your professional responsibility so that when the job is done you can look
back and say, “I could not have given any more.”

f. Solidarity.

“… camaraderie and brotherhood. All for one, one for all.”

Solidarity is camaraderie at the visible level and internally being

aligned with the Philippine Army’s goals, vision, and programs for reform or
action. Any dilemma arising from personal beliefs or illusions versus the
tenets of the true soldier under the Philippine Army Core Philosophy should
be examined at this time and the soldier’s belief realigned with the Philippine
Army Core Philosophy in every sense.

Solidarity is the Army’s benchmark for action, growth and

resilience as it protects the country and nurtures its development.

It is sound leadership as much as in the soldier’s solid

commitment to the service.

It is camaraderie and brotherhood that powers the smallest unit

to the largest battalion. When expanded to cover the national scale, a solid
Philippine Army can now provide a model for action and the organization of an
effective social change agent.

It is the soldier’s own protection against threats to his mission, and by

extension, a formidable deterrent to challenges to the sovereignty and
integrity of the nation. Solidarity also binds the Army to oneness with the

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aspirations of the rest of the country in the manner of a Filipino proud of his
country

Private First Class Bienvenido Fajemolin PA and Solidarity

Private First Class Bienvenido Fajemolin PA, platoon sergeant of 3rd
Platoon, Charlie Company, 36th Infantry Battalion, 4th Infantry Division,
Philippine Army. In the early morning of 18 October 1977, the headquarters of
Charlie Company stationed at Kawit-Kawit, Sibuco, Zamboanga del Norte was
attacked by insurgents with an estimated strength of 500 men. Being aware,
at the height of the assault, that the Company Commander and Company
Officers were out on official business, and the brunt of the attack was on the
company headquarters, Private First Class Fajemolin braved sniper fires
and assumed command of the whole company at the company command
post about 300 meters away from his platoon position. Although wounded, he
rallied the demoralized and badly hit group defending the headquarters,
reorganized the defensive position, and evacuated the wounded and the dead
to safe areas, sensing the intention of the rebels to capture the company
command post, he ordered the supervised a limited but skillfully executed
maneuver, throwing the insurgents off-balanced and confused as to the actual
strength of the group defending the positions. He engaged them in hit and run
tactics in short-ranged firefight, with occasional attempts to assault and
maneuver into rebel-held terrain. He held the attack for five hours until the
insurgents disengaged and withdrew from the scene. He immediately
consolidated his company position, attended to the wounded, redistributed his
dwindling ammunition while waited for reinforcement to arrive and relieve his
group. The successful defense of the company headquarters was highly
attributed to Private First Class Fajemolin for his intrepid actions and heroism.
Evacuating the wounded and the dead to safe area during the intense firefight
is a great risk to his life, however he ignored himself because of camaraderie
and brotherhood. He received the Medal for Valor.

Section 1-3 Standards of Conduct

9. Pursuit of Excellence. A soldier by the pursuit of excellence is not

readily seen, for the soldier operates in silence though he carries the
organization with him. Within each soldier, there lies the competence
necessary to attain outstanding performance in any place. He has full
knowledge of his job; he has proficiency in training, in combat requirements,
in peacekeeping, and in the implementation of national policies for
development. He has the unparalleled wealth of combat experience within the
context of a dynamic security environment. Hence, pursuit of excellence is
seen in the utmost efficiency and maximum use of the soldier’s abilities with
the prudent use of resources available to him. It is a continuing goal that,
when achieved in any endeavor, reaps the full confidence, morale, esprit-de-
corps, and pride that the soldier carries as the symbol of the military spirit.
Historically, even when reduced to the barest of fighting paraphernalia, the
pursuit of excellence remained constant such as when the guerillas were
recognized for their best weapons: “silence, invisibility, and speed.” In more

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recent times, the elite unit of then Scout Rangers was organized to perform
dual roles in tactical intelligence and combat, recognizing that it was within the
individual soldier’s capability to be supreme in his field.

And as one continually strives to perfect his craft and achieve his
mission, the soldier becomes more confident in his mission and his uniform
assumes a whole new significance.

10. Pride in Uniform. In any legitimate army of any sovereign country, the
military uniform reflects one’s pride in being the guardian of his country. Each
soldier carries the Army on his shoulders, projecting an image of strength and
more suggestively, the core values for which the Army stands. He also
projects humility in such strength and invites reliance by his fellow countrymen
on the Army symbolized by his uniform. The manner of wearing the uniform is
therefore a manifestation of the state of the Army. It reflects not only the
personality and character of the individual soldier but also that of the whole
organization. It is the responsibility of the soldier to take extra care and use of
his uniform and all insignias he carries on them, for it is in this simple ritual
that the soldier is set apart from the rest. Embedded in the uniform is the
extraordinary patriotism and dedication that begets respect and admiration
from the people he serves.

The uniform is proudly worn with the seal of the Philippine Army that
has captured the essence of the Filipino soldier forged through the crucible of
history.

The uniform is also the symbol of integrity and discipline in the service;
thus, any damage deliberately done thereto or any soldier appearing in civilian
clothing without authority, or appearing in unclean uniform, or not in the
prescribed uniform, or in uniform but worn otherwise than in the prescribed
manner constitute serious misconduct warranting punishment of equal
severity, if only to reinforce the importance of the profession and the steadfast
commitment required of it. This commitment is also an unconditional
acceptance of the discipline that accompanies the immense responsibility for
one bearing arms.

11. Discipline. A soldier is a model of self-discipline. As he follows the

disciplined path, he generates the same quality of discipline from those he
walks with. In this manner, disciplined governance from the Chain of
Command is correspondingly achieved especially since a Philippine Army
soldier performs excellently under the tutelage of an excellent commander.
The soldier and ultimately the Philippine Army’s energy come from this unity
of disciplined purpose. Thus, the Philippine Army operates in a uniform and
collective manner, requiring a continuous regimen of training, practice, self-
responsible conduct, and complete obedience to authority. Good discipline
conquers fear and the best discipline, which is self-discipline, conquers all.
This means continuing the fight even when alone and to the last man; staying
alert when all others are asleep; and keeping to the objective when all else
seems lost. This is more than being fierce in battle; it is being true to the noble
warrior spirit in all of us.

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Discipline is equally vital to preservation of life as much as to the

success of military operations, and demands unconditional compliance as its
foremost aspect. It requires that each person in authority must be able to
enforce it when necessary and the follower must, in turn, be confident in
following the orders for battle. Discipline may be rigorous but history has
shown that fairness and equality in its application has and will continue to
work in war as well as in peace. And, it is rigorous training enforced with
discipline that kicks in when theory is tested in actual combat.

Each disciplined soldier generates pride from the people he is

protecting. Many challenges have been resolved with the mere presence of a
disciplined array of soldiers with characteristic military bearing, ready at a
moment’s notice to respond to a command from one of equal bearing. It is
discipline that is the bedrock of the military profession just as professionalism
enhances and projects the discipline required to carry out the soldier’s
mission.

12. Professionalism. Professionalism in the military career strands for

commitment, knowledge, and skills and is better expressed in one’s attention
to duty with the required discipline and competence. Each soldier is guided by
standards of military professionalism that embody the core values of the
Philippine Army and more particularly spelled out in issuances of the AFP,
and the various branches of government. Professionalism comes from the
soldier’s pursuit of excellence; his disciplined performance as to When, Where
and How; the recognition of individual merit; humility where respect is earned
and not coveted; and most of all, humor in being human and in keeping one’s
feet on the ground. This prescription comes from a battle-hardened general
who rose through the ranks and consistently believes that military
professionalism can only pave the way for peace rather than insurgency, and
stability rather than conflict in the country.

Professionalism in the soldier gives rise to impartiality, objectivity, and

non-partisanship that is necessary to support common goals for the welfare of
the population. It stresses reliance on competence and ability rather than
personality. Professionalism and uniformity in the military does not breed
anonymity that allows the soldier to get lost in the crowd, but instead fosters
the correct perception of the uniqueness of the soldier’s mission. The
professional soldier is recognized as fully equipped to handle threats to the
country’s security and stability and to be relied upon for nation building,
whether in war or in peace. It is this recognition that spells the difference
between civilian support and rejection of any military initiative.

13. Adherence to Law. The Armed Forces of the Philippines is an

organization that operates pursuant to the policy direction of the National
Command Authority. As a field of service of the AFP, the Philippine Army and
each soldier is committed to follow orders that are pursuant to such national
policy. Each soldier therefore does not individually determine how policies of
the government will be carried out, for it is the military leadership in the chain
of command that takes responsibility for his. Moreover, members of the
Philippine Army are both citizens and military personnel; hence all soldiers are

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subject to the same law and shall uphold the same as part of their duty of
service to the country. The Constitution, Articles of War, the various coded
laws, the law on Ethical Standard and Public Accountability, and all other
general special laws are to be followed as the minimum standard of conduct
expected of a military man.

In case of conflict, the higher military standard of conduct, required

under the same set of circumstances in either system, is always paramount.
Likewise, in the absence of an order or lack of knowledge on how a member
of the military shall act in unfamiliar situations, or in non-traditional roles, or
even in the absence of an order, the value system and the standard of
conduct contained herein is to be consistently followed.

The supremacy of civilian authority places the burden of responsibility

for such policy on the civil government, implemented only by the military upon
being appropriately handed down through the chain of command. The
dilemma facing the Philippine army soldier will occur only if the directive
handed down through the chain of command is patently irreconcilable with the
convictions of the soldier tasked with carrying out the order, such as when
military personnel refuse to fire on friendly and unarmed civilians who
surrounded them at EDSA in 1986. In this situation, the propriety of following
orders was no longer the issue in the face of the preservation of civilian life for
a rightful cause that had become paramount. Military doctrine recognizes this
reality in its basic doctrine.

14. Deference to Authority. Authority refers to those with the right and
responsibility to carry out functions that affect an entire group. Within the
military, authority is evident in the chain of command, starting with the non-
commissioned officers in the most vital role as implementor, and the
succession of Commanding Officers before him through which commands are
progressively issued and implemented to each level of the hierarchy. Persons
in position of authority within the military are entrusted with carrying out the
military operational imperative and discipline ensures this is followed. This
should not be confused with civil authority, which provides the policies to be
implemented by the army as a whole organization. Military authority is
inherent in its position as well as earned. It is recognition of a soldier’s right to
command with in his level of the military organization. It is also a factor of
solidarity for when one leads with distinction, his success carries all of his
men. Military ceremonies, traditions, customs and practices honor the chain of
command and show the best side of discipline exhibited by the soldier.

Deference to civil authority is likewise required of the soldier as a

function of his responsibility, for it is his response that can either influence the
outcome of a critical situation or even determine the stability of the authority in
power. In this respect a soldier, despite being confined by the bounds of his
mission, can rely on civilian authority to the extent that life is preserved and
the goal is achieved. While instances may arise wherein such deference may
result in unwarranted results, a professional soldier acting in accordance with
the Philippine Army’s core philosophy can and will be able to carry the
responsibility for decision made in the course of duty and as required by

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circumstances. It is his professionalism that will be his protection and his

guide for action. By being true to himself and to the people he serves, the
soldier can thus face the conflict of ideas and actions that normally
characterize daily life, for his mission is lofty yet simple, profound and yet
workable in the daily crucible of life.

Section 1-4 NCO Professional Development

The leader development process is executed in three pillars: Formal

Education, Professional Experience and Self-Development. The Non-
Commissioned Officer Education System (NCOES) is the keystone for NCO
development. NCOES provides leader and MOS skill training in an integrated
system of resident training at four levels. This is a continuous cycle of
education, training, experience, assessment, feedback and reinforcement.
The needs of the unit and the demonstrated potential of the leaders are
always kept focus and balanced at all times. The emphasis is on developing
competent and confident leaders who understand and are able to exploit the
full potential of current and future Army doctrine. Self-development ties
together NCO’s experience and training to make them better leaders, which
ultimately benefit their units’ combat readiness. See Figure 1.1.

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15. The NCO Education System.

a. PLDC. The first leadership course NCOs will likely attend is the
non-MOS specific. Primary Leadership Development Course (PLDC)
conducted at proponent service schools is offered to NCOs with the rank of
Sergeants and promotable Corporals. It trains prospective leaders in basic
leadership skills, NCO duties, responsibilities and authority, and how to
conduct performance-oriented training. It focuses on leader training for first
time leaders. The course produces battle competent junior NCOs who are
qualified team/section/squad leaders, trainers of leader and war fighting skills,
evaluators and counselors, conductors/participants in individual and collective
training, and performers/teachers of leader skills, knowledge and attitudes.

b. BNCOC. Combat arms (CA)/combat support (CS)/combat

service support (CSS) Basic NCO Course occurs at TRADOC service
schools. Successful completion of BNCOC is a prerequisite for consideration
for promotion to Staff Sergeant., Priority for attendance is promotable
Sergeant. It builds on the knowledge and skills acquired from PLDC and their
experience to date. Subjects include leadership, communications, effective
writing, operations orders, marksmanship and other task at the squad/section
leader level.

c. ANCOC. Advance NCO Course is a prerequisite for promotion

to Technical Sergeant. All soldiers selected for promotion to Technical
Sergeant who have not previously attended ANCOC are automatic
candidates. Priority for ANCOC attendance is promotable Staff Sergeants.
Preparing squad/section leaders for the position of platoon sergeant is the
purpose of ANCOC. It expands on the same subjects as BNCOC, but as it
pertains to a platoon size element. The course also address the relationship
between the Platoon Sergeant and the Platoon Leader.

d. First Sergeant Course. Designed for TSG (P) and MSG, this
course prepares the senior NCO for assuming duties as a First Sergeant.
Subjects include Personnel Accountability and Reporting, Command Supply
Discipline Program, NCO Evaluation Reports, Food Service Operations, and
other related topics. One of the great learning experiences with this course is
the interaction between students as they explore different solutions to
situations presented to them.

e. SMC. The Sergeant Major Course is the senior level NCOES

course and the capstone of NCO education conducted at NCO Academy,
TRADOC, PA. A Philippine Army centralized selection board determines who
attends the training. Soldiers selected for projections to E8 and E9 positions
must undergo the training and may not decline once selected.

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Section 1-5 NCO Transition

Today you have started a new chapter in your career in the Philippine
Army. You are now a part of the Non-Commissioned Officer corps in the
profession of arms. The transition from an enlisted soldier to a Non-
Commissioned Officer is a historical tradition.

The journey from junior enlisted to junior NCO is complex. You must
now transition from one that was cared for to one who cares for others and
from one who was taught to one that teaches, prepares for and supervises
tasks. You might stay in the same section or perhaps you will move to a
different organization entirely. Either way, you will do the job you have been
trained to do – lead soldiers.

An NCO’s job is not easy. You must speak with your own voice when
giving orders – don’t show favoritism. This is especially true for your former
peers. You must treat each soldier the same and give him the respect he
deserves, as you will expect to receive the same treatment in return.
Remember that you are now responsible and accountable for your soldiers.
The Philippine Army expects total commitment from those who are selected to
lead, train and care for its soldiers.

Being an NCO is extremely rewarding. It is an honor and a privilege to

lead Philippines’ finest men and women during peacetime and at war. Never
forget this awesome responsibility.

Philippine Army core values, the NCO Charge, the NCO Vision and the
NCO Creed each provide guidance and inspiration to lead from the front. Live
each and every day by the NCO Creed and include it in your daily business.
The NCO Creed will help you through tough times and situations.

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CHAPTER 2
ROLES, DUTIES, RESPONSIBILITIES AND AUTHORITY OF THE NON-
COMMISSIONED OFFICER

Section 2-1 Assuming a Leadership Position

Leader Position. Assuming a leadership position is one of the most

important leadership situations you’ll face as an NCO. Everything discussed in
the chapter about what you must BE, KNOW and DO is relevant to your
success of assuming a leadership position.

When assuming a leadership position, there are some things to think

about and learn as you establish your goals in the organization. Figure 2.1 will
assist you in achieving your goals.

1. Determine what your organization expects of you.

2. Determine who your immediate leader is and what they expect of you.

3. Determine the level of competence and the strengths and weaknesses

of your soldiers

4. Identify the key points outside of your organization whose willing

support you need to accomplish the mission

You should talk to your leaders, peers and key people such as the
chaplain and the sergeant major. Seek clear answers to the questions in
Figure 2.2.

Be sure to ask these questions at the right time, of the right person and
in the best way. The answers of these questions and others you may have will
help you to correctly assess the situation and select the right leadership style.

5. What is the organization’s mission?

6. How does this mission fit in with the mission of the next higher
organization?

7. What are the standards the organization must meet?

8. What resources are available to help the organization accomplish the

mission?

9. What is the current state of morale?

10. Who reports directly to you?

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11. What are the strengths and weaknesses of your key subordinates and
the unit?

12. Who are the key people outside the organization who support mission
accomplishment? (What are their strengths and weaknesses?)

13. When and what do you talk to your soldiers about?

Section 2-2 Roles of the Non-Commissioned Officer

1. The Role of NCO. The importance of the chain of command to the

success of tactical operations and organization is nothing new in the military
affairs. The extent to which any social institution works depends for the most
part upon how effectively orders and information are passed from top to
bottom and back. It is a universal concept that somebody has to be in charge.
When things do not work this way, chaos is the result. The role of the Non-
Commissioned Officer in the chain of command work is absolutely vital.

A tough, dedicated, and professional Non-Commissioned Officer corps

is a necessary and permanent part of any army. In ancient times armies
selected soldiers for special traits of skill, courage and leadership; these
select soldiers performed what we would call the duties of Non-Commissioned
Officers. And so today, the Philippine Army selects a special group of soldiers
to be the Non-Commissioned Officers.

Non-Commissioned Officers are promoted from the ranks. They are

charged with duties that support commissioned officers in accomplishing the
missions of the units of the Army. Sergeants’ business is to train and lead
soldiers – every hour of every day. Sergeants see to it that orders are carried
out in spirit and in fact, Sergeants lead by example, they set high standards,
they train soldiers to perform to those standards, they help soldiers meet
those standards. Sergeants must also lead soldiers in performing a wide
variety of non-combat jobs. The buck stops at the sergeants – they lead, insist
that the job gets done right, and assist soldiers.

As a sergeant you have a tough, demanding, but very rewarding job.

You and the soldiers you lead are the heart of the Philippine Army. This is so
because you lead soldiers at the action level where the important, day-to-day,
fundamental work of the Army is done.

Because you live and work directly with and among your soldiers, you
have the best opportunity to know as they really are. You should be the first to
identify and teach the soldiers to overcome their shortcomings. You are in the
best position to secure the trust and confidence of the soldiers; you do this by
leading them; you lead by example. You have the advantage of a deeper
understanding of soldier behavior which comes from the fact that you were
promoted directly from the ranks that you know, lead and serve.

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Section 2-3 Duties, Responsibilities and Authority

Every soldier has certain duties, responsibilities, and most have some
level of authority. You should know what these are and how they apply to you.
As a Non-Commissioned Officer, one of your obligations is to carry out your
duties to standard and the best of your ability. Bear your responsibilities
knowing that you are part of a great team that only works well when each of
its members do their best. If you are in a leadership position, exert authority to
build the team and develop your soldiers. Your soldiers are depending on you
each and every day to make tough decisions based on your rank and duty
position. Do you know the meaning of duties, responsibilities and authority?

2. Duty. Duties are general requirements to be performed. Duty begins

with everything required of you by law, regulation, and orders; but it includes
much more than that. A duty is something you must do by virtue of your
position and is a legal or moral obligation. For example, it is the supply
sergeant’s duty to issue equipment and keep records of the unit’s supplies. It
is the first sergeant’s duty to hold formations, instruct platoon sergeants and
assist the commander in supervising unit operations. It is the duty of the
squad/section/team leader to account for his soldiers and ensure that they
receive necessary instructions and are properly trained to perform their jobs.

A Non-Commissioned officer’s duties are numerous and must be taken

seriously. An NCO’s duty includes taking care of soldiers, which is your
priority. Corporals and sergeants do this by developing a genuine concern for
soldiers’ well-being. Leaders must know and understand their soldiers well
enough to train them confidence in their ability to perform well under the
difficult and demanding conditions of battle. Individual training is the principle
duty and responsibility of NCOs. No one in the Philippine Army has more to
do with training soldiers than NCOs. Well trained soldiers properly do the
tasks their NCOs give them. A good leader executes the boss’s decisions with
energy and enthusiasm; looking at their leader, soldiers will believe the leader
thinks it’s absolutely the best possible solution.

These may be situations you must think carefully about what you’re
told to do. For example, duty requires that you refuse to obey illegal orders.
This is not a privilege you can claim, but a duty you must perform. You have
no choice but to do what’s ethically and legally correct. Making the right
choice and acting on it when faced with an ethical question can be difficult.
Sometimes, it means standing your ground and telling your supervisor you
think their wrong. If you think an order is illegal, first be sure that you
understand both the details of the order and its original intent. Seek
clarification from the person who gave the order. This takes moral courage,
but the question will be straightforward: Did you really mean for me to... steal
the part… submit a false report…shoot the prisoners?

If the question is complex and time permits, seek advice from legal
assistance. However, if you decide immediately, as in the heat of combat,
make the best judgment possible based on the Philippine Army core values

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and attributes, your experience and your previous study and reflection. You
take a risk when you disobey what you perceive to be an illegal order. Talk to
your superiors, particularly those who have done what you aspire to do or
what you think you’ll be called on to do; providing counsel of this sort is an
important part of leadership. Obviously, you need to make time to do this
before you’re faced with a tough call. This could possibly be the most difficult
decision you’ll ever make, but that’s what leaders do.

Non-Commissioned Officers have three types of duties: specified

duties, directed duties and implied duties.

a. Specified Duties. Specified duties are those related to jobs and

positions. Directives such as Philippine Army regulations, general orders and
MOS job description specify the duties.

b. Directed Duties. Directed duties are not specified as part of a job

position or MOS or other directed. A superior gives them orally or in writing.
Directed duties include being in charge of quarters (CQ) or serving as
sergeant of the guard, staff duty officer, company training NCO , where these
duties are not found in the unit’s organization charts.

c. Implied Duties. Implied duties often support specified duties, but

in some cases they may not be related to the MOS job position. These duties
may not be written but implied in the instructions. They are duties that improve
the quality of the job and help keep the unit functioning at an optimum level. In
most cases, these duties depend on individual initiative. They improve the
work environment and motivate soldiers to perform because they want to, not
because they have to. For example, while not specifically directed to do so,
you hold in-ranks inspections daily to ensure your soldiers’ appearance and
equipment are up to standards.

3. Responsibility. Responsibility is the legally established and moral

obligation a soldier assumes for his own actions, accomplishments and
failure. Leaders also assume responsibility for the actions, accomplishments,
and failures of their units and decisions. Above all, the leader is responsible
for accomplishing his assigned missions. Then, he is responsible for his
soldiers’ health, welfare, morale, and discipline.

Responsibility is being accountable for what you do or fail to do. Non-

Commissioned Officers are responsible to fulfill not only their individual duties,
but also to ensure their teams and units are successful. Any duty, because of
the position you hold in the unit, includes a responsibility to execute that duty.
As a Non-Commissioned Officer, you are accountable for your conduct and
that of your soldiers. Also, each soldier is individually responsible for his own
personal conduct and that responsibility cannot be delegated. A soldier is
accountable for his actions to fellow soldiers, leaders, unit and the Philippine
Army.

As a leader you must ensure that your soldiers clearly understand their
responsibilities as members of the team and as representative of the

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Philippine Army. Commanders set overall policies and standards, but all
leaders must provide the guidance, resources, assistance and supervision
necessary for soldiers to perform their duties. Mission accomplishment
demands that officers and NCOs work together to advise, assist and learn
from each other. Responsibilities fall into two categories: command and
individual.

d. Command Responsibility. Command responsibility refers to

collective or organizational accountability and includes how well the unit
performs their missions. For example, a company commander is responsible
for all the tasks and missions assigned to the company; his superiors hold him
accountable for completing them. Commanders give military leaders the
responsibility for what their sections, units, or organizations do or fail to do.
Non-Commissioned Officers are therefore responsible to fulfill not only their
individual duties, but also to ensure that their team and unit are successful.
The amount of responsibility delegated to you depends on your mission, the
position you hold and your own willingness to accept responsibility.

One point you need to get straight is that although a list of duties can
be drawn up describing what is expected of you, it will not tell you how to do
your job. For example, one of a Non-Commissioned Officer’s duties is to
enforce standards of military appearance. This means you are responsible for
correcting soldiers who wear the uniform improperly and for teaching them the
correct standards of appearance. It also means that you should inspect for
proper and serviceability, clothing and equipment of your soldiers. Remember
that you must set the example first and your soldiers will follow in your
footsteps.

e. Individual Responsibility. Every soldier is responsible for

performing his duty to the very best of his ability – and for trying to improve his
performance. As a Non-Commissioned Officer means you are accountable for
your personal conduct and appearance. Soldiers in the Philippine Army have
their own responsibilities. For example, every soldier is responsible for his
own physical fitness. Commanders set aside time on the training schedule for
physical training (PT), designated a PT NCO and even ensure all soldiers
complete unit runs. But only you can make yourself physically fit.

Individual responsibility cannot be delegated; it belongs to every

individual soldier. Soldiers are accountable for their actions, to their fellow
soldiers, to their leaders, to their unit and to the Philippine Army. As a Non-
Commissioned Officer you must ensure that your soldiers understand clearly
their responsibilities as members of the team and as representatives of the
Philippine Army.

Non-Commissioned Officer has general roles and

responsibilities to perform as follows:

1) Trains soldiers and conducts the daily business of the

Philippine Army within established policy.

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2) Focuses on individual soldier and small unit training.

3) Deals primarily with individual soldier training and team

building.

4) Ensures that subordinate teams, NCOs, and soldiers are

prepared to function as effective unit and team members.
Since Non-Commissioned Officers have many of the same
duties, there seems to be an overlap in the duties and responsibilities of
officers and NCOs. The truth is that while responsibilities may be shared, the
tasks necessary to accomplish them should not be. Non-Commissioned
Officer responsibilities are divided into twelve (12) broad categories
considered the “bible” of the NCO Corps.

a. Individual training of soldiers in MOS and in basic soldiering

skills.

1) Teach soldier the mission of the unit as a whole, and of

their team as part of the unit

2) Train soldiers to be team members – to work together to

accomplish the missions.

3) Train soldiers to employ, maintain, and care for the

weapons.

4) Train soldiers to fight, win and live.

5) Teach soldiers the history and traditions of the Philippine

Army; military courtesy; personal hygiene; appearance standards; and drills
and ceremonies.

b. Personal and professional development of soldiers.

1) Recommend that the good soldiers attend career

development courses as needed and as appropriate.

2) Fix responsibility. Assign to subordinates the

responsibility for appropriate tasks. This just means giving soldiers tasks they
can do based on their abilities, experience, and know-how. Train your soldiers
to take on increasingly difficult or complex tasks. Train your soldiers to replace
you, just as you yourself train to replace your superior.

3) Develop a sense of responsibility in your soldiers by

holding them responsible for their actions.

4) Ensure that required publications are available and

convenient for the soldiers to use.

5) Help soldiers cope with personal problems.

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6) Counsel soldiers on their strengths and weaknesses;

build on their strengths and strive to overcome their weaknesses.

7) Recommend soldier awards through the NCO support

channel.

8) Develop your own ability to deal with personal and

professional development of soldiers of both sexes.

c. Accountability for the squad, section, or team

1) Know what each soldier in the unit that you lead is doing
during duty hours.

2) Know where each soldier lives and how to contact him.

3) Know why a soldier is going on sick call or other

appointments, how he is treated, and what is wrong with him.

4) Use the team, squad, or section as a unit to accomplish

as many mission as possible.

5) Know the readiness status or operating condition of the

weapons and other equipment.

d. Military appearance, physical conditioning, and training of

soldiers

1) Make corrections on the spot when you see something

wrong.

2) Supervise the physical fitness training and development

of your soldiers.

3) Train your soldiers in the proper wear and care of their

uniforms and equipment.

e. Physical and mental well-being of the soldier and his or her

family

1) Know your soldiers’ family situations and help them if

they have problems.

2) Make sure your soldiers know what services and benefits

they and their families are entitles to; if you don’t know, find out. Your
personnel officer or NCO can provide this information.

3) Let your soldiers know what you’re doing to help them

solve their problems.

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4) Watch for excessive alcohol and drug users and abusers

among your soldiers. Take necessary action.

5) Visit your soldiers and their families when they are sick;
get medical help for them if it’s needed.

6) Learn to deal with the wider range of physical and mental

well-being needs that will be present if your unit includes soldiers of both
sexes.

NOTE: There are many problems you cannot solve by yourself, but
there are many other people in the Philippine Army who can help. Find out
who they are and get their help. Use the chain of command and the NCO
support channel to do this.

f. Supervision, control, motivation, and discipline of subordinates

1) Counsel your soldiers and maintain your own counseling

records.

2) Support actions of your subordinate NCOs, when you

have any.

3) Teach your soldiers about the military justice system.

4) Recommend commendations and passes.

5) Conduct corrective training when required.

6) Keep your soldiers informed.

g. Communication between the individual soldier and the

organization

1) Use, and insist that your soldier use, the chain of

command and NCO support channel.

2) Listen and act on soldiers’ suggestions and complaints.

3) Support and explain the reasons of current policies.

4) Try to develop in your unit a feeling of loyalty and pride in

your team and your unit.

5) Do not complain to, or in the presence of, your soldiers.

h. Plan and conduct day-to-day unit operations within prescribed

policies

1) Provide input to the schedule for individual skill training.

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2) Conduct team training.

3) Supervised daily events as required by training

schedules.

4) Supervised the movement of your troops as appropriate.

5) Let every soldier know the schedule of activities well in

advance.

6) Handle situations not covered by instructions.

i. Maintain established standards of performance for soldiers and

Non-Commissioned Officers.

1) Explain clearly what you expect from your soldiers.

2) Conduct special training to correct training weaknesses.

3) Train your soldiers to the standards set by higher

headquarters.

4) Be an example of the professional NCO in action. If you

are, many of your soldiers may also want to be sergeants someday.

j. Maintenance, serviceability, accountability, and readiness of

arms, clothing, vehicles, and equipment

1) Inspect your soldiers’ equipment often using the

approved checklist. Hold your soldiers responsible for repairs and losses.

2) Learn how to use and maintain the equipment your

soldiers use. Be among the first to operate new equipment.

3) Enforce maintenance and supply system procedures for

the chain of command.

k. Appearance and condition of unit billets, facilities, and work

areas.

1) Inspect these areas often and supervise their

maintenance.

2) Conduct fire and safety inspections and drills.

3) Set and enforce cleanliness standards.

4) Eat in the mess hall and observe mess operations.

