army_wospec_guidebook

Suggested Readings

3 LEGGED STOOL QUALITY OF CONVERSATION FOUR-PLAYER MODEL ARCHITECTURE AND ESSENCE OF A
LEARNING ORGANISATION
• K im, Daniel H. (2001), Organising for • A rgyris, Chris and Schon, Don. (1996), • Fritz, Robert. (1984, 1989). The Path of
Learning: Strategies for Knowledge Creation Organisational Learning II. Theory, Method Least Resistance : Learning to Become the • P edlar, M., Burgoyne, J. Boydell, T. (1991).
and Enduring Change. Waltham, MA: and Practice. New York, NY: Creative Force in Your Own Life. New York: The Learning Company: McGraw-Hill.
Pegasus Communication, Inc. Addison-Wesley. Ballantine Books.
• B elden, J. Hyatt, M., & Ackley, D. (1993).
• Kim, Daniel H. (1998, February), Leveraging • Argyris, Chris. (1993) Knowledge for Action. • Harvey, Jerry B. (1996). The Abilene Paradox Towards the Learning Organisation: A Guide.
Competence to Build Organisational San Francisco: Jossey-Bass. and Other Mediations on Management. New St Paul, MN: Beckley, Hyatt, & Ackley.
Capacity, Systems Thinker Newsletter, Vol 9, jersey: Jossey-Bass.
No. 1, pp 1-5. http: www.pegasus.com • Argyris, Chris. (1992). On Organisational • S enge. P.M. Kleiner, A., Roberts, C., Ross, R.
Learning. Cambridge, MA: Blackwell. • I saacs, William. (1999 February). Dialogue B., & Smith, B. J. (1994). The Fifth Discipline
• Senge, Peter M. (1990). The Fifth Discipline: Leadership. The Systems Thinker Newsletter, Fieldbook: Strategies and Tools for Building
The Arts and Practice of the Learning • Isaacs. William, Dialogic Leadership. The Vol 10, No. 1 pp. 1-5. www.pegasuscom.com a Learning Organisation. New York: Currency
Organisation. New York: Currency Doubleday. Systems Thinker, Volume 10, No. 1 February Doubleday. Section 35, pp. 9-59.
(pp 5-11 and Part III: The Core Disciplines: 1999. Pegasus Communications. • Senge, Peter M. (1990). The Fifth
Building the Learning Organisation). Discipline: The Arts and Practice of the CHARACTERISTICS OF A SYSTEM
• S enge. P.M. Kleiner, A., Roberts, C., Ross, R. Learning Organisation. New York: Currency
CORE THEORY OF SUCCESS B., & Smith, B. J. (1994). The Fifth Discipline Doubleday. (pp 150-155). • Anderson, Virginia and Johnson, Lauren
Fieldbook: Strategies and Tools for Building (1997) SystemsThinking Basics: From
• K im, Daniel H. (2001), Organising for a Learning Organisation. New York: Currency • S iobodnick, A. and Wile, K. (1999 November). Concepts to Casual Loops. Waltham, MA:
Learning: Strategies for Knowledge Creation Doubleday. (Chapters on Systems Thinking, Taking the Teeth Out of Team Traps. The Pegasus Communications, Inc.
and Enduring Change. Waltham, MA: Personal Mastery, Mental Models, Shared Systems Thinker Newsletter, Vol 10., No. 9, pp
Pegasus Communication, Inc. Chapter Seven: Vision, and Team Learning). 1-5. http://www.pegasuscom.com • Aronson, Daniel. Overview of Systems
What is Your Organisation’s Core Theory of Thinking. http://www.thinking.net/Systems_
Success? , pp 69 – 81 THE LADDER OF INFERENCE LEARNING CYCLE Thinking/OverviewSTarticle.pdf.