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5) Use recreational facilities and recommend actions to

6) Improve them.

l. Advise on support, and implement policy established by the

chain of command

1) Maintain established standards

2) Keep officers and senior NCOs informed.

3) Seek guidance from the chain of command as necessary.

4) Provide advice to the chain of command when necessary.

5) Support priorities established by the commander.

6) Keep the NCO support channel working in support of the

chain of command.

4. Authority. As a Non-Commissioned officer, you must know what

authority you have and where it comes from. You are also expected to use
good judgment when exercising your authority.

The word “authority” is used in many different ways; for example, “You
don’t have the authority to take this vehicle” or “You’re authorized to issue live
ammunition if the situation get worse.” Do you know what authority is and
where it comes from? An explanation is offered, but get one thing straight. If
you are in doubt, ask a senior, more experienced NCO or officer.

Authority is defined as the right to direct soldiers to do certain things.

This might be as simple as issuing an order: “PFC Cruz, you and Santos start
filling sandbags; Roger and Oscar will provide security from that hill.” Or it
may be right to direct soldiers to “Follow me and do as I do.” Here we have
authority used at its best – with good leadership techniques. You direct the
soldiers to do something, but you do it by directing them to follow your
example.

Authority is the legitimate power of leaders to direct soldiers or to take

action within the scope of their position. Military authority begins with the
Constitution, which divides it between Congress and the President. The
President, as Commander-In-Chief, commands the Armed Forces of the
Philippines, including the Philippine Army as one of its branches of service.
The authority from the Commander-In-Chief extends through the chain of
command, with the assistance of the NCO support channel, to the squad,
section or team leader who then directs and supervises the actions of
individual soldiers.

In the Philippine Army there are two basic types of authority: command
authority and general military authority.

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f. Command Authority. It is the authority leaders have over

soldiers by virtue of rank or assignment. Command authority originates with
the President and may be supplemented by law or regulation. Even though it
is called “command” authority, it is not limited to officers – you have command
authority inherent in your leadership position as a tank commander or team
leader, for example. Non-Commissioned Officer’s command authority is
inherent with the job by virtue of position to direct or control soldiers.
Command authority is exercised when a member of the Philippine Army is
assigned to or assume position requiring the direction and control of other
members of the Army.

Leading soldiers includes the authority to organize, direct and

control your assigned soldiers so that they accomplish assigned missions. It
also includes authority to use assigned equipment and resources to
accomplish your missions. Remember that this only applies to soldiers and
facilities in your unit. For example, if the platoon sergeant of first platoon goes
on leave and a squad leader is put in charge, that squad leader has command
authority over only first platoon, until he is relieved from the responsibility
soldiers in first platoon will obey the squad leader’s orders due to his position.
However, the squad leader does not have command authority over another
platoon.

Command authority is not necessarily limited to commissioned

officers. Any soldier assigned to a leadership position has the authority
inherent in the position to issue orders necessary to accomplish the mission
or for the welfare of his soldiers, unless contrary to law or regulation. A tank
commander, squad leader, section or platoon sergeant uses this authority to
direct and control his soldiers.

g. General Military Authority. It is authority extended to all soldiers

to take action and act in the absence of a unit leader or other designated
authority. It originates in oaths of office, law, rank structure, traditions and
regulations. This broad-based authority also allows leaders to take
appropriate corrective actions whenever a member of any armed service,
anywhere, commits and act involving a breach of good order or discipline. For
example, if you see soldiers in a brawl, you have the general military authority
(and obligation) to stop the fight. This authority applies even if none of the
soldiers are in your unit.

General military authority exists whether you are on duty or not,

in uniform or in civilian attire and regardless of location. For example, you are
off duty, in civilian clothes and in the PX and you see a soldier in uniform with
his headgear raised up and trousers unbloused. You stop the soldier
immediately, identify yourself and ensure the soldier understands and makes
the necessary corrections. If he refuses, saying you don’t have the authority to
tell him what to do because he is not your NCO support channel, the soldier is
wrong.

You as a Non-Commissioned Officer have both general military

authority and the duty to enforce standards as prescribed by higher

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headquarters. Your authority to enforce those regulations is your duty and if

you neglect your duty, you can be held accountable. If the soldier refuses to
obey you, what can you do? For starters, you can explain that you have
authority regardless of your location, your unit, or whether you are in uniform
or civilian attire. You may decide to settle for the soldier’s name and unit. If so,
a phone call to his first sergeant should be more than enough to ensure that
such an incident does not recur.

For Non-Commissioned Officers, another source of general

military authority stems from the combination of the chain of command and
the NCO support channel. The chain of command passes orders and policies
through the NCO support channel to provide authority for NCOs to do their
job. With such broad authority given to all commissioned officers and Non-
Commissioned Officers, the responsibility to use mature, sound judgment is
critical. The chain of command backs up the NCO support channel by legally
punishing those who challenge the NCO’s authority. But it does so only if the
Non-Commissioned officer’s actions and orders are sound, intelligent and
based on proper authority. To be good leader, you should learn what types of
authority you have and where it comes from. Whenever in doubt, ask. Once
you’re confident that you know the extent of your authority, use sound
judgment in applying it. Then you will be a leader respected by both your
soldiers and superiors.

h. Delegation of Authority. Just as Congress and the President

cannot personally direct every aspect of the Armed Forces of the Philippines
operations, most leaders at all levels cannot handle every action. To meet the
organization’s goals, officers delegate authority to Non-Commissioned
Officers in the NCO support channel who, in turn, may further delegate that
authority. Unless restricted by law, regulation or a superior, leaders may
delegate any or all of their authority to their subordinate leaders. However,
such delegation must fall within the leader’s scope of authority. Leaders
cannot delegate authority they do not have and subordinate leaders may no
assume authority that superiors do not have, cannot delegate, or have
retained. The task or duty to be performed limits the authority of the leader to
whom it is assigned.

Both command and general military authority originate in the

Constitution and Congress has further defined them in law. More explicit
sources are the Philippine Army regulation, the Manual for Courts Martial and
the chain of command/NCO support channel.

Non-Commissioned Officers don’t need to read and memorize

all Philippine Army regulations rather study only those that pertain to your job.
If necessary, ask other NCOs to help you find out what regulations pertain to
you, where they can be found and how to interpret them.

The Manuals for Courts Martial describes legal aspects of the

authority of the Non-Commissioned officers. It states in part that, “All
Commissioned Officers and Non-Commissioned Officers are authorized
to stop quarrels, frays and disorders among others subject to military

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law” Severe penalties are imposed for violations such as disrespect,

insubordination, or assault. No one expects you to be an expert on military
law, but as a Non-Commissioned officer you should know the definition of
these words and be able to explain them to your soldiers.

5. Precedence and Relative Rank. The determination of rank and

precedence among enlisted personnel is sometimes not as critical as it is
among officers (especially when deciding who will command), but it is
necessary to resort some system on those occasions when determining
among two or more individuals of equal rank which one will be responsible to
a commander or supervisor for functions within the enlisted support channel.

Among enlisted personnel of the same grade of rank in military service,

precedence or relative rank is determined.

i. According to date of rank.

j. When dates of rank are the same, by length of active enlisted

service in the Army.

k. When a and b above are the same, by length of a total active

military service.

l. When the foregoing test are not sufficient, by age.

Section 2-4 Inspections and Corrections

6. Inspection. Why do we have inspections? From long experience, the

Philippine Army has found that some soldiers, if allowed to, will become
careless and lax in the performance of minor barracks, office, and work area
maintenance in their unit. They become accustomed to conditions in their
immediate surroundings and overlook minor deficiencies. Should a soldier fall
below the Philippine Army standard of performance someone will notice those
deficiencies immediately. All soldiers have the responsibility to uphold the
Philippine Army standard.

You superiors will order inspections to see that soldiers have all the
equipment and clothing issued to them and that it is serviceable. Inspections
serve this practical purpose; they are not harassment. You will probably agree
that inspections often correct small problems before they become big
problems. Sharp appearance, efficient performance and excellent
maintenance are important considerations that affect you directly. They are
the visible signs of a good organization in which any soldier would be a proud
member. First line leaders should inspect their soldiers daily and should
regularly check soldiers’ rooms, common areas, offices and work areas of
their soldiers. First line leaders should also make arrangements with soldiers
who live in quarters (on or off post) to ensure the soldier maintains a healthy
and safe environment for himself and his family.

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There are two categories of inspections for determining the status of

individual soldiers and their equipment: in-ranks and in-quarters. An in-ranks
inspection is of personnel and equipment in a unit formation. The leader
examines each soldier individually, noticing their general appearance and the
condition of their clothing and equipment. Leaders may conduct an in-quarters
(barracks) inspection to include personal appearance, individual weapons,
field equipment, displays, maintenance and sanitary conditions. Organizations
will have inspection programs that help determine the status and mission
readiness of the unit and its components. These include Command
Inspections, Staff Inspections and Inspector General Inspections.

In the Philippine Army there are three basic types of inspection: On-
the-Spot Correction, On-the-Spot Inspection, and PCC/PCI.

m. On-the-Spot Correction. One of the most effective administrative

corrective measures is on-the-spot correction. Use this tool for making the
quickest and often most effective corrections to deficiencies in training or
standards. Generally, a soldier requires an on-the-spot correction for one or
two reasons. Either the soldier you are correcting does not know what the
standard is or does not care what the standard is. If the soldier is aware of the
standard but chose not to adhere to it, this may indicate a larger problem that
his chain of command should address. In such situation you might follow up
an on-the-spot correction with a call to the soldier’s first sergeant or
commander. Figure 2.1 shows the steps in properly making an on-the-spot
correction.

Correct the soldier

Attack the performance, never the person
Give one correction at a time. Do not dump
Don’t keep bringing it up. When the correction is over, it is over.
Figure 2.1 On-the-spot correction steps.

Keeping a soldier on track is the key element in solving performance

problems. Motivated soldiers keep the group functioning, training productive
and ultimately, accomplish the training objectives and most importantly the
mission. Some leaders believe that soldiers work as expected simply because
that is their job. That may be true. But soldiers and leaders need a simple pat-
on-the-back once in a while, for a job well done. Good leaders praise their
soldiers and care about the job they are doing.

Often the on-the-spot correction is the best tool to get soldiers back on
track. But even after making an on-the spot correction, additional training may
be necessary. Figure 2.2 shows guidelines in using corrective training.

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The training, instruction, or correction given to a soldier to correct

deficiencies must be directly related to the deficiency.

Orient the corrective action to improving the soldier’s performance in

their problem area.

You may take corrective measures after normal duty hours. Such
measures assume the nature of the training or instruction, not
punishment.

Corrective training should continue only until the training deficiency

is overcome.

All levels of command should take care to ensure that training and
instruction are not used in an oppressive manner to evade the
procedural safeguards in imposing non-judicial punishment.

Figure 2.2 Corrective training guidelines

More often than not, soldiers do good things that deserve some
recognition. In the same way you do on-the-spot corrections (but obviously for
different reasons), praise your soldiers’ good work by telling them the specific
action or result observed and why it was good. This will tend to encourage the
soldier to continue doing those good things and motivate other soldiers to
reach that standard, too. Your soldiers know when they’ve done well but your
acknowledgment of their performance is a power motivator. It reinforces
standards, builds soldiers’ pride and lets them know you notice the hard work
they do. It is also another indicator that you care about them.

n. On-the-Spot Inspections. Making an informal, unscheduled

check of equipment, soldiers or quarters is called on-the-spot inspection.
Stopping to check the tag on a fire extinguisher as you walk through a
maintenance bay is an example of an on-the-spot inspection. Another
example is checking the condition of the trash dumpster area in back of the
orderly room. For any inspection, the steps are the same.

1) Preparation

2) Conduct

3) Follow-up

o. PCC/PCI. Pre-combat checks (PCCs) / Pre-combat inspections

(PCIs) and Pre-execution checks are key to ensuring leaders, trainers and
soldiers are adequately prepared to execute operations and training to
Philippine Army standards. PCC/PCIs are the bridge between pre-execution
checks and execution of training. They are also detailed final checks that all
units conduct before and during execution of training and combat operations.
Conduct PCC/PCIs at the beginning of each event or exercise as part of troop

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leading procedures to check personnel, equipment, vehicles and mission

knowledge. The chain of command is responsible for developing, validating
and verifying all PCC/PCIs. Pre-execution checks ensure that all planning and
prerequisite training (soldier, leader and collective) are complete prior to the
execution of training. They systematically prepare soldiers, trainers and
resources to ensure training execution starts properly. Pre-execution checks
provide the attention to detail needed to use resources efficiently.

Leaders are the key to inspection, checking soldier and unit readiness
in personal hygiene and appearance, weapons, field equipment, displays and
sanitary conditions. Inspections must be done regularly to help reinforce
standards and instill discipline. Regular, impartial inspections of important
areas develop confidence, teamwork and soldiers’ pride in themselves and
their equipment.

Section 2-5 Non-Commissioned and Commissioned

Officer Relationship

7. NCO and Commissioned Officer Relationship. An important part of

the role as a Non-Commissioned Officer is how you relate to Commissioned
officers. To develop this working relationship, NCOs and officers must know
the similarities of their respective duties and responsibilities.

Commissioned officers hold a commission from the President of the

Republic of the Philippines, which authorizes them to act as the President’s
representative in certain military matters. Laws, regulations, policies and
customs limit the duties and responsibilities of commissioned officers, like
NCOs and other government officials. As the President’s representatives,
commissioned officers carry out the orders of the Commander-In-Chief as
they are handed down through the chain of command. In carrying out orders,
commissioned officers get considerable help, advice and assistance from
NCOs. Both commissioned officers and NCOs share the same goal, which is
the accomplishment of the unit’s mission. Since they have similar
responsibilities, it is evident that those responsibilities will overlap and must
be shared.

It should be clear by now that officers and NCOs depend on one

another. They work together to accomplish the mission of the unit. It is
impossible for an officer to command an effective unit and accomplish the
mission, if the NCO doesn’t ensure the troops know their job. Officers and
NCOs must advise, assist and learn from one another. Although the officer is
held accountable for all that his unit does or fails to do, only by working
together with the NCO can be sure that the job will get done.

Non-Commissioned Officers, the backbone of the Philippine Army,

train, lead and take care of enlisted soldiers. They receive their authority from
their oaths of office, law, rank structure, duty position, traditions and
regulations. This authority allows them to direct soldiers, take actions required

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to accomplish the mission and enforce good order and discipline. Non-
Commissioned Officers represent officer. They ensure their soldiers, along
with their personal equipment, are required to function as an effective unit and
team members. While Commissioned officers command, establish policy and
manage resources, Non-Commissioned Officers conduct the Philippine
Army’s daily business. Figure 2.3 Comparison of the General Duties of
Commissioned and Non-Commissioned officers.

COMMISSIONED OFFICERS NON-COMMISSIONED OFFICERS

Commands, establishes policy,
plans and programs the work of the
Philippine Army.
Concentrates on collective training,
which will enable the unit to
accomplish its mission.
Is primarily involved with unit
operations, training, and related
activities.
Concentrates on unit effectiveness
and unit readiness.
Pays particular attention to the
standards of performance, training
and professional development of
officers as well as NCOs.
Creates conditions – makes the time
and other resources available – so
the NCO can do the job.
Conducts the daily business of the
Philippine Army within established
orders, directives, and policies.
Focuses on individual training, which
develops the capability to
accomplish the mission.
Primarily involved with training
individual soldiers and teams.
Ensures each subordinate team,
NCO and soldier is prepared to
function as an effective unit and
each team member is well trained,
highly motivated, ready and
functioning.
Concentrates on standards of
performance, training and
professional development of NCOs
and enlisted soldiers.
Gets the job done.

Supports the NCO Follows orders of officers and NCOs

in the support channel.
Figure 2.3 Comparison of the general duties of commissioned and non-
commission officers.

Section 2-6 The Non-Commissioned Officer Support Channel

8. NCO Support Channel. The Non-Commissioned Officer Support

Channel is subordinate to and supportive of the chain of command. The NCO
support channel is not an independent channel. It is incumbent on the users
of this channel to ensure that the chain of command is kept informed of the
actions implement through the NCO support channel and to eliminate the
possibility of the NCO support channel operating outside of the command

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policy and directives. Problems should be brought to the attention of the chain
of command and resolved through a coordinated effort. Since the NCO
support channel should be operating in accordance with established
command policy and directives, conflicts should be minimal and easily
resolved.

The NCO support channel is directive in nature within established

policies and orders. Because of this, commanders are seeing senior NCO
more actively participating in all unit activities and tasks. The NCO support
channel parallels and reinforces the chain of command. NCO leaders work
with and support the commissioned officers of their chain of command.

In units at the battalion level and higher, the NCO support channel is
the communication and supervision that begins with the command sergeant
major, extends through first sergeants and platoon sergeants and ends with
section chiefs, squad leaders, or team leaders. In addition to passing
information, the NCO support channel is used for executing the commander’s
orders and getting routine, but important, jobs done. Most often it is used to
put into effect policies and procedures and to enforce standards of
performance, training, appearance and conduct.

The connection between the chain of command and the NCO support
channel is the senior NCO. Commanders issue orders through the chain of
command, but senior NCOs must know and understand the orders to issue
effective implementing instructions through the NCO support channel.
Although the first sergeant and command sergeants major are not part of the
formal chain of command, leaders should consult them on individual soldier
matters.

Successful officers have a good leader and Non-Commissioned Officer

relationship with their first sergeants and command sergeants major. In
addition to conducting normal operations, NCOs in the support channel advise
the commander on individual soldier proficiency and training needed to
ensure unit readiness. This leaves the commander free to plan, make
decisions and program future training and operations. The need for such a
relationship applies to platoon leaders and platoon sergeants as well as to
staff officers and NCOs. Senior NCOs have extensive experience in
successfully completing missions and dealing with enlisted soldier issues.
Also, senior NCOs can monitor organizational activities at all levels, take
corrective action to keep the organization within the boundaries of the
commander’s intent, or report situations that require the attention of the officer
leadership. Regardless of where the information or task begins – in the chain
of command or in the NCO support channel – keep the counterpart informed.
This prevents duplication and the issuing of conflicting orders. Authority for
the support channel stems from the chain of command. Officers and Non-
Commissioned Officers in these channels work for their appropriate
commanders. A positive relationship between officers and NCOs creates
conditions for success. Figure 2.4 Relationship of the Chain of Command and
the NCO Support Channel.

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Battalion Commander

Battalion Command
Sergeant Major
Battalion Level

Battalion S4
Company Commander

Executive Officer
Company Level

First Sergeant
Platoon Level

Platoon Leader

Platoon Sergeant

Supply Sergeant
Motor Sergeant
and
Squad Leader

Figure 2.4 The relationship of the chain of command and the NCO
support channel

The NCO support channel assists the chain of command in

accomplishing the following:

p. Transmitting, instilling and ensuring the efficacy of the

professional Philippine Army ethic.

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q. Planning and conducting the day-to-day unit operations within

prescribed policies and directives.

r. Training enlisted soldiers in their MOS as well as in the basic

skills and attributes of a soldier.

s. Supervising unit physical fitness training and ensuring that

soldiers comply with the appearance standards.

t. Teaching soldiers the history of the Philippine Army, to include

military customs, courtesies and traditions.

u. Caring for individual soldiers and their families both on and off
duty.

v. Teaching soldiers the mission of the unit and developing

individual training programs to support the mission.

w. Accounting for and maintaining individual arms and equipment

of enlisted soldiers and unit equipment under their control.

x. Administering and monitoring the NCO professional

development program and other unit training programs.

y. Achieving and maintaining Philippine Army Core Values and

Standards of Conduct.

z. Advising the commander on rewards and punishment for

enlisted soldiers.

The NCO support channel and the chain of command must be

reinforced by all to ensure effectiveness. It is the channel of communication
and supervision from the command sergeant major to the most junior enlisted
soldier in the unit. Commanders may further specify responsibilities and
authority of their NCOs to their staffs and subordinates. Your contribution to
the NCO support channel ensures its overall success.

Section 2-7 NCO Ranks and Positions

9. Army Sergeant Major. Established in 1969, the Army Sergeant Major

(ASM) is the senior enlisted position in the Philippine Army. The sergeant
major in this position serves as the senior enlisted advisor and consultant to
the Commanding General, Philippine Army. The ASM provides information on
problems affecting enlisted personnel and proposes solutions to these
problems concerning standards, professional development, growth and
advancement of NCOs, morale, training, pay, promotions and quality of life for
soldiers and family members.

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Using command information channels, the ASM keeps soldiers current

on important NCO issues and through the public media informs the Filipino
people of the Philippine Army mission, soldiers’ accomplishments and future
enlisted trends. The ASM directs NCO support channel activities through the
major commands’ CSMs by using written and verbal communications. The
ASM meets with military and civilian organizations to discuss enlisted affairs,
and receives and represents Philippine Army enlisted soldiers at appropriate
ceremonies.

10. Command Sergeant Major and Chief Clerks. The Command

Sergeant Major is the senior NCO of the command at battalion or higher
levels. The CSM carries out policies and standards on performance, training,
appearance and conduct of enlisted personnel. The CSM gives advice and
initiates recommendations to the commander and staff in matters pertaining to
enlisted personnel. A unit, installation, or higher headquarters CSM directs the
activities of that NCO support channel. The support channel, functions orally
through the CSMs or first sergeant’s call and normally does not involve written
instruction. As the senior NCO of the command, the CSM is the training
professional within the unit, overseeing and driving the entire training
program. The CSM assists the commander in determining leader tasks and
training for NCOs.

The CSM and commander jointly coordinate and develop the unit’s
Mission Essential Task List (METL) and individual training tasks to create a
team approach to battle-focused training. The CSM and NCO leaders then
select the specific individual tasks, which support each collective task to be
trained during this same period. CSMs use command information channels to
inform, express concerns on enlisted issues and built esprit. They also
represent the commander at military and civilian functions to maintain good
community relations.

The Chief Clerks is often the key enlisted member of the staff elements
at battalion and higher levels. The sergeant major’s experience and ability are
equal to that of the unit command sergeant major, but leadership influence is
generally limited to those directly under their charge. The sergeant major is a
subject matter expert in his technical field, primary advisor on policy
development, analytical reviewer of regulatory guidance and often fulfills the
duties of the command sergeant major in his absence. Sergeants major also
serve in non-staff and leadership positions like instructor in the Sergeant
Major Course at the NCO Academy.

11. First Sergeant and Master Sergeant. The First Sergeant is the senior
NCO in companies, batteries and troops. The position of first sergeant is
similar to that of the CSM in importance, responsibility and prestige. As far
back as its establishment, first sergeants have enforced discipline, fostered
loyalty and commitment in their soldiers, maintained duty rosters and made
morning reports to their company commanders. Since today’s first sergeants
maintain daily contact with and are responsible for training and ensuring the
health and welfare of all of the unit’s soldiers and families, this position
requires extraordinary leadership and professional competence.

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When you are talking about the first sergeant, you are talking about the
lifeblood of the Philippine Army. There can be no substitute for this position or
any questions of its importance. When the first sergeants are exceptional,
their units are exceptional, regardless of any other single personality involved.
It is the position of first sergeant in which almost all unit operations merge.

First sergeants hold formations, instruct platoon sergeants and assist

the commander in daily unit operations. Though first sergeants supervise
routine administrative duties their principal duty is training soldiers. The CSM,
first sergeant and other key NCOs, must understand the organization’s
collective mission essential tasks during METL-based training. Through NCO
development programs, performance counseling and other guidance, first
sergeants are the Philippine Army’s most important mentors in developing
subordinate NCOs.

The Master Sergeant (MSG) serves as the principal NCO in staff

elements at battalion or higher levels. Although not charged with the
enormous leadership responsibilities of the first sergeant, the master sergeant
dispatches leadership and executes other duties with the same
professionalism as the first sergeant.

12. Platoon Sergeant and Technical Sergeant. While Platoon Sergeant

is a duty position, not a rank, the platoon sergeant is the primary assistant and
advisor to the platoon leader, with the responsibility of training and caring for
soldiers. The platoon sergeant helps the commander to train the platoon
leader in that regard has an enormous effect on how that young officer
perceives NCOs for the rest of his career. The platoon sergeant takes charge
of the platoon in the absence of the platoon leader. As the lowest level senior
NCO involved in the company METL, platoon sergeants teach collective and
individual tasks to soldiers in their squads, crews or equivalent small units.

The Technical Sergeant (TSg), may serve in a position subordinate to

the platoon sergeant or may serve as the NCO in charge (NCOIC) of the
section with all the attendant responsibilities and duties of the platoon
sergeant. A platoon sergeant or technical sergeant generally has extensive
military experience and can make accurate decisions in the best interest of
the mission and the soldier.
Utilizing tough, realistic and intellectually and physically challenging
performance-oriented training to excite and motivate soldiers, the platoon
sergeant ensures Philippine Army standards are met and maintained.
Additionally, the platoon sergeant must conduct cross training to promote
critical wartime skills within the unit, evaluate the effectiveness of the platoon
and provide training feedback to the commander and first sergeant during
After-Action-Reviews on all unit collective training.

13. Squad, Section and Team Leaders. Staff Sergeants, Sergeants and
Corporals are normally squad, section and team leaders and are critical link in
the NCO channel. These NCOs live and work with their soldiers every day
and are responsible for their health, welfare and safety. These squad, section
and team leaders ensure that their soldiers meet standards in personal

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appearance and teach them to maintain and account for their individual and
unit equipment and property. The NCO enforces standards and develops and
trains soldiers daily in MOS skills and unit missions.

The NCO teaches individual and collective training, develops unit

cohesion, fosters the values of loyalty and commitment and builds spirit and
confidence. The NCO evaluates performance-oriented training and trough
coaching and counseling grooms young soldiers for future positions of
increased responsibility. Squad, section and team leaders teach everything
from the making of sound and timely decisions to physical training to ethics
and values. You, corporals and sergeants, are the basic trainer of today’s
soldiers.

You as an NCO have a tough, demanding, but very rewarding job. The
soldiers you lead are the heart of the Philippine Army. You lead soldiers at the
action level where the important day-to-day fundamental work of the
Philippine Army is mission oriented. Because you live and work directly with
and among soldiers, you have the best opportunity to know them as they
really are. You are the first to identify and teach soldiers how to best use their
strengths and help them detect and overcome their shortcomings. You are in
the best position to secure the trust and confidence of soldiers by leading by
example. You have the advantage of a deeper understanding of soldier
behavior because you were promoted directly from the ranks that you now
lead and serve. Your soldiers will challenge you each and every day and you
will be rewarded by the respect they hold for your ability as a leader. You will
be successful as they follow your leadership in the difficult business of getting
ready to fight and win our Nation’s war.

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CHAPTER 3
LEADERSHIP

The Philippine Army’s ultimate responsibility is to win the nation’s war.

For you as a leader, leadership in combat is your primary mission and most
important challenge. To meet this challenge, you must develop character and
competence while achieving excellence.

Leaders are not born, they are made and molded. You as Non-
Commissioned Officer is a leader. The rank you bear on your shoulders
significantly corresponds your responsibility as leader that sets you apart from
other soldiers. You are always in the frontlines leading men to win the war.
The “warrior ethos” embedded to a leader is determined to accomplish the
mission even in the toughest situation even though he face death. The
success of the Philippine Army in the full continuum of conflict relies on you,
the NCO.

ARMY LEADERSHIP FRAMEWORK

The Leader
Of Character and Competence Acts to Achieve Excellence
“BE” “KNOW” “DO”
Values Attributes Skills Actions
Love of Mental Interpersonal Influencing
Country Conceptual Conceptual Operating
Honor Emotion Technical Improving
Loyalty Tactical
Valor
Duty
Solidarity
Figure 3.1 The Army leadership framework.

Leadership is the process of influencing people to accomplish the

mission and improve the unit organization by providing purpose, direction and
motivation.

Non-Commissioned Officers directly supervise soldiers in any combat.

You will spend more time with soldiers than your officers do. With this in mind,
you must always lead by example. Earn the respect and confidence of your
soldiers, as well as that of your officers. Respect and confidence don’t come
automatically with the stripes you will have to work hard at earning them.

Non-Commissioned officers gain the respect and confidence of soldiers

in two basic ways by demonstrating technical and tactical proficiency and by
caring for soldiers and their families. You have to care for your soldiers and
still accomplish the mission. This is not as hard as it seems at first one
naturally leads the other. Understand that caring for your soldiers does not

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mean giving them more time off or allowing them to execute tasks below
standard because they are tired. It does mean training them to standard, not
to time. It means ensuring they know their individual skills and making hard
but correct decisions. It means helping them through problems personal and
professional so they can fully concentrate on their training and duties and,
above all, it means leading by example doing all that you require your soldiers
to do and treating soldiers with dignity and respect. All these actions create in
your soldiers the determination to win and that determination is essential to
accomplishing difficult mission.

As a Non-Commissioned Officer, you are the backbone of the

Philippine Army. The Philippine Army expects so much from you being the
primary line of leadership for soldiers. You have been entrusted with a great
responsibility. How do you prepare yourself to meet the challenge? The
values of our ancestral leaders who fought in Bataan, Korea and Vietnam will
be our basis in this changing time. Even foreign leaders had noted their
leadership.

“…Give me ten thousand Filipino soldiers, and I will conquer the whole
world.”
GEN DOUGLAS MCARTHUR

Section 3-1 Learn

Leaders are molded through training, practice and experience. There

are many excellent books and manuals on leadership, read and apply what it
says, particularly regarding direct leadership. Read and reread books by or
about combat leaders. Their experiences will give you some insights on how
to approach problems you face. Knowledge of military history is a good
confidence builder.

Observe other leaders in your unit, especially those who are

successful. Learn from them by observing and asking questions. Study
yourself too, learning from your own successes and failures. Everyone who
wears the uniform of the Philippine Army must be a WARRIOR, first and last.
In today’s operational environment, there are no front lines; there is no secure
rear area. Every soldier must be prepared to attack or defend and win
regardless of the conditions. That means conducting full spectrum operations
including offense, defense, stability and support. Out Nation depends on the
Non-Commissioned Officer to prepare soldiers to do so.

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Section 3-2 Be-Know-Do

Non-Commissioned officers lead by example; you must BE, KNOW

and DO to be effective. However, there are some basics involved here:
Character Competence Actions.

Leadership starts at the top, with the character of the leader, with your
character. In order to lead others, you must first make sure your own house is
in order. For example, the first line of The Creed of the Non-Commissioned
Officer states, “No one is more professional than I.” But it takes a remarkable
person to move from memorizing a creed to actually living that creed; a true
leader is that remarkable person.

Philippine Army leadership begins with what the leader must BE, the
values and attributes that shape a leader’s character. It may be helpful to
think of these as internal qualities: you possess them all the time, alone and
with others. They define who you are; they provide you with a solid
foundation. These values and attributes are the same for all leaders,
regardless of position, although you certainly refine your understanding of
them as you become more experienced and assume positions of greater
responsibility. For example, a platoon sergeant with combat experience has a
deeper understanding of loyalty and duty than a new soldier does.

Your skills are those things you KNOW how to do, your competence in
everything from the technical side of your job to the people skills a leader
requires. The skill categories of the Philippine Army leadership framework
apply to all leaders. However, as you assume positions of greater
responsibility, you must master additional skills in each category.

But character and knowledge while absolutely necessary are not

enough. You cannot be effective, you cannot be a leader, until you apply what
you know, until you act and DO what you must. As with skills, you will learn
more leadership actions as you serve in different positions. Leadership is
about taking action, but there’s more to being a leader than just what you do.
Character and competence, the BE and the KNOW underlie everything a
leader does. So becoming a leader involves developing all aspects of
yourself. This includes adopting and living the Philippine Army core values
and standards of conduct. It means developing the attributes and learning the
skills of an Army leader. Only by this self-development will you become a
confident and competent leader of character. Being a Philippine Army leader
is not easy. There are no cookie-cutter solutions to leadership challenges, and
there are no shortcuts to success. However, the tools are available to every
leader. It is up to you to master and use them.

1. BE. Character describes a person’s inner strength, the BE of BE,

KNOW, DO. Your character helps you know what is right; more than that, it
links that knowledge to action. Character gives you the courage to do what is
right regardless of the circumstances or the consequences.

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a. Values. You demonstrate character through your behavior. One

of your key responsibilities as a leader is to teach the Philippine Army Core
Values and Standards of Conduct to your subordinates. The old saying that
actions speak louder than words has never been more true than here.
Leaders who talk about honor and loyalty but do not live these values both on
and off duty send the wrong message that this “values stuff” is all just talk.
Leaders must not only understand and talk about the Philippine Army Core
Philosophy but must live them. This may or may not be easy, but it is vitally
important to the success of the Philippine Army, your unit and your soldiers.

One of the most obvious ways to demonstrate character is to be

honest. Tell it like it is not how you think someone wants to hear it. The
Philippine Army and soldiers want, need and deserve the truth. If you make a
mistake, admit it; don’t sacrifice your integrity. If something is wrong, you must
be willing to say so, even to superior NCOs and officers. Do so in an
objective, straightforward manner; present facts. This often takes moral
courage. What you say may not be easy or even welcomed, but your candor
is necessary to develop and maintain trust. It is also necessary for soldiers to
know whether they have met the standard and for leaders to know the true
status of units. A mark of loyalty is a burning desire to help the unit and one’s
soldiers get better at their tasks. That demands honesty. Make it a habit to be
candid in battle, lives will depend on it.

b. Attributes. Leader attributes influence leader actions; leader

actions, in turn, always influence the unit or organization. The attributes of a
leader are the things he possesses that can be categorized into mental,
physical and emotional.

1) Mental.

(a) Will. It is the inner drive that compels soldiers and

leaders to keep going when they are exhausted, hungry, afraid, cold and wet
when it would be easier to quit.

(b) Self Discipline. Allows leaders to do the right thing

regardless of the consequences for them or their subordinates.

(c) Initiative. It is the ability to be self-starter to act

when there are no clear instructions, to act when the situation changes or
when the plan falls apart.

(d) Judgment. It is the ability to size up a situation

quickly, determine what is important, and decide what needs to be done.
Good judgment means making the best decision for the situation.

(e) Self Confidence. It is the faith that you will act

correctly and properly in any situation, even one in which you are under stress
and do not have all the information you want.

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(f) Intelligence. It is more than knowledge, and the

ability to think is not the same as book learning.

(g) Cultural Awareness. Culture is a group’s shared

set of beliefs, values and assumptions about what is important.

Three cultural factors a leader must be aware of

(1) You must be sensitive to the different

backgrounds of your subordinates.

(2) You must be aware of the culture of the

country in which your organization is operating.

(3) You must take into account your partners’

customs and traditions when you’re working with forces of another nation.

2) Physical.

(a) Health Fitness. It is everything you do to maintain

good health, things such as undergoing routine, physical examination,
practicing good dental hygiene, maintaining deployability standards, and even
personal grooming and cleanliness.

(b) Physical Fitness. Unit readiness begins with

physically fit soldiers and leaders. Combat drains soldiers physically, mentally
and emotionally. To minimize those effects, Philippine Army leaders are
physically fit and their soldiers are fit as well.

(c) Military and Professional Bearing. As a Philippine

Army leader, you are expected to look like a soldier. Know how to wear the
uniform and wear it with pride at all times.

3) Emotional. As a Philippine Army leader, your emotional

attributes self-control, balance, and stability contribute to how you feel and
therefore to how you interact with others. Your soldiers are human beings with
hopes, fears, concerns, and dreams. When you understand that will and
endurance come from emotional energy, you possess a powerful tool. The
feedback you give can help your subordinates use their emotional energy to
accomplish amazing feats in tough situations.

(a) Self-Control. It means control of emotions. No one

wants to work for a hysterical leader who might lose control in a tough
situation. This does not mean you never show emotion. Instead, you must
display the proper amount of emotion and passion.

(b) Balance. Emotionally balanced leaders display the

right emotion for the situation and can also read others’ emotional state. They
have a range of attitudes from relaxed to intense in which to approach
situations and can choose the one appropriate to the circumstances.

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(c) Stability. Effective leaders are steady, levelheaded

under pressure and fatigue, calm in the face of danger. Display the emotions
you want your people to display; do not give in to the temptation to do what
feels good for you.

2. KNOW. A leader must have a certain level of knowledge to be

competent. That knowledge is spread across four skill domains. You must
develop interpersonal skills, knowledge of your people and how to work with
them. You must have conceptual skills, the ability to understand and apply the
doctrine and other ideas required to do your job. You must learn technical
skills, how to use your equipment. Finally, warrior leaders must master
technical skills, the ability to make right decisions concerning employment of
units in combat. Tactical skills include mastery of the art of tactics appropriate
to the leader’s level of responsibility and unit type. They’re amplified by the
other skills interpersonal, conceptual, and technical and are the most
important skills for warfighters.

Mastery of different skills in these domains is essential to the Philippine

Army’s success in peace and war. But a true leader is not satisfied with
knowing only how to do what will get the organization through today; you must
also be concerned about what it will need tomorrow. You must strive to
master your job and prepare to take over your boss’s job. In addition, as you
move to jobs of increasing responsibility, you’ll face new equipment, new
ideas, and new ways of thinking and doing things. You must learn to apply all
these to accomplish your mission. Philippine Army schools teach you basic
job skills, but they are only part of the learning picture. You’ll learn even more
on the job. Good leaders add to their knowledge and skills every day. True
leaders seek out opportunities; they’re always looking for ways to increase
their professional knowledge and skills. Dedicated squad leaders jump at the
chance to fill in as acting platoon sergeant, not because they’ve mastered the
platoon sergeant’s job but because they know the best place to learn about it
is on the thick of the action. Those squad leaders challenge themselves and
will learn through doing; what’s more, with coaching, they’ll learn as much
from their mistakes as from their successes.

You need to know a great deal to properly lead soldiers. You must
have a number of skills to train soldiers and to lead them in tough situations.
You know how to talk to your soldiers and get them to talk. Be able to think
and plan ahead and be able to visualize events before they occur. Know
everything about your equipment and tactics and how to make decisions
based on the information you have available.

To be a good leader, KNOW the factors of leadership, KNOW fieldcraft,

KNOW yourself, KNOW your soldier and KNOW your job. Every day the
Philippine Army becomes more technologically advanced. Our fellow citizens
have entrusted us to use complex tools to protect our country and our way of
life. This requires each soldier to be proficient in his job and to work as a
member of a team. Know how to think and plan ahead and learn to visualize
the effects of your actions. Know your equipment and tactics and how to make
decisions based on available information. Knowledge is reflected in a soldier’s

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skills. As you continue your service in the Philippine Army, you will develop or
improve these skills. Even the most senior leaders work to improve certain
skills. Knowledge is never complete; we keep learning all our lives.

a. Know the Factors of Leadership

1) The Led. Different people require different styles of

leadership. For example, a new recruit requires more supervision than an
experienced soldier. A person with a poor attitude requires a different
approach than one with a high degree of motivation. You must know your
men! The fundamental starting point is having a good understanding of
human nature: needs, emotions, and motivation. You must know your
soldiers’ be, know, and do attributes.

2) The Leader. You must have a honest understanding of

who you are, what you know, and what you can do. Also, note that it is the
followers, not the leader who determines if a leader is successful. If a follower
does not trust or lacks confidence in his leader, then he will be uninspired. To
be successful you have to convince you followers, not yourself or your
superior, that you are worthy of being followed.

3) Communication. You lead through two-way

communication. Much of it is nonverbal. For instance, when you “set the
example,” that communicates to your men that you would not ask them to
perform anything that you would not be willing to do. What and how you
communicate either builds or harms the relationship between you and your
men.

4) Situation. All situations are different. What you do in one

leadership situation will not always work in another situation. You must see
your judgment to decide the best course of action and the leadership style
needed for each situation. For example, you may need to confront a soldier
for inappropriate behavior, but if the confrontation is too late or too early, too
harsh or too weak, then the results may prove ineffective.

b. Know Field craft. Being an expert in fieldcraft reduces the

likelihood your soldiers will become casualties. The requirement to do one’s
job in a field environment is one of the differences between soldiering and
most civilian occupations. Likewise, the requirement that Philippine Army
leaders make sure their soldiers take care of themselves and provide them
with the means to do so is unique.

You gain proficiency in fieldcraft through schooling, study and

practice. Once learned, fieldcraft skills are not difficult to accomplish. But they
are sometimes neglected during exercises, when everyone knows that the
exercise will end at specific time, sick and injured soldiers are always
evacuated and the adversary isn’t using real ammunition. During peacetime,
it’s up to you to enforce tactical discipline to make sure your soldiers practice
the fieldcraft skills that will keep them from becoming casualties later. Soldiers

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need to be confident in their ability to take care of themselves and their

equipment in the field to continue the mission.

c. Know yourself. As a Non-Commissioned Officer your job

requires you to accomplish tasks with your soldiers and your equipment under
the most difficult conditions: uncertainty, confusion, stress and fear of battle.
In those challenging circumstances your courage and that of your soldiers will
be tested to the limit. You can also expect your own fear and that of your
soldiers to complicate getting things done in crisis situation in battle, in military
operations other than war, or in training. But be positive, especially with your
soldiers and always exhibit the determination to prevail no matter what the
odds or how desperate the situation may be.

Courage in battle doesn’t mean an absence of fear. Fear is a

natural reaction to combat and unknown situations, but courage is getting the
job done despite the presence of fear. This is a very hard thing to do. This
ability derives from many contributing factors, but one of the most important is
self-confidence. The hard you do to master required skills and train your
soldiers becomes a conviction that you’ll act correctly and properly even
under stressful conditions. Know your own capabilities and believe in yourself
and your training. Understand right now that courage yours and your soldiers
is not a substitute for proper training, working equipment or firepower. Putting
rounds on target quickly and accurately is the best antidote to fear, but it
requires well trained, disciplined soldiers to accomplish.

The ambiguous nature of the operational environment requires

Philippine Army leaders who are self-aware and adaptive. Leaders with self-
awareness understand their operational environment, can assess their own
capabilities, determine their own strengths and weaknesses and actively learn
to overcome their weaknesses. Adaptive leaders must first be self-aware; they
must have the ability to recognize change in their operating environment,
identify those changes and learn how to adapt to succeed in their new
environment. Self-awareness and adaptability work together. A leader who
fails to adapt cannot learn to accept change and modify behavior brought
about by changes in the operational environment.

Today’s operational environment demands more from Philippine

Army leaders than ever before. The Philippine Army needs adaptive leaders
that can successfully operate across the range of military operations. It needs
adaptive leaders who can be home one day and, within hours, conduct
military operations anywhere. The Philippine Army adaptive leaders who can
operate in all dimensions of the operational environment from hand-to-hand
combat to offensive information operations.

d. Know your soldiers. A key part of your job as a Non-

Commissioned Officer is to know your soldiers. It is essential that you know
how your soldiers will behave in battle under stress and uncertainty. To do
this you must know how well trained they are, how well they work together as
team members and how they react to fear, uncertainty and stress. As a
leader, you should demonstrate genuine concern for the well-being of your

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soldiers and for their personal and professional development, progress,

problems, concerns and convictions. Know them. Know their goals and meet
their families. This is not to coddle or cater to the soldiers but that you might,
in a soldierly way, build a team of confident, well-trained individual soldiers
who operate as one and whose dedication to accomplishing the mission
overrides any other concern.

e. Know your job. To be a good Non-Commissioned Officer you

must know your job exceptionally well. This means you must be proficient in
the employment, care, cleaning and maintenance of vehicles, weapons and
equipment assigned to your unit technical skills. As the Philippine Army
Modernization progresses, you may receive new equipment, learn new
doctrine, or undergo organizational changes. You will certainly have to absorb
and pass on larger and larger quantities of information. Know all the tactics
your unit uses in battle. Realize that in the contemporary operational
environment, there are no secure areas an enemy might attack a logistics site
in the rear areas as readily as a frontline combat arms unit. That means being
adaptive to the situation and responding appropriately.

Understand and conduct day-to-day requirements of soldiering

in the field and in garrison. Show your soldiers each day that you can do
everything they do. If you’re really a good NCO you’ll be better at all those
things than any of your soldiers. This is the first step in leading by example.

3. DO. Leaders Act. They bring together everything they are, everything
they believe, and everything they know to do to provide purpose, direction,
and motivation. Philippine Army leaders work to influence people, operate to
accomplish the mission, and act to improve their organization. As with leader
skills, leader actions increase in scope and complexity as you move from
direct leader positions to organizational and strategic leader positions. Leader
who live up to the Philippine Army core values, who display leader attributes,
who are competent, who act all times as they would have their people act, will
succeed. Leaders who talk good game but can’t back their words with actions
will fail in the long run.

a. Influencing. The first word in the definition of leadership is

influencing. Influencing someone is much different from telling him or her to
do something. Because of rank and position, we all have the authority to give
instructions to subordinates. A good leader, however, influences others to do
what needs to be done not because of his or her rank, but because of the
trust and confidence their subordinates, peers, and superiors have in them.
That process of influencing will always lead to more realistic mission
accomplishment than just telling someone what to do.

1) Communicating. You influence soldiers by setting the

example, and the example you set is just as important as the words you
speak. You set the example, good or bad, with every action you take and
every word you say. There are three key concepts that you must
communicate through your words and example.

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(a) Purpose. Purpose provides soldiers a reason to do

things. It means you must earn your subordinates’ trust. They must know from
experience you care about them. They must also know you wouldn’t put them
in harm’s way unless there was a good reason and the task was essential to
mission accomplishment.

(b) Direction. You provide direction when you

communicate how you want a mission accomplished. You prioritize tasks,
assign responsibility for their completion, ensure resources are available, and
ensure that your soldiers understand the standards. Soldiers want direction,
challenging tasks, training, and resources. Once they have them, they want
you to trust them to get the job done alone.

(c) Motivation. You motivate soldiers so they will do

everything they can to accomplish a mission. Proper motivation will result in
their acting on their own initiative when they see something that someone
needs to do.

Soldiers trained this way will accomplish the

mission even when no one is watching. They will work harder, and when
given praise, they will be ready to take on more responsibility.

You will motivate your soldiers more by the

example you set than by words. The example you set is at least as important
as what you say and how well you manage the work.

2) Decision Making. Do what is necessary to fulfill your

duties and support your fellow soldiers by putting your knowledge into action.
Taking action requires making decisions. Everyone makes decisions every
day to solve problems. A problem is an existing condition in which what you
want to happen is different from what actually is happening. So decision-
making is known whether to decide and then when and what to decide.

(a) Problem Solving. The Philippine Army uses a

method known as the problem solving steps to help choose the best course of
action. This process is the basis for all decision-making and includes
understanding the consequences of your actions. Apply the problem solving
steps even when time is short. You can reduce the length of the process by
developing fewer COAs or gathering less information. Even when time is
constrained, the steps will help you decide on the best available solution. You
may find that sometimes you need to take into account your knowledge, your
intuition, and your best judgment. Intuition comes from accumulated
experience and is often referred to as “gut feeling.” But don’t rely only on
intuition, even if it has worked in the past. Use your experience, listen to your
instincts, but do your research as well. See Figure 3.2 Seven Problem Solving
Steps:

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The Problem-solving Steps

Problem Definition. Don’t be distracted by the symptoms or effects of

the problem, get at its root cause. For example, if you get called down to
the motor pool on Saturday because there is a lot of oil under your truck,
the problem is not the oil or loss of free time. The problem is the worn
seal that is allowing the oil to leak out.

Information Gathering. In the time you have available, gather facts

about the situation. You may also make assumptions to help in the next
step. Assumptions are statements of what you believe about the situation
but don’t have the facts to support them. Make only those assumptions
you believe are true and are necessary to come up with alternatives.

Course of Action (COA) development. Courses of action are ways to

solve the problem. Develop as many different COAs as time permits.
Don’t be satisfied with the first thing that comes into your mind. The third
or fourth or tenth COA you come up with might be the best one.

COA Analysis. Identify what is likely to occur from each COA and any
resource or other constraints. Determine what are the advantages and
disadvantages of each COA, without favoring any COA over the
others.COA Comparison. Evaluate each COA as to its probability of
solving the problem. Consider the cost of each COA, also. For example,
replacing the engine in your leaky truck might solve the problem, but so
will replacing the bad seal at far less cost.

Decision. Select the best COA that solves the problem.

Execution and Assessment. Once you’ve decided, make it happen!

Plan how to accomplish the tasks required to solve the problem so you
can get it done in an organized, efficient manner. Then assess the
results. Does the truck run properly? Is there any oil leaking?
Figure 3.2 The problem solving steps.

(b) Troop Leading Procedure. Another tool that small

unit leaders use is called the Troop Leading Procedures (TLP). The TLP,
shown in Figure 3.3, elaborates on the problem solving steps to support
tactical decision-making. The TLP is a series of eight inter-related steps that
may be accomplished concurrently. The TLP enable a leader to use available
time effectively and efficiently in the planning, preparing, executing, and
assessing of missions. Collectively, the TLP are a tool to assist leaders in
making, issuing, and supervising operation orders. While the TLP does not
necessarily follow rigid sequence, it is important to accomplish every step to
ensure planning is thorough and all soldiers know their required tasks.

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Step 1. Receive the Mission. Once you receive your mission, analyze to
determine what exactly has to be done and what other factors will affect your
ability to do it. This may be in the form of a warning order (WARNO), and
operation order (OPORD), or a fragmentary order (FRAGO). Analyze it using
the factors of Mission, Enemy, Terrain, Troops, Time available and Civilian
consideration (METT-TC).

• Use no more than one third of the available time for planning and
issuing the operation order.

• Determine what are the specified tasks (you were told to accomplish),
the essential tasks (must accomplish to succeed) and the implied tasks
(necessary but not spelled out).

• Plan preparation activity backward from the time of execution.

Step 2. Issue a Warning Order. As soon as you understand the mission, let
subordinates know so they can begin planning. Provide initial instructions to
your soldiers in a WARNO. Include all available information and update as
often as necessary. Certain information must be in the warning order:

• The mission or nature of the operation.

• Participants in the operation.

• Time of the operation.

• Time and place for issuance of the operation order.

Step 3. Make a Tentative Plan. After analyzing the mission, develop some
different ways (course of action – COA) to get it done. Then compare these
COAs to determine which one is best. Gather and consider key information for
use in making a tentative plan. Update the information continuously and refine
the plan as needed. Use this plan as the starting point for coordination,
reconnaissance and movement instructions. Consider the factor of METT-TC

The TLP is the best tool for planning at the small unit level to be sure
every important detail is considered. Using TLP keeps all soldiers fully
informed on future operations. But its usefulness is not limited to tactical field
conditions. You can use it even in garrison situations in everyday tasks.

3) Motivating. Well-trained soldiers know what they are

supposed to do, but under stress, their instincts might tell them to do
something different. The tired, hungry, cold, wet, disoriented or scared soldier
will more often do the wrong thing – stop moving, lie down, retreat – than the
soldier not under that kind of stress. This is when you, the leader, must step-in
– when things are falling apart, when there seems to be no hope – and get the
job done. A leader develops soldiers’ pride in themselves and in the unit to get
trough the though job.

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• Mission. Review the mission to ensure you fully understand all tasks.

• Enemy. Consider the type, size, organization, tactics and equipment of

the enemy. Identify the greatest threat to the mission and their greatest
vulnerability.

• Terrain. Consider the effects of terrain and weather using observation,

concealment, obstacles, key terrain and avenues of approach (OCOKA).

• Troops available. Consider the strength of subordinate units, the

characteristics of weapon systems and the capabilities of attached elements
when assigning tasks to subordinate units.

• Time available. Refine the allocation of time based on the tentative

plan and any changes to the situation.

• Civilian considerations. Consider the impact of the local population or

other civilians on operations.

Step 4. Start Necessary Movement. Begin soldiers’ and equipment

movement to where they will be needed or where they will rehearse the
operation. Get the unit moving to where it needs to be as soon as possible.

Step 5. Reconnoiter. Survey, as much as possible, the ground on which you

will operate. If time allows, make a personal reconnaissance to verify your
terrain analysis, adjust the plan, confirm the usability of routes and time any
critical movements. Otherwise, make a map reconnaissance.

Step 6. Complete the plan. Complete the plan based on the reconnaissance
and any changes in the situation. Review the plan to ensure it meets the
commander’s intent and requirements of the mission.

Step 7. Issue the Complete Order. Platoon and smaller unit leaders
normally issue oral operations orders. A format for the five paragraph field
orders is in Figure 3-4.

Step 8. Supervise. Supervise preparation for combat by conducting

rehearsals and inspections.

b. Operating. In order to successfully accomplish the mission, take

actions that will influence soldiers to accomplish their assigned tasks through
planning, preparing, executing, and assessing.

1) Planning/Preparing. In planning and preparing for

missions you supervise the execution of task and insist on meeting the
standard. You ensure your soldiers have what they need to do the job and
make sure they take care of their equipment and themselves. This really
means checking. You check your soldiers and subordinate leaders before,
during and after operations; not to “micro-manage” them, but to get an

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accurate status of your soldiers and because their well-being is important to

you.

2) Executing. Leaders execute the task to standard in

accomplishing the mission.

3) Assessing. Leaders must assess what was executed and

how the job went so you can work smarter the next time.

c. Improving. The Philippine Army expects you to strive to improve

everything entrusted to your soldiers, facilities, equipment, training, and
resources. You will get a new mission, but part of finishing the old one is
improving the organization.

1) Developing. You counsel and mentor your soldiers to

develop their leadership abilities and soldier skills to their full potential. You
spend time and effort to build the team you lead and improve unit cohesion
and foster an ethical climate. You continue to learn and adapt to a changing
world and Philippine Army. Mentoring foster growth in soldiers based on
mutual trust and respect. The relationship is sustained through active
listening, caring and sharing of professional knowledge and life experiences
for the betterment of the individual and the Philippine Army. It is a one-on-one
way of helping a subordinate develop into a better leader. Mentorship begins
with setting the right example by showing soldiers a mature example of
values, attributes and skills in action. Setting the example encourages them to
develop their own character and leader attributes accordingly.

2) Building. The Philippine Army is a team. Each of its

organizations and units are themselves teams making up the Philippine Army.
You build teamwork and unit proficiency to prepare for the day when your unit
will have to fight. It’s important to realize that the national cause, the purpose
of the mission and other larger issues probably won’t be evident from the
battlefield. It’s therefore equally important to know that soldiers will perform
their duties for the other people in their squad, section or team. Your job as an
NCO is to bring each member into the team because you may someday ask
that person for extraordinary effort. Team building starts with your
competence as a leader. Training together builds collective competence and
trust is a product of that competence. Soldiers learn to trust their leaders if the
leaders know how to do their jobs and act consistently if they say what they
mean and mean what they say and that trust builds confidence. Continued
training to standard makes your soldiers confident in themselves and this is
key confident in each other because they know they can depend on each
other.

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SUBORDINATE CHALLENGES LEADER & ORGANIZATION ACTION

FORMATION • Achieve • Listen to and care for
STAGE belonging and subordinates
acceptance • Design effective
GENERIC • Set personal reception and orientation
and family concerns • Communicate
• Learn about • Reward positive
leaders and other contributions
SOLDIER members • Set example
CRITICAL • Face the • Talk with each other
uncertainty of war • Reassure with calm
• Cope with fear presence
ENRICHMENT
of unknown injury and • Communicate vital
STAGE
death safety tips
• Adjust to sights • Provide stable situation
GENERIC
and sounds of war • Establish buddy
• Adjust to system
separation from home • Assist soldiers to deal
and family with immediate problems
• Trust leaders • Trust and encourage
and other members trust
• Find close • Allow growth while
SOLDIER friends keeping control
CRITICAL • Learn who is in • Identify and channel
charge emerging leaders
• Accept the way • Establish clear lines of
SUSTAINMENT things are done authority
STAGE • Adjust feelings • Establish individual
about how things ought and unit goals
GENERIC to be done • Train as a unit for
• Overcome mission
family-versus-unit • Build pride through
conflict accomplishment
• Acquire self-
evaluation/self-assessment
SOLDIER habits
CRITICAL • Be fair and give
responsibility

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• Survive • Train as a unit for

• Demonstrate combat
competence • Demonstrate
• Become a team competence
member quickly • Know the soldiers
• Learn about the• Pace subordinate
enemy battlefield integration
• Learn about the• Provide stable unit
battlefield climate
• Avoid life- • Emphasize safety
threatening mistakes awareness for improved
readiness
• Trust others • Demonstrate trust
• Share ideas and • Focus on teamwork,
feelings freely training & maintaining
• Assist other • Respond to
team members subordinate problems
• Sustain trust & • Devise more
confidence challenging training
• Share mission • Build pride and spirit
and values through unit sports, social &
spiritual activities
• Adjust to • Observe and enforce
continuous operations sleep discipline
• Cope with • Sustain safety
casualties awareness
• Adjust to enemy • Inform soldiers
actions • Know and deal with
• Overcome soldiers’ perceptions
boredom • Keep soldiers
• Avoid Rumors productively busy
• Control fear, • Use in-process reviews
anger, despair and (IPRs) and After-Action
panic Reviews (AARs)
• Act decisively in face
of panic
Figure 3.4 The team building stages

3) Learning. To be a leader, you also must be a teacher to

impart learning. You give your soldiers knowledge and skills all the time: in
formal classroom settings and through your example. To be an effective
teacher, you must first be professionally competent then create conditions in
which your soldiers can learn. You must also be able to train your soldiers to
high levels of proficiency in their individual and team skills. You are the coach;
your soldiers are the team; success in battle is the payoff. Think ahead to the
day one of your soldiers or subordinate leaders has to replace you. That is the
way combat is; soldiers at all levels must pick up, carry on and get the mission
done as their leaders become casualties. Make sure your soldiers are ready if

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you die in battle one of them has to lead the others or they could all be
casualties and the unit will fail in its mission.

Section 3-3 Discipline

If leadership is the lifeblood of the Philippine Army then discipline is its

heart. Discipline isn’t just responding to orders or imposing punishment for
infractions, but is something leaders and soldiers build together. It is the
desire to do what is right even if it is difficult or dangerous. It doesn’t matter if
the “boos” isn’t watching; task will be done; and done properly. It is the desire
to accomplish the task well, not because of PRIDE is one’s unit and oneself.
Discipline means putting the task of the unit the team ahead of personal
desires.

Discipline in the Philippine Army is important because of the stakes

involved. In civilian life, a lack of discipline may cause some discomfort or, at
worst, get one in trouble with the law. In the Philippine Army, however, poor
discipline could result in the loss of soldiers’ lives. That is too high a price to
pay.

Discipline in the Philippine Army is one of the most basic elements of

warfighting. Its purpose is to make soldiers so well trained that they (and you)
will carry out orders quickly and intelligently even under the most difficult
conditions. Insistence on doing things properly adds and enhances military
discipline. Ensuring your soldiers wear their uniforms properly, march well or
repeat tasks until they do them correctly are part of military discipline. This is
not harassment or nit picking. Proper and prompt execution of orders will save
lives in combat. Don’t walk by a deficiency do something about it. Know the
rules of engagement and ensure your soldiers know them.

4. It Starts with the Little Things. Discipline in the little things saluting,
police call and physical training leads to discipline in the big things: advancing
under fire, refusing an illegal order and moving a wounded soldier to safety.
That is why you must insist on training to standard. It starts with self-discipline
but grows with pride in the unit and confidence in the leader’s and soldiers’
abilities. A disciplined unit is made us of soldiers who trust each other and
know they can accomplish any mission they are given. A disciplined unit is
made up of soldiers who will not let each other down nor even consider
failure.

You and your soldiers will receive varied missions in varied

environments and you will have to adapt to the environment while training
your soldiers to perform many different tasks. Infantry could be supporting
relief operations after a natural disaster or a Quartermaster unit could be
defending its perimeter against a terrorist attack. But because of the speed
that information travels now and in the future, you and your soldiers can have
an impact far beyond your actual area of operations. Remember this success

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or failure of an operation could be determined by one sentry, patrol leader,

truck driver, or gunner. And that soldier could be one of yours.

Discipline results in accomplishing all tasks well, even the routine,

simple ones.

5. Leadership Principles. The traditional principles of leadership are

excellent guidelines. There are eleven (11) principles of leadership that will
guide leaders.

a. Know yourself and seek self-improvement. In order to know

yourself you have to understand your Be, Know and Do attributes. Seeking
self-improvement as a leader means continually strengthening your attributes.

b. Be technically and tactically proficient. Technical and tactical

knowledge is essential to leadership. As a leader you must be proficient with
each weapon, vehicle, and piece of equipment in your unit.

c. Seek responsibility and take responsibility for your action.

Search for ways to guide your organization to new heights. And when things
go wrong, they will sooner or later, do not blame others. Analyze the situation,
take corrective action, and move on to the next challenge. Leaders must have
the initiate to see what needs to be done and the fortitude to take
responsibility for doing it.

d. Make sound and timely decisions. Leaders must use good

problem solving, decision-making, and planning tools.

e. Set the example. Be a good role model to your soldiers. They

must not only hear what they are expected to do, but also see.

f. Know your soldiers and look out for their welfare. Know the
human nature and the importance of sincerely caring for the well-being of your
soldiers.

g. Keep your soldiers informed. Leaders must know how to

communicate and keep soldiers, seniors, and other people within the
organization well-informed.

h. Develop a sense of responsibility in your subordinates. Develop

good character traits within your people that will help them carry out their
professional responsibilities. Leaders must instill the value of responsibility in
their subordinates. Leaders must assign responsibilities to subordinates in a
way that will develop them as leaders and hold them accountable.

i. Ensure that the task is understood, supervised, and

accomplished. Communication is the key to this responsibility. Leaders must
know how to communicate and to ensure that the task is understood.

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j. Employ your unit in accordance with its capabilities. Develop the

capabilities of your unit through good leadership and training and employ
them successfully according to their capabilities

Section 3-4 Make-up and Success of the Soldier,

Team and Organization

6. Elements. There are three elements in the make-up and success of

the soldier, team and organization Discipline, Morale and Taking care of
soldier.

a. Discipline. The highest form of discipline is the willing obedience

of subordinates who trust their leaders, understand and believe in the
mission’s purpose, value the team and their place in it, and have the will to
see the mission through. This form of discipline produces soldiers and teams
who, in the really tough moments, come up with solutions themselves.

Soldiers are our most important resource; they are in fact our
“credentials.” Part of knowing how to use this most precious resource is to
understand the stresses and demands that influence soldiers. Leaders build
discipline in their squad or section through-

1) Train to standard

2) Using rewards and punishment judiciously

3) Instilling confidence in and building trust among team

members,

4) Creating a knowledgeable collective will.

Three important factors of a disciplined cohesive unit,

which are crucial in combat-

1) Confidence

2) Trust

3) Collective will

b. Morale. Morale is a factor of equal importance to success in

battle--as are weapons, equipment, and causes. You can’t measure morale,
yet it is the human dimension’s most important intangible element. It
measures how soldiers feel about themselves, their team, and their leaders.
The following are factors to high morale:

1) Good Leadership

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2) Shared Hardship

3) Mutual Respect

Morale is an emotional bond that springs from common

values like loyalty to fellow soldiers and a belief that the organization will care
for families. Leaders know that morale holds the team together and keeps it
going in the face of terrifying and dispiriting things that occur in war. A
cohesive team striving to achieve common goals is the result of high morale.

c. Taking care of soldier. Readiness is the best way to truly take

care of soldiers. Sending soldiers in harm’s way where they may get killed or
wounded may seem to be a contradiction to taking care of them. Are you
really taking care of them when you send them out to combat? Consider this
as you go through this portion of the lesson. You always hear people say that
one-thing leaders do is “take care of soldiers.” This is true; however, we need
to add one more clause: “accomplish the mission while taking care of your
soldiers.” Taking care of soldier means-

1) Create a disciplined environment.

2) Hold soldiers to high standards.

3) Train soldiers to perform in peace and war.

4) Treat soldiers fairly.

5) Share in soldiers’ hardship.

6) Set the example.

7) Demand soldiers do their duty.

8) Train soldiers rigorously.

9) Give soldiers all resources needed to survive in combat.]

10) Provide family support.

You have to be with the soldiers to see and feel what they’re
experiencing as well as to influence the mission by your presence. If you
direct one of your teams to set up an observation point (OP), then you should
visit that OP and ensure your team sets it up properly. If you stay away from
the mission, you jeopardize it because you won’t know what is going on. You
will risk destroying your soldiers’ trust, not to mention your squad.

Soldiers want to see you around. If you are not putting yourself
at risk, if they haven’t seen you, then they are not likely to forget a mistake
you make. You have to live with them in the same mud, rain, snow, blazing
sun, dark nights, and threat of the enemy to keep from falling into the trap of

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ignorance. You lead from the front to better motivate your squad to carry on
under extreme conditions.

Section 3-5 Putting It Together

The Army leadership framework is the Army’s common basis for

thinking about leadership. There is a lot to think about, but the framework
gives you the big picture and helps put your job, your people and your
organization in perspective. The values, attributes, skills and actions that
support BE, KNOW, DO each contain components and all are interrelated;
none stands alone. Its pieces work in combination to produce something more
than the sum of the parts. BE the leader of character: live Army values and
demonstrate leader attributes. Study and practice so that you have the skills
to KNOW your job. Then act, DO what’s right to train and care for your
soldiers while accomplishing the mission.

Leadership in combat is your primary and most important challenge. It

requires you to develop in yourself and your soldiers the ability and the will to
win – mental toughness. Check your soldiers’ mental toughness. An example
of a gut check of mental toughness is taking the formation past the barracks
at the end of a four mile run. Army values contribute to a core of motivation
and will. Without such motivation and will, your soldiers may die
unnecessarily. You are leading a part of the force that will fight and win the
Nation’s wars and serves the common defense of the Republic of the
Philippines. In the years ahead, you will be called upon for a variety of
missions under extreme conditions. In some cases you’ll be doing things
you’ve never done before. But you can and will succeed.

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CHAPTER 4
TRAINING

Section 4-1 NCOs Lay the Foundation in Training

Philippine Army trainings have made the Non-Commissioned Officer

responsible for individual, crew and team training. The first line supervisor
teaches individual tasks to soldiers in their squads, crew, or equivalent small
units. The first line supervisor and his senior NCOs emphasize performance-
oriented practice to ensure soldiers achieve soldier’s manual standards. First
line supervisor conducts cross training to spread critical wartime skills within
his unit. The command sergeant majors, first sergeants and other senior
NCOs coach NCOs to master a wide range of individual tasks.

A good leader develops a genuine concern for the well-being of their

soldiers. In the Philippine Army, this simply means that leaders must know
and understand their soldiers well enough to train them to high level of
proficiency as individuals and team and to have confidence in their ability to
perform well under the difficult and demanding conditions of battle. The best
way to take care of your soldiers is to train them well. Training is the NCOs’
primary duty and responsibility: no one has more to do with training soldiers
than the Non-Commissioned Officer. The Philippine Army can provide ranges,
ammunition, soldier’s manuals, training aids and devices, but none of these
can do the training – they are tools for NCOs to train their soldiers. Good
training bonds tactics, weapons, equipment and units to accomplish the
mission.

Commanders allot training time for NCOs to conduct individual training

and require that individual tasks are included in all collective Mission Essential
Task List (METL) training. Commanders also allot sufficient time to NCOs can
retain soldiers who need it to meet the standard. NCOs are responsible for
conducting individual training to standard and must be able to explain how
individual task training relates to collective mission essential tasks. NCO
leader training occurs in NCO Development Programs, collective training,
developmental counseling and self-development.

Section 4-2 Battle Focus Training

Commanders train their units to be combat ready. Training is their

number one priority. Commanders achieve this unit tough, realistic, and
challenging training. At every echelon, commanders must train their unit to the
Philippine Army standard. Battle focus enables the commander to train units
for success on the battlefield.

1. Battle Focus. Battle focus is a concept used to determine training

requirements from wartime missions. Units cannot achieve and sustain

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proficiency on all possible soldier, leader and collective tasks. Commanders

with NCO assistance selectively identify and train those tasks that accomplish
the unit’s critical wartime mission. The METL is the focal point for planning,
execution and assessment of training. This is critical throughout the entire
training process and aids in allocating resources for training. It also enables
tailoring of unit leader development training for those competencies required
to execute Philippine Army wartime doctrine.

NCOs link the collective mission essential tasks and the leader and
soldier tasks that support them. The command sergeant major and NCO
leaders select specific soldier tasks that support each collective task of the
METL. NCOs are primarily responsible for training soldier tasks. Leaders at
every level remain responsible for training to established standards during
soldier, leader and unit training.

A critical aspect of the battle focus concept is to understand the

responsibility for, and the linkage between, the collective mission essential
tasks and the individual tasks that support them. The diagram at Figure 4.1
depicts the relationships and the proper sequence to derive optimum training
benefit from each training opportunity.

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BATTLE FOCUS

Selects Collective Selects Collective

Mission Essential Tasks Mission Essential Tasks

Conducts Training Conducts Training

Assessment Assessment

Determines Training Determines Training

Objectives Objectives

Determines Strategy Determines Strategy

and Plans for Training and Plans for Training

Conducts Pre-Execution Conducts Pre-Execution

Checks Checks

Executes Training and Executes Training and

Conducts AAR Conducts AAR

Evaluates Training
Against Established
Standards

Figure 4.1 Integration of collective and individual training

Section 4-3 Mission Essential Task List

After the commander designates the collective mission essential tasks

required to accomplish the unit’s wartime mission, the CSM and senior NCOs
develop a supporting individual task list for each mission essential task. Often
called the “METL Crosswalk,” soldiers training publications and mission
training plans are major source documents for selecting appropriate individual
task.

A mission essential task is a collective task in which an organization

has to be proficient to accomplish an appropriate portion of its wartime
operational mission. The commander must identify those tasks that are
essential to accomplishing the organization's wartime operational mission.

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Battle-focused METL identifies those tasks that are essential to the

accomplishment of the unit’s wartime operational mission and provides the
foundation for the unit’s training program.

2. METL Development Process. The METL development process

reduces the number of tasks the organization must train and focuses the
organization's training efforts on the most important collective training tasks
required to accomplish the mission.

METL development is the catalyst that keeps Army training focused on

wartime operational missions. Applying the METL development—

a. Focuses the unit’s training on essential tasks.

b. Provides a forum for professional discussion and leader

development among senior, subordinate and adjacent (peer) commanders
concerning the linkage between mission and training.

c. Enables subordinate commanders and key NCOs to crosswalk

collective, leader and individual tasks to the mission.

d. Leads to “buy-in” and commitment of unit leaders to the

organization’s training plan.

3. Integration of Soldier, Leader and Collective Training. The

Company/Battery/Troop is the lowest level to have METL. The commander
gives to his chain of command the mission and METL for accomplishing the
company’s wartime mission.

a. Selection of Platoon and squad Collective Tasks. From the

company mission and METL, the platoon leader and platoon sergeant
determine their collective tasks. They

1) Use the mission-to-collective task to determine platoon

collective tasks that support each company mission essential task.

2) Determine which collective tasks support more than one

company mission essential task to identify high payoff tasks. For example,
most infantry company mission essential tasks require the infantry platoon
collective task, “Move Tactically.”

3) Present selected platoon collective tasks to the company

commander to obtain guidance and approval. The commander uses METT-T
analysis, resource availability and unit status analysis to select the most
important platoon tasks.

The platoon leader and platoon sergeant assist the

squad leaders in determining the squad collective tasks to accomplish the

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platoon collective tasks. They used the same process as above to select
these tasks. The company commander approves the squad collective tasks.

b. Selection of Leader and Soldier Tasks. Unit leaders select

soldier tasks to support squad and platoon collective tasks using the
collective-to-soldier task. They do this for each skill level in the unit.

The CSM and key NCOs review and refine the supporting
soldier tasks for each skill level in every MOS within the unit. Leader books
are a valuable tool to track task proficiency.

Soldier to Be Task Review Approve

Trained Selection
First Sergeant CSM Coy Comdr Bn Comdr
st
Platoon 1 Sergeant Pltn Ldr/Coy Comdr Bn Comdr
Sergeant
Squad Leader Pltn Pltn Ldr/1st Sergeant Coy Comdr
Sergeant
All leaders and soldiers must perform common tasks and essential
Team Occupational
Military Leader Squad
Specialty (MOS) Pltn
– Sergeant/Leader Coyuse
specific tasks. Leaders Comdr
battle
Leader
focus to refine the list to mission related tasks that are essential to the
soldier’s
Soldierduty position and
Team analyze it toSquad
eliminate duplication.
Leader/ Pltn Pltn Leader
Leader Sgt

Figure 4-2 Task approval matrix

Section 4-4 Leader’s Role in Training

4. Roles. In addition to the commander’s responsibilities, all leaders must

require their soldiers to understand and perform their roles in training. The
commander assigns primary responsibility to officers for collective training and
to Non-Commissioned Officers for soldiers training. NCOs also have
responsibility to train squads, sections, teams and crews. The commander
melds leader and soldier training requirements into collective training events
so that all gain training value from each event. Additionally, all leaders:

a. Exchange information. Guidance on mission and priorities flows

down; soldier, leader and collective training needs flow up. Training meetings,
briefings and AARs are the primary forums for exchanging training
information.

b. Demand soldiers achieving training standards.

1) Set aside time to training tasks not performed to

standard.

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2) Plan to train a realistic number of tasks during a training

event. It is better to train to standard on a few tasks than fail to achieve the
standard on many. Soldiers will remember the enforced standard.
c. Assess the results of training in the AAR. The leader at every
level analyzes the unit and soldiers’ performance and makes judgment on
their strengths and weaknesses. This may lead to additional training or
recommendations for future training events.

5. Planning. Short-range planning is based on the long-range unit

assessment and on a detailed training assessment of the unit’s current METL
proficiency. It focuses on training deficiencies that impact on the unit’s ability
to perform its wartime mission. A training assessment is –

a. Required for each METL task, platoon and squad collective task,
soldier task and, at battalion and higher headquarters, each battle task.

b. A snapshot of the unit’s current soldier, leader and collective

task proficiency.

c. A comparison of task proficiency with Philippine Army

standards.

Planning is an extension of the battle focus concept that links

organizational METL with the subsequent preparation, execution, and
evaluation of training. A relatively centralized process, planning develops
mutually supporting METL based training at all echelons within an
organization. The planning process ensures continuous coordination from
long-range planning, through short-range and near-term planning, and
ultimately leads to training execution. The commander’s assessment provides
direction and focus to the planning process. Figure 4-1 depicts the training
planning process used to develop battle focused training programs. Properly
developed training plans will.

a. Maintain a consistent battle focus. Each headquarters in the

organization involves its subordinate headquarters in the development of
training plans. Based on the higher headquarters' plans, subordinate
commanders prepare plans that have a battle focus that is consistent
throughout the organization.

b. Be coordinated with habitually task organized supporting

organizations. Brigade combat team and battalion task force commanders
plan for coordinated combined arms training of their wartime task
organizations. Commanders of habitually task-organized units actively
participate in this process and develop complementary training plans. Corps
and division commanders require integrated training plans and monitor
coordination efforts during the planning process.

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c. Focus on the correct time horizon.

d. Be concerned with future proficiency. Training plans must focus

on raising or sustaining the proficiency of mission essential tasks to the
Philippine Army standard.

e. Incorporate risk management into all training plans. The nature

of the military profession is inherently dangerous. Commanders must train
their units to tough standards under the most realistic conditions possible.
Application of the risk management process will not detract from this training
goal, but will enhance execution of highly effective, realistic training. Risk
management is the process of identifying, assessing, and controlling risks
arising from operational factors and making decisions that balance risk costs
with mission training benefits. Leaders and soldiers at all echelons use risk
management to conserve combat power and resources. Leaders and staffs
continuously identify hazards and assess both accident and tactical risks.
They then develop and coordinate control measures to mitigate or eliminate
hazards. Risk management is a continuous process for each mission or
training event. It must be integral to military decisions, tied into each training
plan, and become a continuous part of preparation for training.

f. Establish organizational stability. Changes disrupt training and

frustrate subordinate leaders and soldiers. Planning allows organizations to
anticipate and incorporate change in a coordinated manner. Stability and
predictability are the result of locking in training plans. Senior commanders
are responsible to protect subordinate units from change.

g. Make the most efficient use of resources. The planning process

allocates limited time and other resources for training that contributes most to
achieving and sustaining wartime proficiency levels.

Training meetings are non-negotiable at battalion and company level.

Battalions and companies must hold them. Training meetings provide
guidance for forming training schedules. Coordination meetings should be
held to resolve resource issues prior to the battalion training meeting. At
company level, training meetings focus on the specifics of training to be
conducted.

Meetings are also held at platoon and squad level. Essential soldier,
leader and collective training needs must be identified and sent up the chain
of command. Likewise, information passed out at the company training
meeting must reach every soldier through the platoon chain of command. The
training schedule provides this detailed information. Training schedules
provide predictability for soldiers and create confidence in the chain of
command. Near-term planning conducted at the training meeting results in
detailed training schedules. The training schedule is the unit’s primary
management tool to ensure training is conducted on time and by qualified
trainers with the necessary resources. Once the battalion commander
approves and the company commander signs the training schedule, it is
locked in and constitutes an official order. At a minimum, it should –

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h. Specify when training starts and where it takes place.

i. Allocate adequate time for scheduled training and additional

training as required to correct anticipated deficiencies.

j. Specify individual, leader, and collective tasks to be trained.

k. Provide concurrent training topics that will efficiently use

available training time.

l. Specify who conducts the training and who evaluates the

training.

m. Provide administrative information concerning uniform,

weapons, equipment, references, and safety precautions.

Only the approving authority can change the training schedule; for
example, for the company, it is normally the battalion commander. Higher
headquarters must then protect units from unprogrammed events, activities
and other distracters. Leaders must ensure daily training is conducted to
standard and adheres to the training schedule. CSMs and First Sergeants are
key to making this happen. Soldiers have a legal responsibility to attend
scheduled training.

Training cannot happen if essential equipment and systems (such as

tracks, weapons, vehicles, radios) are non-mission capable. Everyone
(leaders, maintenance personnel, operators) must be trained and involved to
improve and sustain the unit’s maintenance posture. In war, soldiers and
crews perform preventive maintenance checks and services under combat
conditions often without the normal direction and supervision of superiors.
This requires maintenance personnel and equipment or vehicle operators who
are proficient in their maintenance duties. Leaders train soldiers to meet
Philippine Army maintenance standards. NCOs instill an understanding of and
the know-how to perform day-to-day maintenance operations.

6. Preparation. Formal planning for training culminates with the

publication of the training schedule. Informal planning, detailed coordination
and pre-execution checks continue until the training is performed. Well
prepared trainers, soldiers and support personnel are ready to participate and
their facilities, equipment and materials are ready to use.

Proper preparation gives trainers confidence in their ability to train.

They must rehearse their preparations and review the tasks and sub-tasks to
be covered during their training. To prepare trainers to conduct performance-
oriented training, commanders and leaders provide preparation time so that
the trainer can.

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a. Review references

b. Prepare a task and evaluation outline.

c. Gather and prepare training support items, equipment and

supplies.
d. Conduct a reconnaissance of training site.

e. Prepare the soldiers for training.

Commanders and leaders also conduct rehearsals to

a. Identify weak points in the training plan.

b. Teach effective training techniques and coach as needed.

c. Ensure all safety and environmental considerations are met.

d. Determine how the trainer will evaluate the soldier’s or unit’s

performance at the end of training for compliance with the training objective.

e. Assess subordinate trainer competencies and provide

developmental feedback to them throughout the training preparation and
execution process.

f. Give them confidence in their ability to train.

To conduct effective, meaningful training for soldiers, leaders and units,

thorough preparation is essential. Leaders themselves must be able to
perform the task before trying to teach other. Proper preparation gives them
confidence in their ability to train. After proper planning and preparation are
complete, soldiers, leaders and units are ready to execute training to
standard.

Most units in the Philippine Army train for combat and develop great
skill in their given roll. But when conditions and the needs of the Nation
change, units adapt and prepare for new roles – and succeed because of
hard training and discipline.

7. Execution. Training is the peacetime mission of the Philippine Army.

The execution of training to standard is the payoff for all other phases of
training management. Leader supervision and participation at all levels are
essential to the successful execution of training. Battle focused leaders
ensure that planned training is started on time and executed vigorously to
standard. Leaders assess soldier, leader and unit performance throughout the
execution phase. They provide feedback to allow soldiers to learn from their
strengths and weaknesses and to subsequently adjust their own training
programs.

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Senior NCOs are responsible for getting soldiers, subordinate leaders

and units to the training sites. They ensure that soldiers are at the right
location, in the right uniform, with the right equipment, at the right time.
Further, senior NCOs ensure –

a. Detailed inspections and checks are performed prior to all

training.
b. Prerequisite training is completed so that soldiers’ time is not
wasted.

c. Leaders are trained and prepared to train their squads, sections,

teams or crews. They train the trainers.

d. Preliminary training for squad, section, team and crew has the
right focus and is executed to Philippine Army standard.

e. Training includes a realistic number of tasks.

f. Soldiers train to standard and meet the training objectives.

Special emphasis is on low-density MOSs.

g. The schedule allows adequate time to repeat tasks not

performed to standard the first time.

h. Soldiers are properly motivated and well led.

i. Soldiers are present and accounted for, especially during

Sergeant’s Time Training.

Non-Commissioned Officers are the primary trainers. They are

responsible to-

a. Account for their soldiers.

b. Know their units’ and soldiers’ training needs and plan

appropriate time to train tasks to standard.

c. Conduct a rehearsal.

d. Identify and conduct appropriate prerequisite training.

e. Ensure training is conducted to standard.

f. Retrain soldiers when standards are not met.

g. Be properly prepared to conduct opportunity training whenever

time is available.

Presentation of training provides soldiers with the specific training

objectives (tasks, conditions and standards) to be trained and the evaluation

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methods to be used. The exact type and amount of information presented

prior to performing the task depends on the task and the state of training of
the soldiers being trained.

All good training, regardless of the specific collective, leader, and

individual tasks being executed, must comply with certain common
requirements. These include adequate preparation, effective presentation and
practice, and thorough evaluation. The execution of training includes
preparation for training, conduct of training, and recovery from training.

a. Preparation for Training. Preparation for training includes

selecting tasks to be trained, planning the conduct of the training, training the
trainers, reconnaissance of the site, issuing the training execution plan, and
conducting rehearsals and pre-execution checks. Pre-execution checks are
preliminary actions commanders and trainers use to identify responsibility for
these and other training support tasks. They are used to monitor preparation
activities and to follow-up to ensure planned training is conducted to standard.
Pre-execution checks are a critical portion of any training meeting. During
preparation for training, battalion and company commanders identify and
eliminate potential training distracters that develop within their organizations.
They also stress personnel accountability to ensure maximum attendance at
training.

Subordinate leaders, as a result of the bottom-up feed from internal

training meetings, identify and select the collective, leader, and individual
tasks necessary to support the identified training objectives. Commanders
develop the tentative plan to include requirements for preparatory training,
concurrent training, and training resources. At a minimum, the training plan
should include confirmation of training areas and locations, training
ammunition allocations, training simulations and simulators availability,
transportation requirements, soldier support items, a risk management
analysis, assignment of responsibility for the training, designation of trainers
responsible for approved training, and final coordination. The time and other
necessary resources for retraining must also be an integral part of the original
training plan.

Leaders, trainers, evaluators, observer/controllers, and OPFOR are

identified, trained to standard, and rehearsed prior to the conduct of the
training. Leaders and trainers are coached on how to train, given time to
prepare, and rehearsed so that training will be challenging and doctrinally
correct. Commanders ensure that trainers and evaluators are not only
tactically and technically competent on their training tasks, but also
understand how the training relates to the organization's METL. Properly
prepared trainers, evaluators, and leaders project confidence and enthusiasm
to those being trained. Trainer and leader training is a critical event in the
preparation phase of training. These individuals must demonstrate proficiency
on the selected tasks prior to the conduct of training.

Commanders, with their subordinate leaders and trainers, conduct site

reconnaissance; identify additional training support requirements; and refine

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and issue the training execution plan. The training plan should identify all
elements necessary to ensure the conduct of training to standard. Rehearsals
are essential to the execution of good training. Realistic, standards based
performance oriented training requires rehearsals for trainers, support
personnel, evaluators, observer/controllers, and OPFOR.

b. Conduct of Training. Ideally, training is executed using the

crawl-walk-run approach. This allows and promotes an objective, standards-
based approach to training. Training starts at the basic level. Crawl events are
relatively simple to conduct and require minimum support from the unit. After
the crawl stage, training becomes incrementally more difficult, requiring more
resources from the unit and home station, and increasing the level of realism.
At the run stage, the level of difficulty for the training event intensifies. Run
stage training requires optimum resources and ideally approaches the level of
realism expected in combat. Progression from the walk to the run stage for a
particular task may occur during a one day training exercise or may require a
succession of training periods over time. Achievement of the Philippine Army
standard determines progression between stages.

In crawl-walk-run training, the tasks and the standards remain the

same, however, the conditions under which they are trained change.
Commanders may change the conditions for example, by increasing the
difficulty of the conditions under which the task is being performed, increasing
the tempo of the task training, increasing the number of tasks being trained, or
by increasing the number of personnel involved in the training. Whichever
approach is used, it is important that all leaders and soldiers involved
understand which stage they are currently training and understand the
Philippine Army standard.

An AAR is conducted immediately after training and may indicate that

additional training is needed. Any task that was not conducted to standard
should be retrained. Retraining should be conducted at the earliest
opportunity. Commanders should program time and other resources for
retraining as an integral part of their long, short-, and near-term training
planning cycle. Training is incomplete until the task is trained to standard.
Soldiers will remember the standard enforced, not the one discussed.

8. Role of Non-Commissioned Officers. Professional NCOs take pride

in, and accepts responsibility for, the care and individual training of soldiers.
CSM/FSG and key NCOs select and train specific individual tasks that
support the units' collective mission essential tasks. NCOs are indispensable
throughout the training process. Commanders approve the tasks selected and
supervise and evaluate training with the officers and NCOs throughout the
training execution process.

NCOs are responsible for individual, crew, and small team training.
They continue the soldierization process of newly assigned enlisted soldiers
and begin their professional development. In units, individual skill training is
presented by the first-line leader, and not presented to large numbers of
soldiers by committee. The first-line leader is responsible to train individual

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tasks to soldiers in their squads, crews, teams, and equivalent small units.
The first-line leader and senior NCOs emphasize standards-based,
performance-oriented training to ensure soldiers achieve the Army standard.
NCO leaders conduct cross training to ensure critical wartime skills within the
unit. The CSMs, 1SG, and other senior NCOs coach junior NCOs to master a
wide range of individual tasks. Commanders allocate training time for NCOs
to conduct individual training and require that individual tasks be included in
all collective METL training. NCOs are responsible for conducting individual
training to standard and must be able to explain how individual task training
relates to the collective mission essential tasks.

Individual, crew, and small team tasks to be trained are based on the
small unit leader's evaluation of training deficiencies. These tasks are input as
the NCO's bottom-up feed at the weekly training meeting, approved by the
commander, and incorporated into the unit training plans and subsequent
training schedules. NCO leaders plan, prepare, rehearse, execute, and
conduct AARs for the approved training and provide feedback during weekly
training meetings. Commanders may, as required, approve the conduct of
training that may not have a strictly tactical focus but sustains soldier
readiness. For example, low-density occupational specialty soldiers may be
consolidated periodically for training under the senior functional NCO to
sustain proficiency.

9. Standards. Leaders emphasize accomplishing training to standard by

identifying the Philippine Army standard and, more importantly, by demanding
that soldiers meet those standards. They ensure soldiers understand when
they have not performed training to standard. Leaders must allow sufficient
time to retrain the task until it can be performed correctly.

Section 4-5 Other Leader Concerns in Training

10. Realism. Units should train in peacetime, as they will fight during war.
Peacetime training must replicate battlefield conditions as closely as
resources permit. All training is based on this principle. Leaders must ensure
that soldiers are trained to cope with complex, stressful and lethal situations
they will encounter in combat. Achieve this by:

a. Enforcing high standards.

b. Training soldiers, leaders and units in a near wartime

environment, not in the classroom.

c. Ensuring all training is tactically oriented.

d. Ensuring opposing forces use appropriate threat or capabilities

based doctrine, tactics and equipment.
e. Integrating realistic conditions by increasing the difficulty of
tasks, such as

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1) Simulate the loss of key leaders.

2) Use of smoke on the battlefield.

3) Require casualty evacuation.

4) Replicate battlefield debris.

5) Train in conditions of limited visibility or at night.

6) Interrupt or jam communications.

As soldier performance levels increase, conditions under which tasks

are performed become more demanding while standards remain constant.
Soldiers and leaders must execute the planned training, assess performance
and retain until Philippine Army standards are met under the most difficult
wartime conditions. The same standards must be enforced on a task whether
it is performed individually or as part of a larger operation. Soldier and leader
training must occur continually and be fully integrated into collective training.

11. Safety. Leaders must ensure realistic training is safe; safety

awareness protects combat power. Historically, more casualties occur in
combat due to accidents than from enemy action. Ensuring that realistic
training is safe instills the awareness that will save lives in combat.
Conducting realistic training is challenging business. The goal of the chain of
command is not training first or safety first, but training safely. The
commander is the safety officer. He is ultimately responsible for unit safety;
however every soldier is responsible for safe training. This includes leaders
throughout the chain of command and NCO support channel, not just range
safety officers and NCOs, observer controllers and installation safety officer.
NCOs should conduct a risk assessment for every mission they prepare for.

12. Sergeant’s Time Training. Some training time during the week should
be devoted to the small-unit leader (such as squad leader or vehicle
commander) to train his unit. This enhances readiness and cohesion; it also
allows the junior NCO to learn and exercise the Philippine Army’s training
management system at the lowest level. The key is to train the trainer so that
he can train his soldiers. This requires the NCO to identify essential soldier
and small unit and team tasks (drill) that support unit METL and then the NCO
must –

a. Assess strengths and weaknesses.

b. Formulate a plan to correct deficiencies and sustain strengths.

c. Execute the training to standard.

13. Opportunity Training. Opportunity training is the conduct of pre-

selected, prepared instruction, prepared instruction on critical tasks that
require little explanation. Sometimes called “hip-pocket” training, it is

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conducted when proficiency has been reached on the scheduled primary

training task and time is available. Unscheduled breaks in exercises or
assembly area operations, or while waiting for transportation, provide time for
opportunity training. Creative, aggressive leaders use this time to sustain the
skills of their soldiers and units. Good leader books are necessary to select
tasks for quality opportunity training.

14. Drills. Drills provide small units standard procedures for building
strong, aggressive units. A unit’s ability to accomplish its mission depends on
soldiers, leaders and units executing key actions quickly. All soldiers and their
leaders must understand squad or platoon follow-up actions to maintain
momentum and offensive spirit on the battlefield. Drills as limited to situations
requiring instantaneous response; therefore, soldiers must execute drills
instinctively. This results from continual practice.

Drills provide standardized actions that link soldier and collective tasks
at platoon level and below. At company and above, integration of systems and
synchronization demand an analysis of MET-T. Standard tactics, techniques
and procedures help to speed the decision and action cycle of units above
platoon level, but they are not drills. There are two types of drills, which apply
to all type of units – battle drills and crew drills.

a. Battle Drill. Battle drill is a collective action that platoon and

smaller units rapidly execute without applying a deliberate decision making
process.

1) Battle drills require minimal orders to accomplish and are

standard throughout the Philippine Army.

2) They continue sequential actions that are vital to success

in combat or critical to preserving life.

3) They are trained responses to enemy actions or leader’s

orders.

4) Battle drills represent mental steps followed for offensive

and defensive actions in training and combat.

b. Crew Drill. A crew drill is a collective action that the crew of a

weapon or system must perform to employ the weapon or equipment. This
action is a trained response to a given stimulus, such as a leader order or the
status of the weapon or equipment. Like a battle drill, a crew drill requires
minimal leader orders to accomplish and is standard throughout the Philippine
Army.

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Section 4-6 Assessment

Assessment is the commander's responsibility. It is the commander's

judgment of the organization's ability to accomplish its wartime operational
mission. Assessment is a continuous process that includes evaluating
training, conducting an organizational assessment, and preparing a training
assessment. The commander uses his experience, feedback from training
evaluations, and other evaluations and reports to arrive at his assessment.
Assessment is both the end and the beginning of the training management
cycle.
Training assessment is more than just training evaluation, and
encompasses a wide variety of inputs. Assessments include such diverse
systems as training, force integration, logistics, and personnel. They provide
the link between the unit's performance and the Army standard. Evaluation of
training is, however, a major component of assessment. Training evaluations
provide the commander with feedback on the demonstrated training
proficiency of soldiers, leaders, battle staffs, and units. Commanders cannot
personally observe all training in their organization and, therefore, gather
feedback from their senior staff officers and NCOs.

15. Unit Assessment. The unit assessment is made by the commander. It

is based on his firsthand observations and input from all leaders (officer and
NCO) and it is the base upon which a training strategy is developed. The unit
assessment is:

a. Developed using evaluations, reports, leader books, or records.

b. A continuous process though formal assessment is usually

conducted at the start of planning phases and after major training events.

c. Used to set or update unit goals and objectives.

d. Influenced by future events; for example, personnel turnover,

new equipment fielding, or forces structure changes.

The CSM, First Sergeants, platoon sergeants, squad leaders and other
key NCOs provide input on squad, section, team and soldier proficiency on
essential soldier tasks for the commander’s assessment. Leaders also
provide input to the commander’s assessment of leader proficiency and
provide planning recommendations on integrating selected essential leader
and soldier tasks into collective mission essential tasks.

Battalion and higher echelon commanders must be concerned with

broader concepts. Accordingly, they perform organizational assessments that
aggregate a large number of evaluations. These commanders establish an
organizational assessment program that

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a. Fixes responsibility within the staff and subordinate units for

gathering and analyzing evaluation data and preparing recommendations.

b. Concentrates on the effectiveness of leader and organization

training.

c. Utilizes the CSM and other senior NCOs to gather feedback on

the individual, crew, and team training.

d. Allows the senior commander to monitor outcomes and take

action to reshape priorities, policies, or plans to overcome assessed
weaknesses and sustain demonstrated strengths.

16. Assessment Tools. NCOs may use a leader book and battle roster to
assess section, squad, crew and soldier tasks.

a. Battle Rosters. Battle roster provide a way to record key

systems crew data. Battle roster

1) May be maintained formally or informally.

2) Are maintained at battalion level and below.

3) Track key weapon and support systems, such as tanks,

attack helicopters, howitzers, radars, trucks and tube launched.

4) Track crew data such as stability, manning or qualification

status.

5) Designate qualified back-up crewmembers.

6) Identify soldiers to enable them to train as a designated

crew.

b. After Action Review (AAR). The AAR, whether formal or

informal, provides feedback for all training. AAR is a structures review process
that allows training participants to discover for themselves what happened,
why it happened and how it can be done better. The AAR is a professional
discussion that requires the active participation of those being trained. AARs
are not critique and has the following advantages over a critique

1) Focus on the training objectives – Was the mission

accomplished?

2) Emphasize meeting Philippine Army standards (not who

won or lost).

3) Encourage soldiers to discover important lessons from

training event.

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4) Allow a large number of soldiers and leaders to

participate so those lesson learned can be shared.

The AAR has four parts:

1) Review what was supposed to happen (training plan).

The evaluator, along with the participants, reviews what was supposed to
happen based on the commander's intent for the training event, unit-training
plan, training objectives, and applicable T&Eos.

2) Establish what happened. The evaluator and the

participants determine what actually happened during performance of the
training task. A factual and indisputable account is vital to the effectiveness of
the discussion that follows. For force-on-force training, OPFOR members
assist in describing the flow of the training event and discuss training
outcomes from their points of view.

3) Determine what was right or wrong with what happened.

The participants establish the strong and weak points of their performance.
The evaluator plays a critical role in guiding the discussions so conclusions
reached by participants are doctrinally sound, consistent with standards, and
relevant to the wartime mission.

4) Determine how the task should be done differently next

time. The evaluator assists the chain of command undergoing the training to
lead the group in determining exactly how participants will perform differently
the next time the task is performed. This results in organizational and
individual motivation to conduct future sustainment training to standard.

Leaders understand that not all tasks will be performed to standard and
in their initial planning, allocate time and other resources for retraining.
Retraining allows the participants to apply the lessons learned during the AAR
and implement corrective action. Retraining should be conducted at the
earliest opportunity to translate observation and evaluation into training to
standard. Commanders must ensure that units understand that training is
incomplete until the Philippine Army standard is achieved. See Figure 4.3
Steps of AAR.

The AAR is often "tiered" as a multiechelon leader development

technique. Following an AAR with all participants, senior trainers may use the
AAR for an extended professional discussion with selected leaders. These
discussions usually include a more specific AAR of leader contributions to the
observed training results. Commanders use this process as a link between
leader training and leader development.

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Planning
•Who will observe the training and who will conduct the AAR.
•Reviewing the training and evaluation plan.
•What trainers should evaluate.
•Who attends.
•When and where the AAR will occur.
•What training aids will be used.
Preparing
•Review training objectives, orders & doctrine.
•Identify key points.
•Observe the training and take note.
•Select the AAR’s site.
•Control observations from other observers & controllers.
•Organize resources.
•Rehearse.
Conducting
•Introduction and rules
•Generate discussions
•Review of Objective and Intent
•Commander’s mission and Intent
•Summary of Events
•Closing Comments
Follow up
•Supervise deficiency being corrected.

Figure 4.3 Steps of AAR

17. Evaluation. Leaders use evaluations and other feedback to assess

soldier, leader and unit proficiency. The analysis of the information provided
through evaluations is key to the commander’s assessment. Evaluation can
be informal, formal, internal, external or any combination, thereof

a. Informal evaluations take place when a leader conducts training

with his unit, for example when a squad leader trains his squad to assault an
objective. Another example would be whenever a leader visits ongoing
training, for instance when a battalion commander observes company
training. This type of evaluation provides real time feedback on the training
environment and the proficiency resulting from training.

b. Formal evaluations are resourced with dedicated evaluators and

are generally scheduled in the long-range or short-range training plans.
Formal evaluations are normally highlighted during short-range training
briefings. To the maximum extent possible, headquarters two echelons higher
conduct formal external evaluations; for example, division commanders
evaluate battalions, brigade commanders evaluate companies, and battalion
commanders evaluate platoons.
c. Internal evaluations are planned, resourced, and conducted by
the organization undergoing the evaluation.

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d. External evaluations are planned, resourced, and conducted by

a headquarters at an echelon higher in the chain of command than the
organization undergoing the evaluation or a headquarters outside the chain of
command.

Evaluation of individual and small unit training normally includes every

soldier and leader involved in the training. For large-scale training events,
evaluators sample a number of individuals and subordinate organizations to
determine the likelihood of the entire organization to be able to perform
specific mission essential tasks to standard.

During and after formal evaluation, evaluators prepare their findings

and recommendations. They provide these reports to the evaluated unit
commander and higher commanders as required by the headquarters
directing the evaluation.

18. Evaluation of Training. Training evaluations are a critical component

of any training assessment. Evaluation measures the demonstrated ability of
soldiers, commanders, leaders, battle staffs, and units against the Army
standard. Evaluation of training is integral to standards-based training and is
the cornerstone of leader training and leader development.

All training must be evaluated to measure performance levels against

the established Army standard. The evaluation can be as fundamental as an
informal, internal evaluation performed by the leader conducting the training.
Evaluation is conducted specifically to enable the unit or individual undergoing
the training to know whether the training standard has been achieved.
Commanders must establish a climate that encourages candid and accurate
feedback for the purpose of developing leaders and trained units.

Evaluation of training is not a test; it is not used to find reasons to

punish leaders and soldiers. Evaluation tells the unit or the soldier whether or
not they achieved the Army standard and, therefore, assists them in
determining the overall effectiveness of their training plans. Evaluation
produces disciplined soldiers, leaders and units. Training without evaluation is
a waste of time and resources.

Leaders use evaluations as an opportunity to coach and mentor

subordinates. A key element in developing leaders is immediate, positive
feedback that coaches and leads subordinate leaders to achieve the Army
standard. This is a tested and proven path to develop competent, confident
adaptive leaders.

19. Evaluators. Commanders must plan for formal evaluation and must
ensure the evaluators are trained. These evaluators must also be trained as
facilitators to conduct AARs that elicit maximum participation from those being
trained. External evaluators will be certified in the tasks they are evaluating
and normally will not be dual-hatted as a participant in the training being

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executed. In addition to being able to plan, prepare, and conduct AARs,

effective evaluators must also.

a. Be familiar with the evaluated organization's METL.

b. Be trained (tactically and technically proficient) and rehearsed in

the tasks evaluated.

c. Know the evaluation standards.

d. Follow the tactical and field SOPs for the organization being
evaluated.

e. Apply relevant information about the evaluated unit, such as

wartime missions, personnel turbulence, leader fill, and equipment status.

Unit leaders, officers and NCOs, must be trained to conduct informal,

internal evaluations as well. They must be able to plan, prepare, and conduct
AARs effectively. This means they must

a. Be familiar with their organization's METL and how it supports

their higher headquarters’ METL.

b. Be tactically and technically proficient in the tasks evaluated.

Not only do the individuals and units receiving the training learn from
the evaluator, but also the evaluator learns while observing the evaluated unit.

20. Training Meetings. Battalions and companies must conduct training

meetings. The focus at battalion and company is in scheduling training based
on commanders’ assessments. But it is helpful for platoons to conduct training
meetings in preparation for company training meetings.

At the platoon training meeting the focus should be in developing those

assessments of individual and crew training levels and communicating these
to the higher commander. The platoon meetings also focus on the actual
preparation, rehearsal and execution of upcoming training. In any event, all
NCOs of the platoon should be there to advise the platoon sergeant and
platoon leader of their soldiers’ training status and recommend additional
training.

The platoon sergeant ensures that all NCOs are prepared for the
meeting. This means everyone being on time and properly equipped. At a
minimum, NCOs need to bring their leader book, paper and pencil/pen,
training schedules and a calendar to the meeting.

Platoons follow an established agenda when executing training

meetings. This allows for a quick and efficient meeting as in issuing an
operation order (OPORD) for a tactical operation. Keeping in mind the three
objectives of platoon meetings, a sample agenda is:

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a. Squad or section training assessments.

b. Platoon leader’s assessment.

c. Preparation for training.

d. Future training.

e. Command guidance.

After the company and battalion have had training meetings at their
respective levels, important information comes back through the chain of
command. A technique to getting this information to all the soldiers is to meet
with key leaders and put out information affecting the platoon.

The NCO’s role in training is not only as the trainer of individual

soldiers and small units – though clearly that is the primary role. NCOs know
the level of training of their soldiers and small units. NCOs must convey this
information through the chain of command so training events improve or
sustain individual and collective training levels. It is vitally important for NCOs
to be involved in assessment and planning of training, as well as preparation
and execution.

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CHAPTER 5
COUNSELING AND MENTORSHIP

Section 5-1 Concept of Leadership Counseling

1. Definition. To best understand the value of counseling it is best to first

understand its definition. Counseling is a type of communication that leaders
use to empower soldiers to achieve goals. It is much more than providing
feedback or direction. It is communication aimed at developing a soldier’s
ability to achieve individual and unit goals. Soldiers want to be counseled and
will respond to counseling because they want to know what it takes to be
successful in today’s Philippine Army. Regardless of your leadership position,
your soldiers see you a successful simply because you have achieved the
level they are striving to accomplish. Leaders must provide each of their
soldiers with the best possible road map to success. Today’s leadership
doctrine incorporates this definition in subordinate-centered communication,
which leads to the achievement of individual and unit goals.

Today’s Philippine Army demands effective counseling. Due to the

complexity of operational environment and situation, diversity of personnel
and organizational structure, we have unique challenges. To overcome these
problems, a leader has talent, experience and desire to succeed. Leaders
help soldiers solve their problems by guiding them to a workable solution
through effective counseling. Counseling is so important and it should be on
the training schedule to ensure sufficient time is available to do it.

The Philippine Army core values of Loyalty and Duty require us to

counsel. The values of Honor, Valor and Love of Country also require us to
give straightforward feedback and the value of Solidarity requires us to find
the best way to communicate that feedback.

2. The Leader. He was an old time soldier. Clearly, he was the best man
in the unit. He knew all the weapons and how to employ them. He was the
expert and we all knew it. He would usually take care a few minutes each day
to tell one of us how to do something better, he gave us a chance to learn
from our mistakes. When we were in the field, would often tell us about his
combat experience, usually concentrating on his favorite topic-the importance
of mission and men. It helped us understand.

Speaking of understanding, he was pretty good at that too. We knew

he cared about his soldiers. He listened. He always took the time to talk to
each of us when a problem came up. We always knew where we stood.

And when we did well, he gave us a pat on the back. It wasn’t easy to
meet his high standards, but we knew what they were. He always met them
himself. He was willing to work with us to reach those standards. We had to
have a drive to make it, but it sure felt good to receive an approving nod from

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him, especially when we did something that no one else could do, and did it
well. He was a leader who understood the important principle of leadership.

3. Counseling and the Leader. To be an effective counselor, a leader

must understand his be, know, and do attributes. Briefly what a leader must
be is described by the professional army ethic and professional character
traits. What he must know includes technical and tactical information, people,
and the situation. What he must do is provide leadership that directs,
implements, and motivates. A leader’s personal beliefs, technical know-how,
and motives are important. To be respected and believed by his soldiers, he
must have a sound professional foundation. His strengths and weaknesses as
well as his sincerity will be quickly sensed, soldiers know if a leader cares and
is concerned for their well-being.

The leaders character and competence are demonstrated to others by

his conduct in day-to-day activities. His personal example sets the standards.
Therefore, a leader should meet or exceed the standards of conduct and
performance expected of subordinates. Advice and guidance offered in
counseling will not be followed if the leader himself does not meet the
required standards.

Counseling is valuable to the leader in a number of ways. It can clear

up misunderstandings. It can save time by teaching soldiers to solve their own
problems. It can also help improve an individual’s motivation and to develop
teamwork. Counseling provides leaders the opportunity to talk with
subordinates and to learn more about their concerns and the problems they
face in the unit. Finally, counseling can help keep good soldiers in the army.

Counseling is inherent in leadership at any time, in any environment.

Counseling responsibilities range from holding scheduled, structured
counseling sessions to reacting to problem situations as they occur or giving
on-the-spot guidance and praise. Everyday the small unit leader is faced with
many different situations where timely guidance may help subordinates to
solve their problems and to perform up to their capacity. It need not take an
hour, two to three minutes of reinforcement for a job well done is meaningful
to a soldier. Sometimes the leader initiates counseling to discuss a soldier’s
effectiveness, discipline, appearance, or some other matter the leader has
noticed. At other times, the soldier brings his problem to the leader. Problem
may range from dislike of the job to emotional or financial trouble. Whatever
the situation, leaders who care take the time to counsel, and leaders who care
take the time to praise.

4. Importance of Praise. Successful leaders use praise effectively.

Identifying shortcomings and then telling soldiers what must be improved are
a leader’s responsibility. Praising soldiers for their improvement and proper
performance is even more important. Sincere and honest praise lets soldiers
know that their leader appreciates their efforts.

Praising subordinates is a simple act that takes little time but will
provide many benefits. With a few positive, encouraging words and a pat on

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the back, the leader can recognize and reinforce desired behavior and
performance. A soldier who feels that his best efforts are valued by his leader
is likely to continue in those efforts.

It is important that the soldier know he is viewed as a valuable member of the

unit. With praise, leaders can create and reinforce a positive self-image in
their soldiers, making them feel like winners. This is most desirable in
confusing or unclear situations where the soldier is trying to do the right thing
but is uncertain of his actual performance. For example, troops in initial entry
training are uncertain of themselves. But they feel a sense of pride when
praised by their leaders for improved performance. Soldiers in combat also
need a few words of praise to let them know they have done the right thing in
a difficult situation

5. Soldier Development. In peacetime, all leaders are responsible for

developing and preparing subordinates to assume higher positions in wartime.
Counseling is one means of developing subordinates. A good leader counsels
subordinates to:

a. Praise and reward good performance.

b. Develop teamwork

c. Inform soldiers on how well or how poorly they are performing

d. Assist soldiers to reach required standards.

e. Cause soldiers to set personal and professional goals.

f. Help soldiers resolve personal problems.

Such actions demonstrate that a leader cares about the individual

soldier.

Firm and caring leadership helps create a climate in which soldiers are
motivated and are enthusiastic and willing to perform their task. Filipino
soldiers have always responded well to a leader who listen to their concerns,
provides advice and assistance, and deals with them fairly and honestly, even
though, at same time, he insists on high standards. This positive climate is
developed through sincere and continuous effort over time, not just through
scheduled counseling to meet a requirement.

The leader’s efforts to develop soldiers should accomplish four

objectives:

a. Cause the soldier to recognize strengths or shortcomings and

define any problems. This calls for patience, sincere interest, and clear
thinking.

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b. Have the soldier determine possible courses of action based on

facts, and then cause him to select one. This requires skill, knowledge, and
restraint.

c. Cause the soldier to actually take the appropriate action. This

will depend on the soldier’s commitment to his decision.

d. Have the soldier assume full responsibility for his decisions and
actions. This can be meet only if the first three objectives are accomplished.

In any counseling effort, the leader must show that he understands and
accept. How the subordinate feels and acts. He needs to imagine himself in
the soldier’s position with the soldier’s experience. He should try to see things
the way the soldier does. This does mean that the leader must agree with the
subordinate or condone all his actions, but he should try to understand how
the soldier feels. The leader can then ask questions in a meaningful way.
Accepting means enabling subordinates to express their true feelings.

6. Responsibilities for Counseling. Counseling is a fundamental

responsibility for every leader. Leaders at all levels have a responsibility to
assist and develop subordinates. All leaders must be coaches, trainers, and
teachers. If leader do not counsel their soldiers, they are not doing what the
army demands.

If a leader fails to counsel, he has failed in a major responsibility and

can expect to be held accountable. When evaluating the performance of
subordinate leaders, a leader must consider how often and how well the junior
leaders counsels his subordinates. Soldiers expect to be told how they are
performing and have a right to seek assistance and guidance from their
leaders.

In general, leaders must coach and guide their immediate

subordinates. Battalion commanders counsel company commanders who in
turn counsel their first sergeants and platoon leaders. Such a process enables
soldiers to learn from the experience and knowledge of their leaders. These
one-on-one relationships foster individual growth and improved unit
performance.

IT IS AN ABSOLUTE REQUIREMENT THAT LEADERS REGULARLY

COUNSEL THEIR SOLDIERS.

THE LEADER WHO NEGLECTS TO COUNSEL HIS SUBORDINATES

IS NEGLIGENT IN HIS PERFORMANCE OF DUTY.

How frequently a leader counsels or becomes involved in referring

soldiers to seniors in the chain of command or to agencies outside the unit
determined by rank, leadership position, experience, and skill. For example, a
company commander may need to counsel his first sergeant quarterly and a
newly commissioned platoon leader every other week. The basic

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requirements for leadership counseling at different levels of a unit are

described below.

Those NCOs with their soldiers daily, mostly staff sergeants and
sergeants, must–

a. Prepare, conduct, and follow up counseling sessions.

b. Praise, coach, and constructively critique subordinates during

everyday contacts and in scheduled sessions.

c. Identify subordinates who need personal or performance

counseling.

d. Know their own capabilities and limitations.

e. Become familiar with various referral agencies and follow unit

policies for using them.

f. Keep required counseling records.

g. Keep the chain of command informed.

Senior NCOs have the same basic responsibilities and, in addition,

must

a. Praise and recognize subordinate’s performance

b. Train and develop subordinate leaders to become capable

counselors.

c. Ensure junior NCOs are counseling effectively and as required.

d. Handle situations referred to them by subordinate leaders

Junior officers, in addition to the counseling requirements assigned to

NCOs, must-

a. Praise and recognize subordinates performance

b. Handle situations referred to them by their senior NCOs.

c. Develop senior NCOs to become better counselors.

d. Counsel subordinate leaders.

Unit commanders must:

a. Ensure the unit has an effective counseling program.

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b. Develop a training program to improve the counseling skills of

NCOs and officers

c. Handle counseling problems referred through the chain of

command.

d. Establish a policy for deciding when outside help is needed and

for contacting a referral agency.

e. Counsel subordinate leaders under their direct control.

Sometimes the leader may be responsible for writing down what was
said during counseling. In some units, a report, record, or memorandum for
record is required. The leader must tell the counselee if this is the case. A
record is advisable in all counseling cases, however, because it provides a
useful plan of action for the counselee, an unarguable journal of promises
made during counseling, and, finally, a useful log of background information
for the leader should some official action become necessary. A skilled leader
uses this written plan as a positive force for change rather than as a threat to
the counselee. The counselor’s responsibility is not over when the
subordinate leaves the office. It is a very important that the leader takes the
necessary follow-up action, which includes continually evaluating performance
against established standards. This ensures that the objective has been
accomplished. If there is no improvement, the situation should be re-
examined to determine why. Further leader actions, such as referral to
another counselor, disciplinary measures, or reassignment, may be in order.

Leaders conduct counseling to develop soldiers to achieve personal,

professional development and organizational goals, and to prepare them for
increased responsibilities. Leaders are responsible for developing their
soldiers. Unit readiness and mission accomplishment depend on every
member’s ability to perform to established standards. Supervisors must
develop their subordinates through teaching, coaching and counseling.
Leaders coach soldiers the same way any sports coach improves their team:
by identifying weaknesses, setting goals, developing and implementing a plan
of action and providing oversight and motivation throughout the process. To
be effective coaches, leaders must thoroughly understand the strengths,
weaknesses and professional goals of their soldiers.

Leaders counsel because it is their duty and the primary tool in

developing future leaders. For their counseling to be effective they must be
honest and have personal courage to give straightforward feedback. Through
solidarity for the individual, leaders find the best way to communicate that
guidance. Senior NCOs should develop the counseling skills of their
subordinate leaders. One way to do this is for the senior NCO to sit in on a
counseling session, perhaps a reception and integration counseling, and then
do an AAR with the junior NCO.

Some soldiers may perceive counseling as an adverse action. Effective

leaders who counsel properly and regularly can change that perception.

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Leaders conduct counseling to help soldiers become better members of the

team, maintain or improve performance and prepare for the future. No easy
answers exist for exactly what to do in all leadership and counseling
situations. However, to conduct effective counseling, leaders should develop
a counseling style with the characteristics listed in Figure 5.1.

• Purpose: Clearly define the purpose of the counseling.

• Flexibility: Fit the counseling style to the character of each soldier
and to the relationship desired.
• Respect: View soldiers as unique, complex individuals, each with
their own sets of values, beliefs and attitudes.
• Communication: Establish open, two-way communication with
soldiers using spoken language, nonverbal actions, gestures and
body language. Effective counselors listen more than they speak.
• Support: Encourage soldiers through actions while guiding them
through their problems.
• Motivation: Get every soldier to actively participate in counseling
and understand its value.

Figure 5.1 Characteristics of effective counseling.

Section 5-2 Fundamentals of Counseling

To be effective counselors leader must set a proper example. They

must be ethical in all personal and professional actions. They must know their
own duties, their subordinates job requirements, and their soldiers capabilities
and limitations. They must understand what methods of counseling they are
most comfortable with. They must also know their limitations, referring
soldiers to agencies when the need is there. Above all, they must
demonstrate the standards of personal conduct and duty performance
expected of their soldiers.

7. Approaches to Counseling. There are as many approaches to

counseling as there are counselors. Effective leaders approach each soldier
as an individual and probably never use exactly the same approach with other
soldiers. The approaches used in military counseling are the directive
approach at one extreme, the non-directive approach at the other, and the
combined approach in the middle. These lend themselves to the types of
counseling requirements of Army leaders.

a. Directive. The directive approach to counseling is counselor-

centered. Directive approach to counseling is a simple, quick approach to
problem solving that provides short-term solutions. This approach assumes
the leader has all the skills and knowledge to assess the situation and to offer
courses of action. It uses clear thinking and reason and combines suggesting,

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persuading, confronting, and directing specific actions to obtain the results

desired by the counselor.

The leader does most of the talking. He states the problem,

identifies the causes, offers explanations, and lists the options available. He
gives advice, offers solutions, and tells the soldier what must be done.

This approach may be appropriate if a soldiers problem-solving

skills are limited or if the soldier is immature or insecure and needs guidance.
Often, a soldier prefers guidance and seeks this kind of counsel. A soldier can
be mature in his role but new to the role of family provider and financial
manager. This approach can give needed information. It can provide help for
many problems such as indebtedness and financial management, for on-the-
spot corrections, and for certain aspects of correcting duty performance.

Sometimes, the directive approach is the only method that can

be used, especially with unresponsive soldiers or with soldiers who will not
make a connection between their behavior and its consequences. This
approach may also be the best to correct a simple problem. The final decision
regarding a problem rests with the soldier. When the counselor has selected s
course of action, rather than assisted the soldier to select one, the soldier’s
only decision is to accept or reject the solution.

The following situation shows the directive approach being used

to counsel a soldier with a performance.

Technical sergeant Arizala is a section chief in the

Communication Center. Yesterday, he notified his subordinate, Private First
Class Lino, that he wanted to discuss his performance of duty. Arizala knows
Lino quite well and is unaware that he has personal problems. Pfc Lino has
just reported to Tsg Arizala at the designated time.

TSg Arizala: - Private Lino, go ahead and have a seat. I just wanted to talk to
you a little bit about how you’ve been doing lately. Overall, you’re a good
soldier and hard worker. But, over the past few weeks, I’ve noticed that you
are not performing as well as the other section members. I know you’re trying,
but you’re a little behind the others. What do you have to say about this?

Pfc Lino: - Well, sir, you’re right. I can tell you that I’m a little weak on
receiving message. I just don’t seem to be able to receive as fast as the
others. I don’t know what it is.

TSg Arizala: - It could be a number of things. However, from my experience,

it just takes practice to get the feel of it. I think you should study them on your
own time. You might want to go to the Communication Center and practice
thereat.

Pfc Lino: - Yes Sir. I’ll do my best.

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TSg Arizala: - Good. I’m sure you’ll be able to catch up with the others with
a little effort. That’s it for now. Good afternoon.

In this example the leader, Technical Sergeant Arizala, uses his

knowledge and experience to determine what, Pfc Lino needs to do to correct
a performance problem.

Arizala specifies one course of action and provides the material

to implement it. He suggests other things that Lino might choose to do on his
own. The soldier is still responsible for improving his performance and can
exercise some initiative. He knows where he stands and what he needs to
accomplish.

b. Non-Directive. The nondirective approach to counseling is

soldier centered. The counselor causes the soldier to take responsibility for
solving the problem. This approach is usually more relaxed and focuses on
self- discovery, hence taking longer than the directive approach. The role of
the counselor is to help the soldier to become self-reliant.

In this approach, the soldier has the opportunity to work out

solutions to the problem through personal insight, judgment, and realization of
facts. However, counselees must understand and fully accept two basic
rules; First, defensive attitudes must not prevent discussing the problems
openly and honestly, Second soldiers must understand they will be
responsible for he problem solving process and for the decisions they will
make.

The following situation shows the nondirective approach being

used to counsel a soldier with a personal problem.

Private First Class De la Cruz is a records clerk in the Admin

Office. Technical Sergeant Romero is the Chief Clerk. During a lunch break
Private First Class Dela Cruz asks TSg Romero to talk with him about a
personal problem.

PFC Dela Cruz: - Sir Romero, can I talk to you? I have a personal problem
and I thought you could give some advice and assistance.

TSG Romero: - Sure, Lets go into my office so we can have some privacy
and won’t be disturbed or interrupted. (Both enter the office.) Have a seat.
Would you like a cup of coffee?

PFC Dela Cruz: - No, thank you.

TSG Romero: - What is your problem?

PFC Dela Cruz: - Well, Sir, it’s about my wife. As you know, I got married
several months ago. However, since she’s been here and away from her
hometown, she’s been miserable. She hasn’t made any friends here, and
she’s awfully homesick. I can’t even concentrate on my job any more. Every

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night when I go home, I can tell she’s spent half day crying. She’s pretty
young, Sir, and she’s never been away from home before. Maybe I should
send her home.

TSG Romero: - What do you think would be best?

PFC Dela Cruz: - I don’t know I can make up my mind what would be best.
Before she got here, all I could think of was how great it would be for us to be
together. Now, I’m not sure if we both wouldn’t be better off if she went home.
What do you think sir?

TSG Romero: - I can’t decide what is best. Only you can do that. What does
your wife say she wants?

PFC Dela Cruz: - She doesn’t really say what she wants to do. We don’t
seem to be able to talk the way we used to. Things just are not the same
lately.

TSG Romero: - You say that you and your wife are not able to talk things
over?

PFC Dela Cruz: - We just can not work our way through things anymore.
When we start to discuss a problem, one or the other gets excited and start
yelling. If we could sit down and talk with each other without getting excited,
we could probably figure out what’s best to do.

TSG Romero: - I see. How might you be able to do that?

PFC Dela Cruz: - Well, we still care about each other. I suppose somebody
might be able to sit down with both of us and keep things calm. In that way we
could figure out what’s wrong and what to do about it.

TSG Romero:- I know some people who are qualified to do things like that.
Chaplain Abao is pretty good at helping folks to communicate with each other,
Mr Reyes at social work Services has assisted some families in the unit.

PFC Dela Cruz: - Some Special help might be exactly what we need. I’d
appreciate it if you could put me in touch with the chaplain.

TSG Romero: - All right, I will arrange for an appointment with the chaplain.
You and your wife can discuss your situation with him. I’m sure he can help
you to solve this. I will let you know later when our appointment will be.

PFC Dela Cruz: - Thank you Sir. I really appreciate your help with this
problem.

In this situation, the soldier has a personal problem, which requires

immediate attention. TSG Romero selects an appropriate site that provides
privacy and avoids distractions or interruptions. He then establishes rapport
by creating a relaxed, open atmosphere and by displaying a sincere interest in

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the soldier’s personal problem. He provides the soldier an opportunity to state

his problem and to stimulate further discussion. He withholds judgment and
does not attempt to assert his” solutions” without regard for PFC Dela Cruz
desires in handling the problem.

After TSG Romero arranges the appointment with the chaplain, he

must follow up by informing his supervisor and by continuing to evaluate the
situation to ensure the problem is resolved.

8. Basic Skill. The most difficult part of counseling is applying the proper
technique to specific situations. To be effective the technique must fit the
situations, the leaders’ capability and the soldier’s expectations. In some
cases, a problem may call for giving only information or advice. An
improvement may call for a brief word of praise. In other situations structured
counseling followed by definite action may be appropriate. A leader may learn
one or two techniques but still may luck the skills necessary to be an effective
counselor.

All leaders should seek to develop and improve their counseling skill.
Military leaders are trained to analyze a mission, identify the required tasks,
and take action. Some of these skills apply to counseling. While leaders must
not try to psychoanalyze their soldiers, they can use problem solving and
decision making skills to guide their soldiers in solving their own problems.
Counseling skills are developed by studying human behavior, knowing the
kinds of problems that affect soldiers, and becoming good at dealing with
soldiers. These skills acquired through study and through the practical
application of counseling techniques, vary with each session. They can
generally be grouped, however, as listening and watching skills, responding
skills, and guiding skills.

a. Listening and Watching. Listening and watching skills involve

the counselor concentrating on what the soldier says and does. Thus the
counselor can tell whether or not the soldier accepts what is said,
understands what is important, and understands what the counselor is trying
to communicate.

Spoken words by themselves are only part of the message. The

way they are arranged and spoken has meaning. For example, the leader
must try to recognize the amount and type of emotion used by a soldier when
describing his concerns or problems. This emotion provides a clue to
determine whether the soldier is discussing a symptom or the problem itself.
The tone of voice, inflection, pauses, speed, look on the soldiers face are
parts of the total message.

One important skill is active listening. Part of active listening is

concentrating in what the soldiers is saying. Another part is letting the soldier
know the counselor is concentrating, hearing, and understanding what is said
or is “ getting the message “. Elements of active listening that the counselor
should consider include

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1) Eye contact - Maintaining eye contact helps show a

sincere interest in the soldier. This does not mean that the counselor should
stare at the soldier. Occasional breaks of contact are normal and acceptable.
Excessive breaks of contact, paper shuffling, clock-watching indicate a lack of
interest or concern.

2) Posture - A relaxed and comfortable body posture helps

put the soldier at ease. A too relaxed position or slouching may indicate a lack
of interest. Being too formal or rigid makes the soldier feel uncomfortable.

3) Head nod - An occasional nodding of the head shows

that the counselor is attentive; it encourages the soldier to continue.

4) Facial expressions - To remain natural and relaxed is

best. A blank look or fixed expression is disturbing. Smiling too much or
frowning may also discourage the soldier from continuing.

5) Verbal behavior - The counselor should refrain from

talking too much, let the soldier do the talking, stay with the topic being
discussed, and avoid interrupting. Speaking only when necessary reinforces
and stimulates the soldier. Silence can sometimes do this too. Occasional
silence may indicate that the soldier is free to continue talking; a long silence
can sometimes be distracting and make the soldier uncomfortable.

Active listening also means listening thoughtfully and

deliberately to the way a Soldier says things. While listening, be alert for
common themes of discussion. A soldier’s opening and closing statements as
well as recurring references may indicate that the ranking of his priorities.
Inconsistencies and gaps in the discussion may indicate that the soldier is not
discussing the real problem or is trying to hide something.

While listening, the counselor must also be aware of the

soldier’s gesture or nonverbal behavior. These actions are part of the total
message that the soldier is sending. Many situations involve strong personal
feelings. By watching the soldier’s actions, the leader can “see” the feeling
behind the words. Not all actions are proof of a soldier’s feeling. But they must
be watched. It is important to note differences between what the soldier is
saying and doing. Some common indicators to watch for follow:

1) Boredom may be displayed by drumming on the table,

doodling, clicking a ballpoint pen, or resting the head in the palm of the hand.

2) Self-Confidence could be displayed by standing tall,

leaning back with the hand behind the head, and maintaining steady eye
contact.

3) Hate and other negative emotions may be indicated by

the counselee pushing himself deeply into a chair, glaring at the counselor,
and making sarcastic comments. Arms crossed or folded in front of the chest
often show defensiveness.

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4) Frustration may be expressed by rubbing the eyes,

pulling on the ear, taking short breaths, wringing the hands, or frequently
changing total body position.

5) Moving toward the counselor while sitting may indicate

interest, friendliness, and openness. Sitting on the edge of the chair with
arms uncrossed and hands open may indicate either openness or anxiety.

b. Responding. Responding skills are follow-up to listening and

watching skills. From time to time the leader needs to check his
understanding of what the soldier is saying. The counselor’s response to the
soldier should clarify what has been said. Responses should also encourage
the soldiers to continue. As part of active listening, responding skills allow a
leader to react to non-verbal clues that the soldier is giving. Responding can
be done by questioning, summarizing, interpreting, and informing.

1) Questioning. This is the key to the counseling process.

The what, when, who, where, and how questions fit most counseling
situations.

2) Summarizing. This pulls together all the information that a

soldier has given. It is also a way for the counselor to check his understanding
of what the soldier has said.]

3) Interpreting. This is similar to summarizing except that the

leader gives the soldier a new frame of reference or way of looking at
something. Its purpose is to develop a total picture of the problem so that the
soldier can view the problem differently than before.

4) Informing. This is giving information that may help or

change the soldiers’ views. The information may have come from what the
soldier has just said.

5) Guiding. Guiding skills can add structure and organization

to counseling. A leader uses problem-solving and decision making skills to
help the soldier reach a solution. It is relatively simple to use these skills
when using the directive approach. It is not so simple to guide the soldier
through the process of examining, the situation, sitting a goal, and then
figuring out how to reach it. The soldier should be led through the steps in
such a way that he figures out what needs to be done.

There are seven basic steps of problem solving, decision

making, and planning. The step can sometimes help to structure counseling.
These steps with examples of guiding remarks that may fit each step,
depending on the situation, follow:

1) Identify the problem.

What is the cause of this problem?

What is the biggest source of trouble?

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Tell about what’s wrong.

Why is this a problem for you?
How did this happen?
I’d like to hear how you think things got this way.

2) Gather information.

Lets get the facts.

What’s the background of this?
Who is involved?
What has been done?
Tell me how this works.
Describe some example of that.

3) Develop courses of action.

What do you want?

How would you like things to be?
What are some ways to do that?
How could you get things to be the way you want?
Let’s figure out what can be done.
What else might work?

4) Analyze and compare courses of action

I’d like to hear about that.

What are some problems with doing that?
What makes that better?
How come you are concerned with that?
What are the disadvantages?
What does that have to do with the problems?
Will this get you what you want?
How will this affect our unit organization?

5) Make a decision: select a course of action.

What solution will work best?

Which one do you like?
Can you describe the most likely answer?
You need to pick a course of action.
It’s time for you to make a decision.

6) Make a plan.

What are your next steps?

How do get that done?
Now you need a plan.
How are you going to do that?
Who’s got to do that?
What else must happen?

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What could go wrong? How can you avoid that?

7) Implement the plan.

If you don’t have any other concerns, you’re ready to go.

Now it’s time for you to act.
Okay, get started. See me on Friday and let me know
how things turn out.
I think you’ve got things figured out, it’s up to you.

Section 5-3 Effective Philippine Army Counseling Program

9. Counseling Program. An effective counseling program is essential to

developing a cohesive unit capable of accomplishing its mission quickly and
efficiently. A unit’s counseling program can be viewed as an organizational
communication system that strengthens the links in the chain of command. All
soldiers, especially those in leadership positions, need periodic counseling
and coaching. In a properly operating program, leaders all along the chain of
command counsel their immediate subordinates. For example, company
commanders expect to be counseled by their battalion commander just as
privates are counseled by their immediate NCO leader.

Counseling programs improve communication in a unit by building trust

and confidence. The communication must flow upward as well as downward.
A leader’s respect for the dignity and well-being of subordinates is reflected in
the counseling he initiates. This helps create a positive command climate
where soldiers initiate upward communication. Soldiers seek out their leaders
to share information, ask for advice, and look for assistance with their
problems. When these exchanges benefit subordinates, open and improved
communications result.

A counseling program must be designed to meet the needs of the unit.

It can be established by a policy letter, the unit SOP, or the commander’s
directive. In any situation, it must foster an “open door” attitude. All members
of the chain of command must be accessible to their subordinates. There
must also be scheduled or periodic counseling and coaching. A soldier must
be told often how he is performing, not just when an efficiency report is due.

A unit program should accomplish the following:

a. Strengthen the chain of command.

b. Clarify policies and procedures.

c. Reinforce standards.

d. Prevent rumors.

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e. Praise success.

f. Provide feedback on administrative actions.

g. Clarify priorities.

h. Avoid surprises.

i. Provide needed information.

j. Develop responsible subordinates.

10. Elements. Four elements are essential to the creation of an effective

counseling program:

a. Education and Training. Institutional and in units, through

mentorship and self-development. The Philippine Army must first provide a
base line of education to its soldiers to “show what right looks like.” The Non-
Commissioned Officer Education System (NCOES) has the primary
responsibility to educate the NCO Corps on counseling. However, NCOES
cannot accomplish this alone. Unit NCO Development Programs can and
must conduct training workshops to provide that base of education of what
right looks like to our junior leaders.

b. Experience. Learn by doing coupled with guidance from more

senior leaders. After initial education and training, all leaders must put their
skills to use. NCOs must practice counseling while at the same time receiving
guidance and mentoring on how to improve counseling techniques.

c. Continued support from both the Philippine Army and leaders.

Leaders (through spot checks and random monitoring of counseling sessions)
provide the necessary support and critiques that will improve a young leader’s
counseling skills.

d. Enforcement. Once NCOs have the tools (both education and

support) necessary for quality counseling, leaders must hold them
accountable to ensure acceptable counseling standards for both frequency
and content. This is accomplished through some type of compliance program
on unit inspections.

11. The Counseling Process. Effective leaders use the counseling

process. It consists of four stages:

a. Identify the need for counseling.

b. Prepare for counseling. Preparation is the key to a successful

counseling session. Sometimes, however, planning for counseling is not
possible. This is the case when a soldier asks for immediate help or when the
leader gives a part on the back or when he makes an on-the-spot correction.
In such situations, however, leaders who know their soldiers and their duties

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are mentally prepared to respond to their needs. The leader can always
provide effective and timely guidance.

In preparing for scheduled counseling session, the leader should

consider the following points:

1) Notify the soldier.

2) Schedule the best time.

3) Choose a suitable place.

4) Decide the right atmosphere.

5) Plan the discussion.

c. Conduct a Counseling Session. A counseling session can be

divided into three phases: opening the session, discussion, and closing the
session.

1) Opening the Session. The manner used when opening

the counseling session largely determine its effectiveness. The first objective
is to establish rapport with the soldier and to reduce any uncertainty. Since
nervousness and tension are easily detected, the counselor must create an
atmosphere that will not disturb the soldier. When using the directive
approach especially, the leader must appear confident and in control of the
situation. When using the nondirective approach, the soldier must feel relaxed
and free to speak openly. Once the soldier has finished reporting in the proper
manner, the leader begins to establish the climate by either starting the
discussion with the soldier standing or by placing him at ease and offering a
chair. The leader’s first actions and remarks help establish the desired
atmosphere.

The second objective is to explain the reason and to

outline the conduct of the counseling session. In performance, discipline, or
career counseling, the leader normally explains the reason for the session
and what he hopes to accomplish. In cases where personal counseling has
been requested, the soldier should outline what he hopes to obtain from the
session. Also, leaders, and discuss the degree of confidentially at the start of
the session.

2) Discussion. During this phase, the leader should ensure

that effective, two-way communication is taking place. Whatever the reason
for counseling, both parties must have a clear understanding.

The steps taken depend upon the reason for counseling,

the approach used, and the way the leader has outlined the discussion in
preparing for the session. If using a problem-solving process, the leader
gathers information and then causes the soldier to define the problem,
develop courses of action, select the best solution, and implement it. Career

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counseling requires different steps. In the case of a first-term soldier uncertain

about reenlistment, the leader might first cause the soldier to explain his
accomplishments and strengths or “where he is at” He then might have the
soldier explain in general terms what his future goals are and what he wants
to do next or “where he is going.” Finally, the leader can tell the soldier how to
match his strengths and goals with specific career opportunities or “how he
can get there”.

In any situation, if misunderstanding arises, the counselor

must stop and clear up any confusion, perhaps by going back to a previous
step. If, during counseling, the nature of a soldier’s problem or need for
information seems to be beyond the ability and qualifications of the leader, the
leader should stop and refer the soldier of the appropriate support agency.

3) Closing the Session. Inn closing the counseling session,

the leader must summarize what has been discussed. The counselor must
ensure that both parties understand what each is expected to do. One way is
to have the soldier review what he is going to do and what he expects the
leader to do. Any additional; questions may be answered, but the closing is
not the time of bring up new information. Any future meetings should be
scheduled, at least tentatively, before dismissing the soldier.

d. Follow Up on Counseling. The leader’s duties have not been

fully performed when the counseling session ends. After talking and listening
to a soldier, the leader should pause to assess his own performance during
the session. Then he must either act on or follow up on what was discussed.
Ensuring that the proper actions are being taken and that the right things are
happening contributes to a leader’s credibility. The time taken to follow up
helps make the counseling efforts productive and contributes to the unit’s
effectiveness.

1) Follow-Up Measures. Follow-up is the key to get results

from counseling. A leader’s follow-up measures may include:

(a) Letting the chain of command know the results of

counseling regarding the soldier’s reaction or decision.

(b) Taking action or making referrals to outside

agencies as agreed upon during the session.

(c) Continuing to evaluate the situation to ensure that

the problem is being resolved or that the proper action is being taken.

(d) Recognizing any positive results, even simple

things. This can be done either a letter, a certificate, an award, a good
efficiency report, or even with a pat on the back and simple praise.

(e) Taking corrective measures for poor results.

Another counseling session may be necessary to determine if there has been

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any change. In some cases of failure to respond to performance counseling, a

discipline counseling session may be necessary.

2) Written Records. Keeping written records is important in

follow-up. This documentation is a ready reference of a soldier’s
accomplishments, improvements, personal preferences, or problems. A
complete record of counseling provides the leader a tool to aid in
recommendations for professional development, schools, promotions, and
efficiency reports.

Certain legal and administrative actions require written

records of counseling. Many elimination actions do not succeed because the
unit leadership failed to document its counseling of the substandard soldier.
These unsuccessful actions both aggravate the commander and undermine
the morale of a unit. In those cases where separation is a distinct possibility,
emphasis must be placed on maintaining accurate counseling records. The
fact that the commander is documenting the soldier’s substandard actions
conveys a strong corrective message to the soldier.

When there is no locally required form or policy on

records of counseling, the following items are recommended:

(a) Date, time and place of the counseling session

(b) Reason for counseling.

(c) Individual involved.

(d) Items or problems discussed.

(e) Soldier response.

(f) Recommendations made or actions to be taken.

(g) Required follow-up actions.

(h) Counselor’s signature.

Any written records must be kept confidential and

destroyed when the soldier leaves the unit. This maintains the soldier’s trust
and confidence.

Every counseling situation will be different; there is no

one single plan or process for successful counseling. The elements of
effective leadership counseling that were discussed are-

1) Leaders must prepare for their counseling responsibilities

by knowing their soldiers and their duties.

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2) Leaders must mentally prepare to respond to soldiers

needs in critical situations or to provide on-the-spot praise and guidance.

3) Counseling sessions must be planned and conducted

with specific goals in mind.

4) The way the leader opens the discussion significantly

influences the soldier’s behavior or reactions.

5) Leaders must follow up on counseling to ensure that all

actions discussed are accomplished.

6) Leaders must be alert for soldier’s reactions during

counseling and respond appropriately.

7) Knowledge of the common counseling pitfalls help

leaders to avoid them.

Leaders must demonstrate certain The Counseling Process

qualities to counsel effectively: 1. Identify the need for counseling:
• Respect for soldiers. 2. Prepared for counseling:
• Self and cultural awareness. • Select a suitable place.
• Credibility. • Schedule the time.
• Empathy. • Notify the counselee well in
advance.
Leaders must possess certain • Organize information.
counseling skills: • Outline the components of
• Active listening. the counseling session.
• Responding. • Plan counseling strategy.
• Questioning. • Establish the right
atmosphere.
Effective leaders avoid common 3. Conduct the counseling session:
counseling mistakes. Leaders should • Open the session.
avoid the influence of: • Discuss the issue.
• Personal bias. • Develop a plan of action (to
• Rash judgments. include the leader’s
• Stereotyping. responsibilities).
• The loss of emotional control. • Record and close the
• Inflexible methods of session.
counseling. 4. Follow-up:
• Improper follow-up. • Support Plan of Action
implementation.
• Assess Plan of Action.
Figure 5.2 Major aspects of counseling process

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12. Assess the Plan of Action. The purpose of counseling is to develop

soldiers who are better able to achieve personal, professional and
organizational goals. During the assessment, review the plan of action with
the soldier to determine if the desired results were achieved. The leader and
soldier should schedule future follow-up counseling sessions. Figure 5.2
summarizes the major aspects of the counseling process.

Section 5-4 Training Leaders to Counsel

13. Need for Training. Counseling is an essential leadership competency.

It is related to many of the other elements of military leadership. Knowledge of
the basic counseling skills and techniques and the ability to apply are
necessary for leaders to perform their duties. Leaders become more capable
as they gain further knowledge and experience as counselors.

Counseling training improves unit leaders` ability to help their soldiers,

thus improving a unit ‘s overall readiness and capability to perform its mission.
Unit leaders probably have received some counseling instruction in officer or
noncommissioned officer courses or at a service school, academy, or training
center. This introduction to counseling is a basis for further development at
the unit level. Even experienced leaders with advanced instruction can benefit
from a good professional development program in leadership counseling. A
unit conducts training exercise to further develop its leaders in certain job
skills, techniques, and procedures. It should also conduct training to further
develop and improve leaders` abilities to counsel subordinates.

Learning to counsel effectively is not a simple process. A basic

knowledge of skills and techniques can be acquired through self-study and in
a classroom. Developing the ability to counsel results from practice. By
applying the knowledge and skills learned in the classroom, leaders develop
and increase their counseling proficiency. This can be done in a training
situation through role-playing or by on-the-job experience. Leaders must have
an accurate evaluation of their own counseling abilities and make changes to
increase their effectiveness when dealing with others. Junior leaders can look
to their seniors for assistance and guidance. A leader should always seek to
improve his own ability to counsel subordinate.

14. Methods for Training.

a. Role modeling. All leaders must train their subordinate leaders

to improve their ability to counsel. One method is by role modeling. A unit
leader continually shows counseling methods and techniques to his
subordinate leaders in his dealings with them. The leader must realize that his
actions model and demonstrate the expected counseling behavior, no matter
how informal those actions may be.

For example, when a platoon sergeant counsels a squad leader

on accomplishing a mission, he is showing one approach to performance. The

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squad leader is influenced by the way he is treated. The platoon sergeant

serves as an effective role model if he shows a firm, knowledgeable, and
caring approach. On the other hand, if the platoon sergeant is weak at
praising and recognizing good work, the squad leader will probably be weak in
praising his subordinates.

b. Feedback. Another method used to develop counselors is

feedback. There are many ways to learn the basic concepts, skills, and
techniques of counseling. To become proficient, one must then apply the skills
and techniques in role-playing or in actual counseling of soldiers. Feedback
on the effectiveness of a leader’s counseling efforts is necessary if
development and improvement are to take place. And, with some thought and
creativity, the time and opportunity to provide feedback on a leader’s
performance evaluation should be available in most units.

1) Peer Evaluation. Peer evaluation is one useful technique

for providing feedback. Often time a subordinate leader is named to present
instruction or to conduct a short briefing for the rest of the unit. When the
training is completed, a few of the subordinate leaders can gather for a brief
performance counseling session. One of them can evaluate the leader who
led the training. The other leaders can watch and listen and then provide
feedback on the conduct of that performance counseling. The officer or senior
noncommissioned officer in charge controls this type of peer evaluation to
ensure that appropriate comments are made. Immediate and informative
feedback is provided in a realistic situation. If the performance counseling
properly addressed observed action rather than making value judgments,
there is little chance for conflict. The counselor must be factual and objective
or the counselee may become defensive, argumentative, or withdrawn. He is
not role-playing. He really performed the task he is being counseled on and
will respond accordingly. This process can be done quickly and with different
subordinate leaders each Time.

2) Leader Evaluation. Leader evaluation is another

technique for providing feedback. A leader’s immediate superior sits in on a
counseling session with a soldier. When the counseling is over and the soldier
has been dismissed, the senior leader shares his findings with the junior
leader and offers advice or guidance. This works best when the soldier knows
and is comfortable with both of the leaders. This technique is not appropriate
for every situation and should be used in a way that does not degrade the
authority of the junior leader.

c. Role Playing. Role-playing is also used to train counselor, with

feedback playing an important part. The effectiveness of role-playing depends
on the use of real situations and on the ability of the counselee to act and
behave as a soldier being counseled would react to his leader. In conducting
this activity, the people playing the roles of counselor and counselee must be
given slightly different instructions. The counselor needs some general
information. The Counselee, more detailed information. Other participants
observe and then feedback at the conclusion. A tape recorder can be used to
record and play back the role-playing. This assists observers in citing specific

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remarks. Or the session can be recorded on videotape and played back while
the observer Provides feedback. In this way the counselor can see and hear
what he has done. This causes the observers to concentrate on describing
specific actions, statements, and gestures and their observed effects.

Role-playing can be done to meet the needs of the participants.

There is no requirement to role-play an entire counseling session. Any part of
counseling can be practiced in this exercise. It may be necessary to practice
establishing rapport with a nervous soldier at the beginning of a session or
just to practice active listening skills. The situations might be based on
problems that have been experienced or on circumstances that are peculiar to
the unit or location.

The observers in any role-play exercise have an important

responsibility. They must watch and listen and then provide the feedback.
Thus they are practicing many of the skills necessary for conducting
performance counseling. They must provide feedback on specific actions
rather than on general statements. “You had some good nonverbal
responses” is a general statement that is not particularly useful. A better
observation would be “The counselee said he might have a new idea and then
you leaned forward in your chair with a different expression on your face
showing that you were interested in hearing his idea, and he continued in
detail”. The observers identify observed actions and results.

As leaders gain in experience, they become accustomed to

using styles and methods that have worked previously. In role-playing
exercises, Students are free to try different methods. They can practice
something new or something they are weak without fear of failing. And no
subordinate will be blamed while the leader is developing a new skill or
technique.

Section 5-5 Types of Developmental Counseling

You can often categorize developmental counseling based on the topic

of the session. The two major categories of counseling are event-oriented and
performance and professional growth.

15. Event-Oriented Counseling. Event-oriented counseling involves a

specific event or situation. It may precede events, such as going to a
promotion board or attending a school; or it may follow events, such as
noteworthy duty performance, a problem with performance or mission
accomplishment, or a personal problem. Examples of event-oriented
counseling include, but are not limited to these types:

a. Specific instances of superior or substandard performance.

Sometimes counseling is tied to specific instances of superior or substandard
duty performance. For example, you tell your soldier whether or not the
performance met the standard and what the soldier did right or wrong. The

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key to successful counseling for specific performance is to conduct the

counseling session as close to the time of the event as possible. When
counseling a soldier for specific performance take the following actions:

1) Tell the soldier the purpose of the counseling, what was

expected and how they failed to meet the standard.

2) Address the specific unacceptable behavior or action, not

the person’s character.

3) Tell the soldier the effect of the performance on the rest

of the unit.

4) Actively listen to the soldier’s response.

5) Remain unemotional.

6) Teach the soldier how to meet the standard.

7) Be prepared to do some personal counseling since the

lack of performance may be related to or the result of a personal problem.

8) Explain to the soldier what will be done to improve

performance (plan of action). Identify your responsibilities in implementing the
plan of action.

9) Continue to assess and follow-up on the soldier’s

progress. Adjust the plan of action as necessary.

b. Reception and Integration Counseling. Counseling that

welcomes new soldiers to the unit should begin immediately upon arrival.
Newly assigned soldiers must adjust before they can become effective
members. This adjustment will occur most rapidly with an effective reception
and integration plan. This is probably the most important step in starting
soldiers properly in the unit. Leaders must make a strong effort to sponsor
and receive soldiers properly, set the standards, and make them part of the
team.

Assisting new soldiers promptly with administrative in-

processing is only part of the plan. They need to be welcomed and to have
their needs addressed. This applies equally to new soldiers, to soldiers
arriving from another assignment, or to soldiers returning after a long
absence. Soldiers returning from special duty away from the unit or TDY to a
distant location may find the home base situation has changed. They need to
adjust to those changes.

1) Transition Objective. Leaders must counsel new team

members when they report in. Reception and integration counseling serves
two purpose: First, it identifies and helps fix any problems or concerns that
new members have, especially any issues resulting from the new duty

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assignment. Upon reporting to a unit, the soldier is thinking about such things
as getting paid, learning administrative requirements, or establishing a
position among peers and leaders. If married, his main concern is getting the
family settled. It is better for leaders to provide facts and useful information to
new soldiers before they are misled or taken advantage of by others. This will
help with soldiers and team development and with unit readiness. Second, it
lets them know the unit standards and how they fit into the team. The soldier
must know what is expected of him and what the required standards are. As
part of this communication, the soldier must learn what he can expect from
the unit’s leaders. This is an opportunity to prevent future difficulties by
explaining what must be done and what should be avoided. Soldiers must feel
that their leaders have sincere concern for their well-being. Soldiers who feel
that they are sincerely welcome that they will be valued members of the unit
have increased confidence to cope with new and unknown situations.
Reception and integration counseling starts the team building process and
lets the soldier know the leadership cares. Reception and integration
counseling clarifies job titles and it sends the message that the chain of
command cares. Reception and integration counseling should begin
immediately upon arrival so new team members can quickly become
integrated into the organization. Figure 5.3 gives some possible discussion
points.

2) Orientation. Each activity has its own requirements for

orientation and in-processing. These are normally established procedures
identified in local command directives. A complete reception and integration
counseling program should

(a) Resolve problems with personal affairs.

(b) Introduce the new soldier to peers and the leaders

in the chain of command.

• Unit standards.
• Chain of command.
• NCO support channel (who and how used).
• On and off duty conduct.
• Personnel/personal affairs/initial clothing issue.
• Unit history, organization and mission.
• Soldier programs within the unit, such as soldier of the
month/quarter/year.
• Off limits and danger areas.
• Functions and locations of support activities.
• On and off post recreational, educational, cultural and historical
opportunities.
• Foreign nation or host nation orientation.

Other areas the individual should be aware of, as determined by the

rater.

Figure 5-3 Reception and integration counseling points.

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(c) Explain all of the procedures for in-processing and

the schedule for accomplishing them.

(d) Explain the unit’s history and traditions, missions,

and activities.

(e) Explain the standards of conduct and the

performance expected of the soldier in a new duty assignment.

(f) Explain how the new soldier’s duty assignment is

important to the unit and its mission.

(g) Explain the unit’s policies on leaves and passes,

duty rosters, promotions, and job performance evaluations.

(h) Explain opportunities and facilities for personal and

professional improvement and development.

(i) Inform the new arrival of the facilities available for

spiritual needs, conveniences, and off-duty recreation.

(j) Inform the new arrival of the functions and

locations of assistance agencies.

(k) Explain local customs and off-limits areas.

As with all counseling, follow-up is important. A brief,

informal follow-up after 30 days ensures that the soldier has been completely
integrated into the unit. It also provides some recognition for difficulties he
may have experienced as part of the team.

While the importance of reception and integration

counseling is clear, leaders at all levels must ensure that soldiers who are
leaving the unit receive the same concern as those arriving. Departing
soldiers should not be left to fend for themselves while leaders devote their
time and effort to their other soldiers. These soldiers often develop negative
attitudes that can be carried to their new unit. The receipt of reassignment
orders does not immunize the soldier from problems. This is a time when the
soldier experiences a great deal of turmoil in his life, and leaders must show
concern and provide guidance just as they did when he first arrived. A trouble-
free departure from his old unit can help make a soldier’s integration into his
new unit more successful.

3) Sponsorship. A soldier’s first impression of his unit has a

lasting effect. A sponsor can play an important part in this initial impression.
Appointing a sponsor to a new arrival for the first few weeks benefits both the
soldier and the unit.

The sponsor should be someone from the same unit,

preferably from the same squad or section where the new arrival is assigned.

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Leaders should select a good soldier who is experienced and knowledgeable

and will be a positive influence. Sponsors should have as much as possible in
common with the new arrival and be the same rank and MOS. Single soldiers
should sponsor single soldiers; married soldiers should sponsor married
soldiers.

The tasks required of the sponsor will vary with the rank,
experience, and duty assignment of the new arrival. Generally, the sponsor is
a peer who helps the new soldier become settled and oriented to the new
surroundings.

c. Crisis Counseling. You may conduct crisis counseling to get a

soldier through the initial shock after receiving negative news, such as
notification of the death of a loved one. You help the soldier by listening and
providing assistance, as appropriate. Assistance may include referring the
soldier to a support activity or coordinating external agency support. Crisis
counseling focuses on the soldier’s immediate, short-term needs.

d. Referral Counseling. Referral counseling helps soldiers work

through a personal situation and may follow crisis counseling. Referral
counseling also acts as preventative counseling before the situation becomes
a problem. Usually, the leader assists the soldier in identifying the problem.
Outside agencies can help leaders resolve problems. Although it is generally
in an individual’s best interest to seek help first from his first line leader,
leaders must always respect an individual’s right to contact these agencies on
their own.

e. Promotion Counseling. Commanders or their designated

representative must conduct promotion counseling for all corporals and
sergeants who are eligible for advancement without waiver, but are not
recommended for promotion to the next higher grade. Philippine regulations
require that soldiers within this category receive initial (event-oriented)
counseling when they attain full eligibility and then periodic (performance and
personal growth) counseling at least quarterly.

f. Adverse Separation Counseling. Adverse separation counseling

may involve informing the soldier of the administrative actions available to the
commander in the event substandard performance continues and of the
consequences associated with those administrative actions

Developmental counseling may not apply when a soldier has

engaged in more serious acts of misconduct. In those situations, the leader
should refer the matter to the commander and the servicing staff judge
advocate’s office. When the leader’s rehabilitative efforts fail, counseling with
a view towards separation fills an administrative prerequisite to many
administrative discharges and serves as a final warning to the soldier to
improve performance or face discharge. In many cases, it may be beneficial
to involve the chain of command as soon as you determine that adverse
separation counseling might be required.

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16. Performance and Professional Growth Counseling.

a. Performance Counseling. During performance counseling, the

leader conducts a review of the soldier’s duty performance during the
previous quarter. The leader and soldier jointly establish performance
objectives and standards for the next quarter. Rather than dwelling on the
past, leaders should focus the session on the soldier/s strengths, areas
needing improvement and potential.

Performance counseling is required for Non-Commissioned

Officers; mandatory, face-to-face performance counseling between the rater
and the rated NCO is required under the Enlisted Personnel Evaluation Mark
system.

Performance counseling at the beginning of and during the

evaluation period facilitates a soldier’s involvement in the evaluation process.
Performance counseling communicates standards and is an opportunity for
leaders to establish and clarify the expected values, attributes, skills and
actions.

Performance counseling informs soldiers about their jobs and

the expected performance standards and provides feedback on actual
performance. Soldier performance includes appearance, conduct, mission
accomplishment, and the way duties are carried out. The purpose of
counseling may be to help a soldier maintain or improve a satisfactory level of
performance or improve performance that is below standards. Good leaders
issue clear guidance and then give honest feedback to let soldiers know how
they have performed.

Honest feedback is essential for motivating soldiers and

controlling a unit’s performance. The leader first observes the soldier’s
performance of duty, his ability to complete and assignment, and his approach
to accomplishing a mission. The leader then tells the soldier where he stands.
Those things that have been done well or that show improvement must be
praised. The contribution that the soldier’s performance has made to the unit
should be noted. This reinforces the importance of his duties and helps to
foster cohesion. Feedback should also include ways to improve performance.

Performance counseling needs to be done continuously as part

of the leader’s role as a teacher and as a coach. Unit readiness and mission
accomplishment depend on each soldier’s ability to perform his duties and to
act in a proper manner.

1) Growth and Learning. Regardless of how it is conducted,

performance counseling must be a teaching process with continuous growth
and development it object. Through personal growth, soldiers realized their
full potential. Growth and motivation are stimulated by the challenge of a
soldier’s job and by the guidance and encouragement of the unit leaders.

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Every soldier must be capable of doing the assigned job.

Every duty assignment, therefore, demands a leader’s careful consideration.
He must know the individual’s character, preferences, ambitions,
qualifications, and potential.

The opportunity for learning to take place results from

conditions created by the leader. Motivation, in turn, results from learning and
is greatly influenced by personal values. Those conditions under the leader’s
control that stimulate learning and motivation include-

(a) Accurate evaluation of performance.

(b) Rapport between leader and soldier.

(c) Clear and understandable communication between

leader and subordinate.

(d) Mutual agreement concerning performance areas

where improvement is required.

(e) Specific actions for improving performance.

(f) Feedback on process.

(g) Expectation of success.

Growth and learning of officers, NCOs and soldiers

are enhanced by the proper use of OER and EPEM. This valuable tool
enables leaders to direct subordinates in a way that fosters mission
accomplishment. It clearly shows subordinates what is expected of them and
allows for their participation in the decision-making process. Further, it
focuses on the linkage between individual performance and the unit’s mission.

The key to successfully using this form is the joint

establishment of objectives at the beginning of the rating period with periodic
reviews and revisions when necessary. Face-to-face discussion is essential
for success. Simply having neatly prepared forms in a file is unacceptable.
Taking the time to teach subordinates and to have open discussions on
mission-related issues is the objective.

2) Evaluation of Actions. Performance counseling begins

with evaluating the soldier’s performance or actions. It should be restricted to
appraising and discussing observed actions and demonstrated behavior
rather than diagnosing character or suspected attitudes. The emphasis is on
exchanging information about performance, not emotion. For example,
“Private Bellus, I see that you have difficulty connecting the handset to the
radio” addresses a specific shortcoming. “Bellus, you’re no good at setting up
the radio” is a general and negative statement.

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The emphasis on taking about specific actions applies to

improved and positive performance as well. Praise and recognition are
important. A simple “Sergeant Swadish, you have done wonders in the motor
pool” is a good motivator.

This can be even more effective if specific actions are

discussed. For example, “Sergeant Swadish, I see that your driver training
program has eliminated most of the operator maintenance deficiencies” says
exactly what was done well and reinforces it.

One way to structure performance counseling is to use

evaluation report forms as discussion guides. A quarterly review of the
subordinate’s actions can be done using these forms as outlines to discuss
specific duties and performance objectives. This ensures that soldiers receive
periodic feedback on all aspects of performance that will be formally
evaluated. It allows for reassessing priorities, goals, and needs. This
approach helps the leader to assess the overall capability of the unit.

3) Improvement of Performance. Methods or actions to

improve performance need to be discussed. In many cases, soldiers know
when they have failed or have not done well; especially of they know the
standards. Some soldiers require that the counselor be directive and list item
by item what must be done to improve. Other soldiers, with some non-
directive guidance, can figure out what to do.

Determining ways to improve is based on the leader’s

first evaluation of soldier performance. Specific actions must be viewed to
figure out why a soldier is below standard in a given area. It may be that the
soldier does not know how or does not want to do something or that
something prevent proper performance. For each reason, steps needed to
improve performance are different. If a soldier does not know how to do
something, he needs to takes steps to practice and learn. A soldier who does
not want to do something may just need to understand the reasons. If missing
or wrong equipment prevents effective performance, then steps need to be
taken to correct the situation so that improvement can take place. By
discussing specific actions, the leader will be far more effective in helping
soldiers to improve their performance.

As a Philippine Army leader, you must ensure you’ve tied

your expectations to performance objectives and appropriate standards. You
must establish standards that your soldiers can work towards and must teach
them how to achieve those standards if they are to develop.

To ensure that sound personnel management decisions

can be made and that an NCO’s potential can be fully developed, evaluation
reports must be accurate and complete. Each report must be a thoughtful, fair
appraisal of an NCO’s ability and potential. Reports that are incomplete or fail
to improve a realistic and objective evaluation make personnel management
decisions difficult.

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A single report should not, by itself, determine an NCO’s

career. An appraisal philosophy that recognizes continuous professional
development and growth (rather than one that demands immediate,
uncompromising perfection) best serves the Philippine Army and the NCO.

b. Professional Growth Counseling. Professional growth

counseling is subordinate-centered communication that outlines actions
necessary for soldiers to achieve individual and organizational goals and
objectives. It is imperative for all leaders to conduct professional growth
counseling with their soldiers to develop the leaders of tomorrow.

Professional growth counseling begins an initial counseling

within 30 days of arrival. Additional counseling occurs quarterly thereafter with
an assessment at a minimum of once a month. Counseling is a continuous
process. Reception/integration/initial counseling must include
goals/expectations for most current quarter along with long-term goals and
expectations.

During the counseling session a review is conducted jointly by

the leader and soldier to identify and discuss the soldier’s strengths and
overcome weaknesses and to create a plan of action to build upon
strengths/weaknesses. The leader must encourage, remain objective/positive,
assist the soldier help himself and focus more towards the future. This future
oriented approach establishes short and long-term goals and objectives.

NCO provides the necessary tools for the soldier to do a self-

assessment based on performance indicators outlined in the leadership
dimension. This self-assessment will assist soldiers in identifying their
weaknesses and strengths and provide a means of improving their leadership
abilities/skills.

c. Professional Growth and Guidance

1) Professional Development. A leader concerned with the

professional development of subordinates accurately informs his soldiers on
the many challenges and benefits of an Army career. Counseling is most
important during the first few months of a young enlisted soldier’s or officer’s
career. During this period, soldiers form impressions they will carry
throughout their service.

As they gain experience, soldiers need opportunities for

continued professional growth. Such opportunities range from reading
programs through resident military and civilian schools to future assignments.
Leaders at all levels must ensure their subordinates know what is required for
promotion and what opportunities are available for professional growth and
development. Subordinates can then set realistic goals.

2) Career Guidance. The leader’s experience, maturity, and

attitude are vital in influencing soldiers to remain in the Army. Leaders must
not only know their subordinates well, they must also be well informed on

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professional development requirements and educational goals. Certain

professional development opportunities for additional schooling, special
programs, or future duty assignments will be viewed differently by different
soldiers. A concerned and knowledgeable leader can help a soldier to
determine those areas where he can make the greatest contribution. The
more leaders know about their subordinates, the Army, and current programs,
the better equipped they will be to provide worth while career guidance.

Certain requirements exist for reenlistment counseling. A

unit’s reenlistment program describes how to meet these requirements.
Career counseling is not a spur-of-the-moment project; preparation is needed.
To conduct effective career counseling the leader must-

(a) Know and understand the soldier.

(b) Be aware of the soldier’s attitudes, motivations,

and skills.

(c) Be completely familiar with the advantages and

benefits of an Army career.

(d) Know the options available to the soldier.

(e) Know the criteria for reenlistment

(f) Identify which options are in the best interest of the

soldier.

Although leaders should not urge all soldiers to remain in the Army,
they must provide subordinates, especially good soldiers, with factual
information about reenlistment. For a soldier completing his first term of
service, reenlistment is a major decision. It is then necessary to follow up and
continue to counsel good soldiers about and Army career. Those uninterested
or undecided may consider reenlistment after they receive additional
information from capable and caring leaders.

Counseling involves ideas, opinions, advice, recognition, as well as

plans for the development and growth of soldiers. Counseling individual
soldiers is part of developing a cohesive unit. Leaders provide honest
feedback, information, and guidance that strengthen teamwork and help
soldiers to be motivated to better perform their tasks. Common reasons for
leader counseling include-

a. Performance and integration counseling to foster soldier and

team development by properly integrating new unit members or those
returning after a long absence.

b. Performance counseling to inform soldiers about their duties or

appearance, explain how to meet required standards, and give honest
feedback on actual performance.

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c. Personal counseling to help soldiers solve their own problems or

to refer them to those who can and then to follow up to assure that soldiers
are helped.

d. Discipline counseling to improve soldier performance by

correcting disruptive behavior and inappropriate actions thus improving unit
effectiveness.

e. Professional growth unit guidance to guide subordinates’

professional growth and inform them about opportunities for future service.

17. Personal Counseling. Personal counseling involves helping a soldier

solve a personal problem. Problems may vary from financial matters to
marital difficulties. The emphasis must be to help the soldier solve his own
problems. A soldier may ask to talk to the leader about a problem, or he may
be referred for counseling by someone else. Sometimes a need for personal
counseling may be indicated during a performance counseling session or be a
change in the solder’s behavior. The goal remains the same; help the soldier
develop initiative recognize his problems, and solve his own difficulties.

a. Soldier Problems. In personal counseling, the counselor must

always consider the soldier’s point of view. What a leader views as simple or
minor may look overwhelming to the soldier.

Successful personal counseling follows two basic guidelines.

First, the leader must be committed to the principle that every soldier,
regardless of rank or duty assignment, has the right to be heard. The leader
should use counseling techniques that help subordinates clarify their feelings
and consider alternate courses of action in solving their problems. The leader
must not look down on soldiers because they have personal problems. With
this attitude, the soldier is never treated as a person less important than the
counselor. The leader, as counselor, becomes a helper whose authority,
training, and technical expertise as a soldier permit better understanding and
acceptance of the subordinate who asks for help.

Second, the leader should realize that relatively mature and

healthy persons can look at their personal problems intelligently and reach
satisfactory solutions. While soldiers may seek help thinking through a
problem, they should be free to choose their own solutions. A soldier should
not be pushed into solutions that were selected by a counselor in answer to
the soldier’s personal problem. The soldier will not learn to find solutions if
they are always given. The soldier cannot take credit for the success of
someone else’s solution. The soldier can shift blame for failure to the
counselor.

The soldier should be helped to think through his problem and

how he feels about it and to understand his involvement and what he wants to
have happen. To do this he must feel at ease with the counselor. Talking
openly to someone about a personal problem is seldom easy. The counselor

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must listen to and understand the problem and try to get the soldier to define
just what the problem is and what must be done.

Many personal problems arise because soldiers are somehow

failing in their relationships with others. For this reason, a soldier may also
have trouble relating to the leader as a counselor. The leader must break
through that barrier with firm and caring leadership. If the leader cannot
communicate with a deeply troubled soldier, he must obtain help for the
soldier from a counselor with specialized training. Once personal problems
are resolved, soldiers can more effectively perform their duties.

b. Leader’s Limitations. Leaders will find they are limited as

counselors. They cannot help everyone in every situation. Not even
professional counselors with a counseling degree can provide all the help
every soldier in trouble needs. Leaders must recognize their limitations and
offer only that kind of help for which they are trained and qualified. It is okay to
refer a soldier to outside agencies or someone more qualified to help when
the situation calls for it. The leader who does is not a failure; he is being more
effective in resolving problems.

Outside help from support agencies should normally be obtained

by using the chain of command. Soldiers do have the right to contact certain
agencies on their own such as the chaplain or the inspector general. This right
must be respected. It is generally in the soldier’s best interest, however, to
first seek help from his leader. There are three major reasons for using the
chain of command.

1) The soldier must have permission to be absent from the

unit.

2) Many problems can be solved at company or battery level

if they are known. This does not imply that all problems can be solved at
theses. A problem may exist that the soldier does not care to discuss with unit
personnel.

3) The commander must be kept informed of problems or

complaints in his unit.

c. Outside Agencies. The leader, as counselor, must know the

location and function of all available assistance agencies and know when to
refer a subordinate to them through the chain of command. When soldier’s
problems are beyond the ability of the unit’s leadership to help, counselors
with specialized training and skills are needed. By using specially trained
counselors, unit leaders have more time to deal with other soldiers in the
counseling situations that they have been trained to handle.

Attempts to conduct counseling in those areas in which a leader

has not been educated and certified can make matters worse. Soldiers, with
emotional problems tend to challenge the leader by not responding to
attempts to improve performance. This often happens when counseling efforts

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are made in ignorance of the real cause of the problem. It is possible to

incorrectly assess a problem situation and suggest an inappropriate course of
action. Leaders can cause further harm by involving themselves in situations
for which they are not equipped to deal. Marital problems, for example, should
normally be referred to a marriage counselor or chaplain.

Some personal problems require information or action of a

technical nature from support activities. Personal counseling with a leader
may help a soldier with a financial problem decide what to do.

18. Discipline. Counseling soldiers who have violated regulations,

policies, or other set standards is a necessary part of the leader’s duties.
Discipline counseling is used when the leader takes corrective steps that will
not result in formal punitive action against the soldier under Court Martial. Non
punitive measures are normally applicable for minor or first offenses
concerning conduct or inefficiency. If action by a commander under Article of
War 105 or by a court-martial is likely, the leader must ensure that the
accused soldier is advised of his Article 31, Court Martial, rights before
discussing the incident.

Telling subordinates about their positive conduct or discussing specific

ways to improve performance is easy. It is difficult and usually unpleasant,
however, to discipline subordinates when they fail to meet the required
standard. When counseling soldiers whose conduct disrupts unit morale and
effectiveness becomes necessary, it must be done with fairness, firmness,
and respect for the soldier.

Discipline counseling differs from performance counseling. While both

improve performance and maintain standards, performance counseling
stresses success and uses praise to reinforce positive actions. Discipline
counseling stresses failure to meet set standards of conduct. It is intended to
be corrective, not punitive. It details specific deficiencies necessary when a
soldier shows no progress, makes no effort to improve, or acts in an
unacceptable manner. It is normally highly directive in its approach to correct
behavior and eliminate deficiencies.

a. Leader’s Action. Like any other type of counseling, discipline

requires certain leader actions and preparation. It should be conducted
privately. Leaders must have their facts in order and remain unemotional.
Only the soldier being counseled, the leader, and involved members of the
chain of command need be present. The counselor should take the following:

1) Tell the soldier why he is being counseled, what was

expected, and how he failed to meet that standard.

2) Address the specific unacceptable behavior or action, not

the character of the soldier.

3) Tell the soldier the impact of his behavior, actions or

performance on the rest of the unit.

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4) Actively listen to the soldier’s response.

5) Tell the soldier how to meet the standard. Be prepared to

do some personal counseling. The disciplinary problem may be the result of
an unsolved personal problem.

6) Determine the appropriate action such as reprimand,

corrective training, administrative action, or referral to the commander.

7) Explain to the soldier what will be done, and why.

8) Take action and follow up.

b. Corrective Measures. Leader at each level of an organization

have different measures they use to improve performance or behavior. Leader
must consider how individual soldiers perceive these measures. These
perceptions by the individual, as intended by the leader, are important for
achieving the desired result, whether it be correction, rehabilitation,
deterrence, or some combination of these. Corrective measures are intended
to prevent big problems arising from small ones.

Punishments can be imposed by courts-martial or by

commanders under Article of War 105. Commanders also have the authority
to implement certain non-punitive measures. Various administrative actions
can be initiated by the chain of command as corrective measures. Some
options available are-

1) Deferment of discretionary benefits such as pass

privileges, driving on post, or use of the PX or the EM club.

2) Admonitions and reprimands.

3) Corrective training.

4) Administrative reduction.

5) Revocation of security clearance.

6) Bar to reenlistment.

7) MOS reclassification

8) Transfer or reassignment.

9) Alcohol and drug rehabilitation programs.

Some of these administrative actions are similar to punishments

authorized under Article 15, which is non-judicial punishment. For example,
restriction, a punishment under Article 15, is like revocation of pass privileges.
A commander may give the leader authority to deny the pass privileges of a

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soldier who is late to duty or who leaves early. Short, well-regulated, and
supervised denials of pass privileges can be an effective disciplinary
measure.

Extra training led by non-commissioned officers on weekends or after

normal duty hours is often more effective than formal punishment in improving
soldier performance. It must be related to a specific deficiency, generally one
involving inefficiency as opposed to misconduct. Its intent is to correct
substandard performance in some area. Because it causes the loss of free
time, extra training is inconvenient for both the soldier and his leaders. It
requires concerned and caring leaders. It demonstrates good leadership
through leaders role modeling proper actions themselves and then coaching
and developing their soldiers. Corrective training must not becomes an illegal
form of punishment; improved performance is the goal.

Section 5-6 The Counseling Session

This is an example of a Performance/Professional Growth counseling

session presented in four parts. It shows disagreement between the leader
and led on the leadership assessment. This makes the counseling session
difficult for both at first (each is a little defensive). SSg Dela Cruz has difficulty
getting Sgt Lavapiez to do an honest self-appraisal of his performance. The
strategy in this situation is to provide Sgt Lavapiez with clear examples of his
leader behavior along with the adverse effects it is having on the soldiers and
the unit.

SSg Dela Cruz: Come in.

Sgt Lavapiez: Sorry I’m late, SSg Dela Cruz. I got tied up on a job that’s been
running late.

SSg Dela Cruz: Have a seat Sgt Lavapiez and lets get started. Do you have
your self-assessment with you? [This reinforces the expectation that all
leaders will prepare a self-assessment prior to developmental counseling.
This also is a good technique to try in order to get the subordinate leader to
start with most of the talking]

Sgt Lavapiez: I have it here somewhere. Yes here it is. You know, SSg Dela
Cruz, after I finished reading my self-assessment, I realized, hey, I’m pretty
good!

SSg Dela Cruz: You want to know the truth? You are pretty good, but…[Here,
the leader is trying to reinforce and recognize good performance even though
it’s clear the leader is not satisfied with some other aspects of the subordinate
leader’s performance]

Sgt Lavapiez: Thanks. But?

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SSg Dela Cruz: Well like you said; you always seem to be running late on
jobs.

Sgt Lavapiez: Well, some of the guys have been goofing off lately and I just
haven’t been able to get them back in line yet, that’s all. [There can be a
tendency to place blame or identify causal factors that may or may not be
beyond the control of the subordinate leader]

SSg Dela Cruz: Well that’s why we’re here.

Sgt Lavapiez: What do you mean? [The leader can expect that some
subordinates will be pretty defensive when it comes to leadership
assessment. It will be viewed by some as threatening]

SSg Dela Cruz: I thought we went over this last week when we set up this
meeting. What’d I say then?

Sgt Lavapiez: Something about assessing my leadership strengths; areas I

can improve in…

SSg Dela Cruz: That’s part of it. The focus is on developing your leadership.

Sgt Lavapiez: That’s funny, Sergeant. I was a squared away NCO until I got
here. Now, all of a sudden I’ve got all this stuff to improve on. [Initially, leaders
can expect to have many soldiers who have never received feedback on their
leadership. As development counseling becomes ingrained in the Philippine
Army, more soldiers will be comfortable and familiar with leadership
assessment and development]

SSg Dela Cruz: Well, leadership is a bigger part of your job now. Leadership
responsibilities increase as you move up in the rank. You’ve got a lot of
attributes in your favor. Like I said, you have very good technical skills,
but…[Again, the leader reinforces the good performance while still trying to
get the subordinate leader to admit and “own up” to the shotcomings that
need improvement]

Sgt Lavapiez: I run a good shop. Our supply room is always stocked –
nobody ever has to borrow a tool from another company. And I go to bat for
my soldiers. Like when PFC Inalem needed time to take care of some family
business. I help him with that. Right? Isn’t that leadership?

SSg Dela Cruz: Yes, but that’s not the whole story… [SSg Dela Cruz has
already mentioned she has concerns with Sgt Lavapiez’s leadership. She
wants Sgt Lavapiez to tell his side of the stody and complete his self-
assessment. Does he think everything is going well?]

Sgt Lavapiez: Well, okay, maybe things in the shop aren’t going as smoothly
as they should be. And maybe it is my fault, but…

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Sgt Lavapiez realizes he could make some improvements in some areas.

SSg Dela Cruz: The way I see it, you act like you’re still a mechanic instead
of a supervisor. Every time I walk through the bays you’re under some vehicle
turning wrenches. But while you’re doing that, who’s making sure all the jobs
in the shop are getting done? Sometimes these young mechanics we’ve got
are just spinning their wheels. Maybe if you spent more time making the
rounds and checking up on each job, we’d have a better rate. Plus we might
be able to get out of here at a decent hour. [SSg Dela Cruz knew this would
probably a sore spot with Sgt Lavapiez. But, this is what the supervisor is
observing along with the general effect it is having on soldiers and the unit]

Sgt Lavapiez: I don’t think that is what’s really happening.

SSg Dela Cruz: OK, I’ve got several observations here; let’s take yesterday
for example. We had two HMMWVs deadlined with electrical problems. Those
new soldiers, Pili, Dimco and Martin, worked on them all day and still couldn’t
figure out what was causing the problem. Meanwhile, you’re over with another
HMMWV changing tires. [SSg Dela Cruz did her homework. Observing and
assessing is part of her daily activity around the motor pool. Specific
observations of leader behavior along with the effects they are having on
individuals, the unit and operational outcomes are key prerequisites to
developmental activities]

Sgt Lavapiez: Somebody had to do it.

SSg Dela Cruz: And are the HMMWVs up? [Links behavior to outcomes]

Sgt Lavapiez: We’re working on it.

SSg Dela Cruz: And when did everybody finish and leave last night?[Again
this question links leader behavior to outcomes. SSg Dela Cruz asks Sgt
Lavapiez rather tells him the outcome to promote ownership]

Sgt Lavapiez: About twenty-one hundred.

SSg Dela Cruz: We have to agree on what’s happening here.

Sgt Lavapiez: Maybe you’re right, Sergeant. I need to work on my

organizational skills. I’m not comfortable walking around with a list of jobs and
checking up on people. I’d rather do it myself. [It appears as though SSg Dela
Cruz detailed assessment resulted in Sgt Lavapiez becoming a little more
honest with himself. Given that SSg Dela Cruz also evaluates Sgt Lavapiez,
leaders can expect that soldiers might hesitate to admit to shortcomings]

SSg Dela Cruz: I understand, but leaders have to learn how to assign tasks
and supervise. That’s the only way our soldier’s will learn.

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Sgt Lavapiez: OK, Sergeant. [Once they both agree on the assessment, both
SSg Dela Cruz and Sgt Lavapiez visibly relax. From this point on, the tone of
the counseling sessions turns visibly positive and developmental as they talk
about ways to improve Sgt Lavapiez’s performance].

SSg Dela Cruz: So what could you do to improve your leadership skills?
[Action plan development is a joint activity. The leader should refrain from
prescribing developmental tasks unless the subordinate has no clue what to
do or where to begin. Having the soldier identify the developmental task also
promotes ownership and additional motivation to follow through]

Sgt Lavapiez: I know I need to learn how to delegate tasks. I could prioritize
the work that needs to be done and assign jobs based on experience. That
way I could spend more time training and supervising my more inexperienced
soldiers.[This reinforces the concept that leaders should solicit the input of
their soldiers and peers and include them in the decision-making process]

SSg Dela Cruz: Sounds like you have a good plan. Remember, all your
soldiers need your supervision. [SSg Dela Cruz is making a subtle correction
here to put a little more structure into this developmental plan.]

Sgt Lavapiez: Thanks for your help, Sergeant. [Near the end of the session,
Sgt Lavapiez starts taking charge of his action plan – identifying, with SSg
Dela Cruz’s assistance, things he can do to improve his leadership. As the
session closes, there is a renewed air of respect and understanding between
SSg Dela Cruz and Sgt Lavapiez.]

SSg Dela Cruz: Why don’t you read back to me what you’ve got. [As
developmental sessions come to a close, it is important to review tasks and
confirm what was said earlier in the session]

Sgt Lavapiez: Okay. [Making notes to himself.] “Conduct an AAR with the
maintenance section ; observe Sergeant Pili supervising maintenance
operations.”

SSg Dela Cruz: Those should both work to improve Executing. [SSg Dela
Cruz reinforces the leadership doctrinal framework by listing developmental
tasks in accordance with the value, attribute, skill and/or action it is designed
to improve]

Sgt Lavapiez: One I just thought of, “develop a daily plan for supervising
maintenance operations.” I think if I just sat down each morning and split up
the jobs better, plus figure out where I’m needed most… [This is an ideal
outcome to be sought after in developmental counseling – the subordinate
leader coming up with and identifying developmental tasks. Also note the total
number of tasks identified. A few clearly defined tasks with high potential for
improvement and are better than numerous, ill-defined tasks with
questionable outcomes]

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SSg Dela Cruz: Sounds good. Your rating is bound to go up. And just think of
what this is going to do to everybody’s motivation around here – getting home
at a decent hour. And I’ll let Sgt Pili know you’re coming over to have a look at
his maintenance operations. [Again, the action plan may very well require
action on the part of the leader, not just the subordinate leader. At a minimum
the leader is going to have to plan and allocate time to get out and make
subsequent observations of the leader to assess whether or not improvement
is being made and perhaps conduct some on-the-spot coaching]. Well,
Sergeant, we’ve had some pretty straight talk here on things that need to
improve. And don’t forget you’ve got a lot going for you. Best technical skill
I’ve seen. Keep up the good work. [Action plans are also about sustaining the
“good stuff.” In closing the session, SSg Dela Cruz is conscience of the need
to reinforce and communicate what Sgt Lavapiez is doing well]

Sgt Lavapiez: Appreciate that, SSg Dela Cruz.

During the counseling, the leader and soldier conduct a review to

identify and discuss the soldier’s strengths and weaknesses and create a plan
of action to build upon strengths and overcome weaknesses. This counseling
is not normally event-driven. The discussion may include opportunities for
civilian or military schooling, future duty assignments, special programs and
reenlistment options. Every person’s needs are different and leaders must
apply specific courses of action tailored to each soldier.

Section 5-7 Mentorship

19. Definition. Mentorship, probably the singular most misunderstood

word surrounding counseling and leadership. To best understand mentorship,
it is best to first define it. Mentorship is a voluntary, developmental relationship
that exists between a person of greater experience and a person of lesser
experience. Mentorship is not just a fancy buzzword. It is a proven approach
and a valuable tool for NCO leaders.

Note that no specific action is exclusively “mentoring.” In fact, the term

“mentoring” is often used to describe a wide array of actions that outside of a
mentorship relationship refer to the core of leaser development such as
counseling, teaching, coaching, role modeling, advising and guiding.

20. Developmental Relationship. Mentorship is clearly a developmental

relationship and Non-Commissioned Officers have a mandate to develop their
soldiers. Given that fact, shouldn’t all leader-follower relationships be
considered mentorship? Or why confuse the issue by labeling as mentorship
what is in the essence, good leadership? Why do we need mentorship? When
those mandated leader development actions occur within a mentorship
relationship, their potential impact is greatly magnified, both for the individual
and for the Philippine Army. This increase in development is due primarily
because of the high degree of trust and respect that characterizes a

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mentoring relationship. Simply put good leadership stimulates development;

mentorship magnifies that development.

Mentorship can and will augment the natural development that occurs
in leadership, but it is not necessary or practical in all leader-follower
relationships. Soldiers will still develop if they are not mentored, but
mentorship can be a key element in the development of soldiers, contributing
to their greater well-being. We all have experience to give if we have the
heart, the spirit and the caring attitude to share these experiences and the
lessons we derive from them. Mentoring is simply giving of your knowledge to
other people. To be an effective mentor, all you need is experience and the
wisdom of your years and one other vital quality you have to care!

21. Sustain Mentorship. Mentorship is demanding business, but the

future of the Philippine Army depends on the trained and effective leaders
whom you leave behind. Sometimes it requires you to set priorities, to balance
short-term readiness with long-term leader development. The commitment to
mentoring future leaders may require you to take risks. It requires you to give
soldiers the opportunity to learn and develop them while using your
experience to guide them without micromanaging. Mentoring will lead your
soldiers to successes that build their confidence and skills for the future. The
key to mentorship in the Philippine Army is that it is a sustained relationship
and may last through the entire career of a young soldier and even into
retirement.

22. Characteristics of Mentorship. While not a formal, mandated

program like counseling, mentorship does have some very distinct
characteristics that we can use as a guide for our mentoring. See Figure 5.4
Mentorship Characteristics

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• Personal, voluntary developmental relationship existing

between soldiers.
• Mentor is a close, trusted and experienced counselor or guide.
• Not bound by geographical location.
• Mutual agreement on mentoring relationship.
• Mentoring relationship devoid of conflicting interests.
• Common professional interests.
• Enduring relationship, frequency based on need, not
predetermined event or time.
• Shared Philippine Army Values.
• Soldier may have more than one mentor over time.
• Two-way communications.
• Mentors must be willing to share professional knowledge, training
and experience in a trusted and respected atmosphere.
• Mentors maintain confidentiality and trust.
• Sincere caring on part of the mentor.
• Relationship may be initiated by superior, peer, or subordinate.
Can cross military, civilian, active or retired lines.

Figure 5.4 Mentorship characteristics.

23. NCO Mentorship of Officers. Senior NCOs have a great deal of

experience that is valuable to officers. An officer who has an NCO as a
mentor is taking advantage of that experience and also of the unique
perspective NCOs develop in leadership, training and professionalism. Even
every senior officers seek trusted NCOs’ advice and counsel. A mentorship
relationship that is unique in the Philippine Army and the NCO Corps is the
relationship between a platoon sergeant and his young platoon leader.
Especially in their early years, young officers need to be paired with senior
experienced NCOs. The relationship that frequently comes from this
experience tends to be instrumental in the young officers’ development.
Young officers may forget a lot of things about their time in the military, but
they will never forget, good or bad, their first platoon sergeant.

24. Mentorship Builds the Future. Mentorship offers unparalleled

opportunities to build a better Philippine Army. If you are a Non-
Commissioned Officer and are not mentoring several promising young
leaders, you are missing an important opportunity to contribute to the
Philippine Army’s future. Mentorship is the single, easiest way to develop
young leaders. But to do so, the mentor must be willing to commit the time
and energy necessary to do it right and to set the conditions for success so
young leaders will seek him out to be their mentor.

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ANNEX A
SERGEANT’S TIME TRAINING (STT)

Why it is? NCOs are the primary trainers of our soldiers. Sergeant’s
Time Training (STT) affords a prime opportunity for developing our first line
leaders while they gain confidence of their soldiers. Commanders should
institute STT as a regular part of the units training program. This will allow
NCOs to train certain tasks to their soldiers in a small group environment.
Task must crosswalk all the way to the Battalion Mission Essential Task List
(METL) and commanders must direct their focus on the quarterly training
guidance.

1. STT. STT is an excellent tool in preparing our soldiers to fight and win
our Nation’s wars in combat operations. Commanders should set this time
aside exclusively for the NCO leadership to train their soldiers (squads,
sections, crews and teams) on METL related tasks under realistic as possible
conditions. In combat, it will be the first line leaders that ensure steady and
precise execution by our soldiers. NCOs and their soldiers must have the
confidence that their unit can accomplish essential combat skills to standard.
From STT soldier develop greater confidence in their first line leaders and
those leaders gain more confidence in themselves. Sergeant’s Time Training
is our best opportunity to build that leadership. Therefore, we need to use the
time wisely.

2. What it is? Sergeant’s Time Training is hands-on, practical training for

soldiers given by their NCOs. It provides our NCOs with resources and the
authority to bring training publications or Technical Manuals to life and to
develop the trust between leader and led to ensure success in combat. The
chain of command and NCO support channel support this vital training event
by scheduling five uninterrupted hours of STT each week.

3. Who Conducts STT? First line leaders are the primary trainers during
STT and should strive for 100% of their soldier’s present for training. Platoon
sergeants assist in the preparation and execution of the training. Officers
provide the METL and resources (time, personnel and equipment) to evaluate
training and provide feedback to commanders. Senior NCOs should protect
this program against distractions and provide leadership and guidance as
necessary to the first line leader. They must train their soldiers to standard
(not to time) oriented on specific tasks to provide the important one-on-one
exchange between NCO leaders and their soldiers.

4. What Training Occurs During STT? NCOs conduct a training

assessment and recommend what MOS soldier task or crew and squad
collective training they need to conduct during STT. Topics are based on the
small unit leader’s assessment of training areas that need special attention.
The small unit leader recommends the subjects for Sergeant’s Time Training
at unit training meetings so that the training can be identified, resourced and
rehearsed prior to execution. The commander puts this training on the training

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schedule four to six weeks prior to execution. Schedule resources for the
training four weeks before the training.

5. NCO Responsibilities. Command Sergeant Major will monitor and

provide detailed guidance for STT, provide technical expertise, check training
to ensure standards are established and maintained and advise both
commanders and first sergeants on their program. Preparation is the key to a
successful training session and program.

First sergeants will ensure that NCOs scheduled to conduct training do

a risk assessment and rehearse the class prior to training their soldiers.

Sergeant’s Time Training may be used to train soldiers in a low-density

MOS by consolidating soldiers across battalion/brigade and other
organizations. The senior NCO in a low-density MOS conducts training for
other soldiers holding that MOS even if he doesn’t supervise the soldiers
directly. Commanders and their NCOs decide on the frequency of low-density
MOS training but it usually occurs once or twice a month. An example for low-
density MOS training is that for supply clerks in a Transportation Battalion.
Even for low-density MOS training, the Battalion CSM and each first sergeant
is responsible for implementation of the program.

6. What it is not? Sergeant’s Time Training is not company or battery

time, nor is it a “round robin” training event. Company/battery annual
mandatory training, physical training, inventories, weapons and routine
maintenance should not occur during this time. STT should be hands on
training, involving all soldiers and that builds proficiency in essential
warfighting tasks. Do not have platoon sergeants as instructors; they should
be checking training and ensuring it is conducted to standard. Your unit
should conduct STT regularly except during extraordinary events like post-
operations maintenance or during field training exercises. You may have
minimum essential phone watch, CQs and guards.

7. A Technique. While many units have their own, unique way of

conducting STT, some aspects are universal. The training will be standard
oriented and not time oriented. Continue training on a task until soldiers are
proficient in that task, that is, they receive a “GO” or perform the task to
standard. You should use the Philippine Army Training System Cycle
developing and executing your STT. Use hands-on-training as much as
possible. All first line supervisors will maintain a file with the task, conditions
and standards for each task and record each soldier’s proficiency in those
tasks.

Supervisors maintain a Sergeant’s Time Training Book with a list of

collective and individual tasks their squad/section/team/crew must be
proficient into to support their Company/Battery METL. Rate each task as “T”
(trained), “P” (needs practice), or “U” (untrained). This information is essential
input for training assessments and training meetings.

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Sergeant’s Time Training is an NCO led program. The first line

supervisor must be able to justify to the chain of command why he is training
a selected task, such as it was a training weakness during the last FTX. You
should not train on a “T” task before a “U” task. If a supervisor can justify his
training plan, then the training is probably worthwhile and necessary.

Have written task, conditions and standards prepared for each training
event. Post the task, condition, standards so that any visitor that enters the
training site knows what task is you are training and who the instructor is
conducting the class. Additionally, designate a secondary instructor so the
supervisor on site can brief any visitors.

At the end of Sergeant’s Time Training, the supervisor will assess the
training conducted and make recommendations for future training. If the task
could not be trained to standard, then the supervisor should reschedule the
same task for a future Sergeant’s Time. Leaders should annotate the results
of the STT in their leader books.

8. Sergeant’s Time Training Book. The Sergeant’s Time Training Book

should contain as a minimum:

a. Unit METL with all collective tasks supporting each METL task
and each individual task supporting each collective task.

b. Critical individual tasks, must be accomplished in order to make

the collective task work, must be identified.

c. Lesson Plan.

d. A soldier sign-in accountability status sheet roster.

e. A visitor sign-in roster.

f. Risk management checklist, completed.

g. The Sergeant’s Time Training Book must be at your site location

at all times during training.

9. Sergeant’s Time Training Equipment. The STT equipment required

at the training location includes:

a. All soldiers are in the same uniform, your unit’s SOP.

b. Operational equipment to train on.

c. Required reference materials.

d. Clipboard and writing instruments.

e. Visual training aids required.

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10. An Example Sergeant’s time Training Timeline:

a. 0700 – 1130 instruction / hands-on test / AAR after each task.

b. 1130 – 1200 final AAR, return to unit area.

You as an NCO and a leader are responsible for conducting Sergeant’s

Time Training to standard and not to time. Your soldiers will rely on you to
provide them with realistic training conducted in a field environment. Don’t
disappoint your soldiers by not being prepared and your STT won’t be a waste
of their time. This is your chance to teach your soldiers those important tasks.
Set the example.

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ANNEX B
LEADER BOOK

1. Leader Book. The leader book is a tool for the NCO to maintain up-to-
date, easy-to-reference information on soldiers, training status, maintenance
status and equipment accountability. There are many versions of the leader
book both in official Army publications and on the commercial market. Your
unit may have example forms already. In the following pages you will find
example forms that may be useful in building your leader book.

Leaders are responsible for providing training assessments to the

chain of command on their soldiers and units. Commanders use these
assessments to make training decisions. The leader book gives leaders a tool
that efficiently tracks soldier, training and equipment status.

The leader book is a tool for recording and tracking soldier proficiency
on mission-oriented tasks. The exact composition of leader books varies
depending on the mission and type of unit. Use the leader book to:

a. Track and evaluate soldiers’ training status and proficiency on

essential soldier tasks.

b. Provide administrative input to the chain of command on the

proficiency of the unit; for example platoon, squad or crew.

c. Conduct soldier performance counseling.

2. Organization. The organization of the leader book is up to each

individual leader. To be effective they must be well organized and “user
friendly.” Your unit may require additional items to this recommended
organization:

a. Section 1: Administrative soldier data.

b. Section 2: Training Guidance, Company METL/Platoon

supporting collective task list with assessment.

c. Section 3: Common Task Test Proficiency (survival skills).

d. Section 4: Essential soldier task proficiency and status.

e. Section 5: Unit collective task proficiency.

f. Section 6: Equipment accountability and status.

1) Administrative Soldier Data. Administrative soldier data

sheets contain everything leaders need to know about their soldiers.
Recommended information for soldier data sheets includes the following:

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(a) Name, rank, age, LOS, TIG, DOR and duty

position.

(b) Current weapon qualification.

(c) APFT score/data.

(d) Height/weight data.

(e) Family data.

(f) Medical data.

(g) Educational Management/Background.

2) Company METL / Platoon Supporting Collective Task

List. Leaders need to maintain copies of both company METL and platoon
supporting collective task lists in their leader books. Having these lists and
current assessments helps leaders select the appropriate individual and
collective tasks that require training emphasis. This list can be in any format
that the leader chooses. A recommended technique is to list the task, the
current assessment and also a “why” for the assessment.

3) Common Task Test Proficiency. Common Task Test

(CTT) proficiency is critical information for all leaders. GO/NO GO data should
be recorded for each soldier, along with the date of the evaluation. Knowing
this information allows leaders to select appropriate opportunity training.
Leaders must develop their own system for tracking CTT proficiency.

4) Essential Soldier Task Proficiency. Leaders select and

track the proficiency of MOS-specific tasks that support the company
METL/platoon supporting collective task list. By knowing the exact status of
these essential tasks leaders can quickly identify weaknesses and plan and
conduct training to improve proficiency.

5) Unit Collective Task Proficiency. Leaders must know the

proficiency of their units to perform the collective tasks and drills that support
the platoon supporting collective task list. Units must determine for
themselves which collective tasks and drills support the platoon supporting
collective tasks. In many cases the section/squad/crew collective task list will
be identical to the platoon list.

Recommended information for collective task proficiency

forms includes:

(a) Collective task.

(b) Assessment blocks (T-P-U or GO/NO GO)

(c) Data training last executed.

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(d) Reason for assessment/strategy to improve.

(e) Training assessment model.

6) Soldier Counseling Forms and Status. Soldier counseling

is an essential element of a leader’s duties. The leader book is a natural focal
point for performance counseling. Leaders strive to link counseling to
demonstrated performance and the leader book provides the necessary
training information. The extent that counseling can be tracked with the leader
book is the leader’s decision.

Another technique is to keep a log of soldier counseling

sessions in the leader book. Leaders still use the leader book to assist in
counseling, but maintain the actual counseling forms in a separate file. This
provides the leader an easy reference for periodic assessments and feedback
and tracking new soldiers’ progress.

7) Equipment Accountability and Status. This is a listing of

sensitive items, vehicles and other key equipment with the soldier responsible
for each and the status of each item. Don’t forget to check the serial numbers
on sensitive items.

3. Leader Book Applications.

a. Daily Evaluation and Soldier Counseling. Leader books are an

integral part of everyday training. Leaders habitually carry their leader books
with them during the training day. Shortly after training is evaluated leaders
update the appropriate section of their leader book. By keeping up with the
current status of the training of their soldiers, leaders can give timely and
accurate assessments to their leaders.

b. Company and Platoon Training Meetings. Leader books are

“part of the uniform” for both company and platoon training meetings.
Accurate leader books add credibility to training assessments and form the
basis for requesting training. Good leader books serve as a tool for leaders to
determine what tasks need training and what tasks do not.

EXAMPLE OF LEADER BOOK BLANK PAGES

Daily Status Report B-5

Personal Data Sheet B-6
Promotion Data B-7
Counseling Data B-8
Common Task Test Results B-9
Weapon Density and Training Status
Army Physical Fitness Test Data B-11
Vehicle Status B-12
Sensitive Item Data B-13
8 Steps to Training B-14

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Chain of Command and NCO Support Channel B-15

Troop Leading Procedures B-16
Five Paragraph Operations Order B-18
Risk Management Matrix B-19

Example Daily Status Report

ASSIGNED_______________ SICK CALL _______________________

ATTACHED ______________ HOSPITAL ________________________
LEAVE/PASS ___________________
AWOL/DESERTION________________
FIELD DUTY ___________________ PRESENT FOR
DUTY_______________

NAME RANK DUTY STATUS

Dela Cruz, Juan P Cpl Assigned (Hospital)

Example Personal Data Sheet

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RANK:______ NAME:_________________________________________ AFPSN________ BR OF SVC:____________

HOME ADDRESS:___________________________________________________________________________________
DATE/PLACE OF BIRTH: ____________________________________________________________________________
DATE OF RANK: _____________________________ DATE OF ENLISTMENT: _______________________________
LENGTH OF ENLISTED SERVICE: ____________________________________________________________________
COMPULSORY RETIREMENT: _______________________________________________________________________
PRESENT DUTY ASSINGMENT:
DESIGNATION UNIT/OFFICE DATE ASSIGNED
____________________________________ ________________________________ __________________________

MILITARY SCHOOLING:
COURSE NAME OF SCHOOL DATE COMPLETED RATING STDG
___________________________ __________________________ __________________ _________ ____________

ACCREDITATIONS:
COURSE ACCREDITED INTO AUTHORITY
___________________________ _____________________ ______________________________________________

CIVILIAN SCHOOLING:
COURSE SCHOOL DATE COMPLETED
RATING
________________________ __________________________________ ___________________ _______________

ASSIGNMENTS:
DESIGNATION UNIT/OFFICE GEO LOCATION
INCLUSIVE DATE
______________________ ___________________________________ ________________ ___________________

AWARDS/ DECORATIONS:
TYPE DATE AWARDED
AUTHORITY
___________________________ _______________________ ___________________________________________

COMMENDATIONS AND HONORS RECEIVED:

TYPE DATE AWARDED AUTHORITY/AWARDING
PERSON
___________________________ ________________ ____________________________________________________

STATEMENT OF SEVICES:
APPOINTMENT EFFECTIVE DATE AUTHORITY
___________________________ ________________ ____________________________________________________

PROMOTIONS EFFECTIVE DATE AUTHORITY STATUS

____________________ ____________________ ______________________________________ _______________

PERSON TO BE NOTIFIED IN CASE OF EMERGENCY _________________________________________________

ADDRESS:________________________________________________________________________________
MARITAL STATUS:
_________________________________________________________________________________
NAME OF SPOUSE:
_________________________________________________________________________________
DATE OF BIRTH: _____________________ PLACE OF BIRTH:
_____________________________________________
DATE OF MARRIAGE: ________________ PLACE OF MARRIAGE: _________________________________
OCCUPATION: _______________________ OCCUPATION
ADDRESS:______________________________________
DEPENDENTS:
NAME RELATIONSHIP
DATE OF BIRTH
________________________________________ __________________________________
PERSONAL CHARACTERISTICS:
SEX:___________ HEIGHT: ___________(CMS) WEIGHT:____________ (KGS) BUILT:
_____________________
RELIGION: ____________________ BLOOD TYPE: ________________ ETHNIC GROUP:
______________________
COMPLEXION: ___________________ COLOR OF EYES: _________________ COLOR OF HAIR:
_______________
TARIFF SIZES:
HEADGEAR: (CMS) UNIFORM: BDA: GOA: SHOES:

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Example Promotion Data

NAME RANK DOR ELIGIBLE POINTS REMARKS

DATE
Dela Cruz, Juan Cpl 01 Jan 01 Jan 05 85 No Career
P 02 Course

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Example Counseling Data

NAME RANK DATE OF DATE OF REMARKS

LAST NEXT
COUNSELING COUNSELING
Dela Cruz, Juan Cpl 01 Jan 04 01 Feb 04 Not
P performing
to
standards.

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Example Common Task Test Results

NAME RANK DATE GO NO RETEST

GO DATE
Dela Cruz, Juan P Cpl 01 Oct 04 / 08 Oct 04
Magbanua, Pedro L Sgt 01 Oct 04 /

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Example Weapon Density and Training Status

NAME M16 M14 M60

Cpl Dela Cruz, Juan P Expert Marksman Trained
Sgt Magbanua, Pedro L Sharpshooter Expert Untrained

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Example Army Physical Fitness Test Data

NAME RANK AGE PU SU RUN TOTAL

Raw/Pt Raw/Pts Raw/Pts
s
Dela Cruz, Cpl 34 53 85 62 90 14: 9 90
Juan 20 5

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Example Vehicle Status

TYPE BUMPER OPERATIONAL COMMO NEXT SVC

NUMBER STATUS STATUS DUE
M35 Truck TRADOC4 Serviceable PRC-77 01 Jan 05

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Example Sensitive Items Data

ITEM SERIAL NUMBER LAST INV REMARKS

Cal 5.56mm (Stencil) 01 Nov 04 Issued
M16

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Example 8 Steps to Training

PLAN TRAINING:

TEACH THE TRAINERS:

RECON THE TRAINING SITE:

ISSUE OPORD FOR TRAINING:

REHEARSE TRAINING:

EXECUTE TRAINING:

CONDUCT AAR:

RETRAIN UNTIL STANDARD IS MET:

COMMENTS:

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The Chain of Command and NCO Support Channel

Chain of Command NCO Support

Channel

Commander in Chief:_____________________

Secretary of National Defense:______________

Chief of Staff AFP: ______________________

AFPSM:_____________________

CG, PA:_______________________________
ASM:_______________________

Command Commander:___________________
CSM:_______________________

Division Commander:____________________ CSM:

_______________________

Brigade Commander: ____________________ CSM:

_______________________

Battalion Commander: ___________________ CSM:

_______________________

Coy/Bty Commander:____________________
1SG:________________________

Platoon Leader:_________________________
PSG:________________________

Squad / Section / Team Leader: ____________________________

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Troop Leading Procedures

STEP 1. Receive the Mission. This may be in the form of a Warning Order
(WO), an Operation Order (OPORD), or a Fragmentary Order (FRADO).
Analyze it using the factors of Mission, Enemy, Terrain, Troops, Time
available and Civilian consideration (METT-TC).

1. Use no more than one third of the available time for planning
and issuing the operation order.

2. Determine what are the specified tasks (you were told to

accomplish), the essential tasks (must accomplish to succeed) and the
implied tasks (necessary but not spelled out).

3. Plan preparation activity backward from the time of execution.

STEP 2. Issue a Warning Order. Provide initial instructions to your

soldiers in a WO. Include all available information and update as often as
necessary. Certain information must be in the warning order:

1. The mission or nature of the operation.

2. Participants in the operation.

3. Time of the operation.

4. Time and place for issuance of the operation order.

STEP 3. Make a Tentative Plan. Gather and consider key information for
use in making a tentative plan. Update the information continuously and refine
the plan as needed. Use this plan as the starting point for coordination,
reconnaissance and movement instructions. Consider the factors of M-METT-
T.

1. Mission. Review the mission to ensure you fully understand all

tasks.

2. Enemy. Consider the type, size, organization, tactics and

equipment of the enemy. Identify the greatest threat to the mission and their
greatest vulnerability.

3. Terrain. Consider the effects of terrain and weather using

Observation, Concealment, Obstacles, Key Terrain and Avenue of Approach
(OKOCA).

4. Troops available. Consider the strength of subordinate units, the

characteristics of weapon systems and the capabilities of attached elements
when assigning tasks to subordinate units.

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5. Time available. Refine the allocation of time based on the

tentative plan and any changes to the situation.

6. Civilian considerations. Consider the impact of the local

population or other civilians on operations.

STEP 4. Start Necessary Movement. Get the unit moving to where it

needs to be as soon as possible.

STEP 5. Reconnoiter. If time allows, make a personal reconnaissance to

verify your terrain analysis, adjust the plan, confirm the usability of routes and
time any critical movements. Otherwise, make a map reconnaissance.

STEP 6. Complete the Plan. Complete the plan based on the

reconnaissance and any changes in the situation. Review the plan to ensure it
meets the commander’s intent and requirements of the mission.

STEP 7. Issue the Complete Order. Platoon and smaller unit leaders
normally issue oral operations orders. See page B-19 for the Operations
Order format.

1. To aid soldiers in understanding the concept for the mission, try

to issue the order within sight of the objective or on the defensive terrain.
When this is not possible, use a terrain model or sketch.

2. Ensure that your soldiers understand the mission, the

commander’s intent, the concept of the operation and their assigned tasks.
You might require soldiers to repeat all or part of the order or demonstrate on
the model or sketch their understanding of the operation.

STEP 8. Supervise. Supervise preparation for combat by conducting

rehearsals and inspections.

1. Rehearsals. Use rehearsals to practice essential tasks, reveal

weaknesses or problems in the plan and improve soldier understanding of the
concept of the operation.

a. Rehearsals should include subordinate leaders briefing

their planned actions in sequence.

b. Conduct rehearsals on terrain that resembles the actual

ground and in similar light conditions.

2. Inspections. Conduct pre-combat checks and inspections.

Inspect-

a. Weapons, ammunition, uniforms and equipment.

b. Mission-essential equipment.

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c. Soldier’s understanding of the mission and their specific

responsibilities.

d. Communications.

e. Rations and water.

f. Camouflage.

g. efficiencies noted during earlier inspections.

The Five Paragraph Operations Order (OPORD)

An OPORD gives the subordinate leaders the essential information

needed to carry out an operation. OPORDs use a five-paragraph format to
organize thoughts and ensure completeness. They also help subordinate
leaders understand and follow the order. Use a terrain model or sketch along
with a map to explain the order.

TASK ORGANIZATION:

The company or battalion task organization for the mission is stated at

the start of the OPORD so that the subordinates know what assets they will
have during the operation.)

1. SITUATION.

a. Enemy Situation.

1) Composition, disposition, and strength.

2) Recent activities.

3) Capabilities.

4) The enemy’s most probable COA. A sketch or enemy

overlay is normally included to clarify this description.

b. Friendly Situation.

1) Mission and concept for the battalion.

2) Mission for the unit on the left.

3) Mission for the unit on the right.

4) Mission for the unit on the front.

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5) Mission for the unit to the rear or following.

6) Mission for the battalion reserve.

7) Mission for any units supporting the battalion if they

impact on the mission.

c. Attachments and Detachments. Changes to the task

organization during the operation. For example, if the task organization
changes during the consolidation phase of an attack, it would be indicated
here.

2. MISSION.

The mission essential task(s) and purpose(s). It normally includes

Who, What, When, Where, and Why. The where is described in terms of
terrain features/grid coordinates. If objective names are used, they are
secondary references and placed in parentheses.

3. EXECUTION.

a. Concept of the Operation. This paragraph describes how the

leader intends to accomplish his mission. At company level, a maneuver and
fires subparagraph will always be included. The operation overlay/concept
sketch is referenced here.

1) Maneuver. The maneuver paragraph should be focused

on the decisive action. At company level, a maneuver paragraph that outlines
the missions to each platoon and or section and identifies the main effort
normally, requires no additional clarification. If it should, the leader may clarify
it in the concept of the operation paragraph.

2) Fires. This paragraph describes how the leader intends

for the fires to support the maneuver. It normally states the purpose to be
achieved by the fires, the priority of fires, and the allocation of any priority
targets. A target list, fires execution matrix, or target overlay may be
referenced here.

3) Engineering. Often, especially in defensive operations,

this paragraph is required to clarify the concept for preparing fortifications.
When engineers support the mortar platoon or section, the leader states his
guidance for employing these assets here. He may do this by starting his
priority for the engineer effort (survivability, counter-mobility, and mobility) and
the priority for supporting the sections.

b. Tasks to Sections or Squads. This paragraph lists each of the

section’s tasks/limitations. Each subordinate unit will have a separate
paragraph.

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c. Coordinating Instructions. These are the tasks and limitations

that apply to two or more subordinate units. If they do not apply to all the
subordinate units, then those units that must comply are clearly stated.

4. SERVICE SUPPORT.

This paragraph provides the critical logistical information required to

sustain the unit during the operation.

a. General. It provides current and future trains locations.

b. Materiel and Services. It may have a separate subparagraph for

each class of supply, as required.

c. Casualty Evacuation.

d. Miscellaneous.

5. COMMAND AND SIGNAL.

a. Command. This paragraph states where the C2 facilities and

key personnel will be located during the operation and adjustments to the unit
SOP, such as a change to the succession of command or the standard wire
plan.

b. Signal. It provides critical communication requirements such as

radio listening silence in effect forward of the LD, signals for specific events or
actions, emergency/visual signals for critical actions, and CEOI Information.

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B-20 RESTRICTED
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ANNEX C
ENLISTED PERSONNEL EVALUATION MARK

IMPORTANT: The preparation of this report is a serious responsibility.

Prepare this impartially, accurately and judiciously. All entries must be in
accordance with circular Nr 16 GHQ, AFP dated 13 September 1993.

1. L-NAME F-NAME MI 2. AFPSN 3. GRADE 4. BR/SVC

5. UNIT ORGANIZATION 6. PERIOD OF REPORT &

SUPERVISOR

7. REASON FOR REPORT:

Periodic Change of Rated

Others Specify Relief of Rater

8. PERSONAL QUALITIES:
1R 2R ENDORSER
A. PROFICIENCY IN RATE – Competence
attention and performance of duty.

B. CONDUCT – Loyalty, enthusiasm,

attention and performance of duty,
progressiveness, open- Mindedness
and disposition.

C. INITIATIVE –Vision, decisiveness,

self-reliance Does not wait to be told.

D. MORALITY - Integrity, sobriety,

honor, trustworthiness.

E. APPEARANCE – Military bearing,

neatness and Self-confidence.

F. EXPRESSION – Oral and written

ability to effectively communicate.

G. PERSONAL TRAITS – Cooperation,

tact and amount of respect received.
H. PERSONAL HABITS – Temper,
fairness, punctuality and sense of
humor.

I. LEADERSHIP – Given due confidence,

obedience and respect of
subordinates.

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J. SOCIAL PRESENCE – Courtesy,

good manners and proper decorum.

K. PHYSICAL FITNESS – Endurance to

military related training fitness,
capacity to perform both combat and
office duties.

9. Comment on related EP – State here any comment which will increase

objectively.

10. 1st Rater

NAME GRADE AFPSN BR/SVC DUTY

ASSIGNMENT, ORGANIZATION AND SIGNATURE

11. 2nd Rater

NAME GRADE AFPSN BR/SVC DUTY

ASSIGNMENT, ORGANIZATION AND SIGNATURE

12. ENDORSER

NAME GRADE AFPSN BR/SVC DUTY

ASSIGNMENT, ORGANIZATION AND SIGNATURE

LEGEND:

RATING EQUIVALENT

Outstanding (Stands for out among contemporaries) 4.6 – 5.0

Excellent (Rarely equaled by contemporaries) 4.1 – 4.5
Very Satisfactory (Equaled by a majority of his contemporaries) 3.6 – 4.0
Satisfactory (Just enough to meet normal standard) 3.1 – 3.5
Fair (Needs improvement) 2-6 – 3.0
Unsatisfactory (Incompetent) 2.1 – 2.5

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ANNEX D
GENERAL ORDERS OF A SENTINEL

1. To take charge of this post and all government property in view.

2. To walk my post in a military manner, keeping always on the alert and

observing everything that takes place within sight or hearing.

3. To report all violations of orders I am instructed to enforce.

4. To repeat all calls from post more distant from the guardhouse than my
own.

5. To quit my post only when properly relieved.

6. To receive, obey and pass on the sentinel who relieves me all orders
from the Commanding Officer, Officer of the day and Officers and Non-
Commissioned Officers of the guard only.

7. To talk to no one except in the line of duty.

8. To give the alarm in case of fire or disorder.

9. To call the Sergeant of the Guard in any case not covered by

instructions.

10. To salute all Officers and all Colors and Standards not cased.

11. To be especially watchful at night and during the time of challenging, to

challenge all persons on or near my post and to allow no one to pass without
proper authority.

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D-2 RESTRICTED
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ANNEX E
CODE OF CONDUCT OF THE FILIPINO SOLDIER

1. I am a Filipino Soldier. I will support and defend the constitution

of the Republic of the Philippines.

2. I am a Filipino Soldier. I will fight all forces that would destroy

the freedom of the Filipino People.

3. I am a Filipino Soldier. I will obey the law, legal orders and

decrees of my lawful superiors at all times.

4. I am a Filipino Soldier. I will fight and die in the true Filipino

tradition of valor, honor, duty and loyalty.

To all these I pledge my life, my treasure and my sacred honor.

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ANNEX F
AWIT NG KAWAL

Ako ay kawal ng aking bayan

Giting ay tinataglay
Sa oras na ako’y kailangan
Nakahandang ihadlang ang buhay

Tapang namin ay napatunayan

Sa gubat at larangan
Luzon, Mindanao at Bisayas man
Bataan, Koreya at Biyetnam

REFRAIN

Buong loob na lumulusob

Kalasag ng matatag na Republika
Punglo’t pawis ay di alintana
Sa kasamay’y laking tiwala

Tatag ng kawal ay lakas ng bansa

Kaya palaging maghanda
Sa katunggali’y makikibaka
Pagka’t mahat mamin and bandila

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CREED OF THE
NON-COMMISSIONED OFFICER

No one is more profession than I. I am a

Non-Commissioned Officer, a leader of a soldier. As a
Non-Commissioned Officer, I realized that I am a member
Of a time honored corps, which is known as “the
Backbone of the Army.” I am proud of the Corps of
Non-Commissioned Officer and will at all times
Conduct myself so as to bring credit upon the Corps,
The military service and my country regardless of the
Situation in which I find my self. I will not use my grade
Or position to attain pleasure, profit or personal safety.

Competence is my watch-word. My two basic

Responsibilities will always be uppermost in my mind –
Accomplishment of my mission and the welfare of my
Soldiers. I will strive to remain technically and
tactically proficient. I am aware of my role as a
Non-Commissioned Officer. I will fulfill my
responsibilities inherent in that role. All soldiers are
entitled to outstanding leadership; I will provide that
leadership. I know my soldiers and I will communicate
consistently with my soldiers and never leave them
uninformed. I will be fair and impartial when
recommending both rewards and punishment.

Officers of my unit will have maximum time to

accomplish their duties; they will not have to
accomplish mine. I will earn their respect and
confidence as well as that of my soldiers. I will be loyal
to those with whom I serve; seniors, peers and
subordinates alike. I will exercise initiative by taking
appropriate action in the absence of orders, I will not
compromise my integrity, nor my moral courage. I will
not forget, nor will I allow my comrades to forget that
we are professionals, Non-Commissioned Officers,
leaders!

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