CREATIVE TENSION MODEL • Senge. P.M. Kleiner, A., Roberts, C., Ross, R. • Kim, Daniel H. (2001), Organising for • S enge, P. (1990). The Fifth Discipline:
B., & Smith, B. J. (1994). The Fifth Discipline Learning: Strategies for Knowledge Creation The Art and Practice of the Learning
• Fritz, Robert. (1984, 1989). The Path of Least Fieldbook: Strategies and Tools for Building and Enduring Change. Waltham, MA: Organisation. New York: Currency
Resistance : Learning to Become the Creative a Learning Organisation. New York: Currency Pegasus Communication, Inc. Doubleday.
Force in Your Own Life. New York: Ballantine Doubleday. Section 35, pp. 242-246.
Books. SINGLE AND DOUBLE-LOOP LEARNING • W heatley, M. (1999) Leadership and the
• I saacs, William. Dialogue and the Art of New Science: Discovering Order in a Chaotic
• Senge, Peter M. (1990). The Fifth Thinking Together. New York: Doubleday • Argyris, Chris and Schon, Donald. (1974). World. San Francisco: Berrett-Koehler
Discipline: The Arts and Practice of the Currency. Pp 94-98, 408. Theory in Practice. Increasing Professional Publishers, Inc.
Learning Organisation. New York: Currency Effectiveness. San Francisco : Jossey-Bass.
Doubleday. pp 150 – 155. LEFT-HAND COLUMN SYSTEMS AXIOMS
• A rgyris, Chris and Schon, Donald. (1978).
HIERARCHY OF CHOICE • Pegasus Communication Laminate: Private Organisational Learning: A Theory of Action • Jackson, Phil (1996) Sacred Hoops: Spiritual
Conversation: The Left-Hand Column Perspective, Reading, Mass: Addison Wesley. Lessons of a Hardwood Warrior. New York:
• F ritz, Robert. (1984, 1989). The Path of (copyright 1998 by Action Design. Based on Hyperion.
Least Resistance : Learning to Become the the work of Chris Agyris). • Argyris, Chris, Putnam, R., & McLain Smith,
Creative Force in Your Own Life. New York: D (1985) Action Science, Concepts, Methods, • M cNamra, C. Introduction to Organisations.
Ballantine Books. • Senge. P.M. Kleiner, A., Roberts, C., Ross, R. and Skills for Research and Intervention, http://www.managementhelp.org/mgmnt/
B., & Smith, B. J. (1994). The Fifth Discipline San Francisco : Jossey-bass. [The entire book org_thry.html.
• K im, Daniel H. (2002). Foresight as the Fieldbook: Strategies and Tools for Building is available for download form: Action Design:
Central Ethics of Leadership. Voices of a Learning Organisation. New York: Currency http://www.actiondesign.com/action_science/ • W heatley, M. (1999) Leadership and the
Servant – Leadership Series, Booklet 8. Doubleday. Section 35, pp. 246-252. index.htm.] New Science: Discovering Order in a Chaotic
Indianapolis, IN: The Greenleaf Centre for World. San Francisco: Berrett-Koehler
Servant – Leadership. http://greenleaf.org • Senge. P.M. Kleiner, A., Roberts, C., Ross, R. Publishers, Inc.
B., & Smith, B. J. (1994). The Fifth Discipline
Fieldbook: Strategies and Tools for Building
a Learning Organisation. New York: Currency
Doubleday. Section 35, pp. 292-293.

196 Army WOSpec – Backbone of Our Army Organisational Learning 197

“A LP is our strategic edge ... ACTIPORNOLCEEASRSNING
it is how we learn in training,
exercises and operations that will
make the difference for us ...”

LG NEO KIAN HONG
Chief of Defence Force, 2012

“ ALP is a game –
changer for Army ...”

BG TAN CHUAN JIN
Commander Tradoc, 17 January 2011

ACTION LEARNING PROCESS (ALP)

As SAF units increasingly train As one of the 3LD processes, the
and operate in a complex and ALP brings learning to life in a
uncertain environment, learning team. Together with the Individual
and knowledge creation become Development Process (IDP) and the
important. The leader is expected Command Effectiveness Process
to facilitate learning, and to allow (CEP), the ALP provides the design,
the team members to surface their skills, tools and outcomes to
observations, draw out the insights strengthen learning, specifically team
and summarise the lessons learnt. learning, in units. When designed well
When implemented into training, and when supported by the leader
exercises and in operations, the ALP practising field of reflection, coaching
enables generative conversations so and facilitation, the ALP clearly
as to promote team learning. For supports individual and organisation
the leader, this requires a balance learning outcomes. The latter is
between process, content and however dependent and driven by the
facilitation techniques, depending knowledge management system. The
on the context of the structured
conversations and the learning need. ALP system is illustrated in Figure 1.

©SAF CLD FIGURE.1 ALP OVERVIEW (1–3–5–7)

200 Army WOSpec – Backbone of Our Army Action Learning Process 201

The value-add of the ALP is that it the reflective practice of the leader INTRODUCTION
surfaces the learning aspects in each and team will surface insights and TO THE ALP TOOLS
activity, even in routine activities potential lessons learnt in Tactics,
such as life-run. In the BAR, past Techniques and Procedures (TTP), There are a total of seven tools that help leaders to better lead learning
lessons learnt and goal setting help Leadership and Values, as they start in their teams. These are not prescriptive and may be used as often as
the leader and his team to focus on to gain the effects of team learning. required, based on the activity, the time available and the situation. The
desired objective(s), to derive their These key outcomes are enabled by key idea is that at any one point when one is leading learning in a team,
common goal(s) as they commit the ALP principles and skills. It breaks at least one of these seven tools should be in use.
to working together as a team to the BAR-DAR-PAR into specific
achieve mission success. In DAR, areas of attention so that learning DESIGN TEMPLATE (DT) ground, and most importantly, how
surfacing ideas and observations efforts can be targeted. Figure 2 This is the process frame for teams actually operate. Therefore DTs
during activities allows the leader to outlines the common list of questions incorporating the three stages of the are usually custom designed
adjust the goal(s) and focus the team that should accompany these ALP (BAR-DAR-PAR) into an to fit the context where the
to learn together as a team. At PAR, three stages. experiential activity. Even prior to the ALP is applied.
BAR (or at its start), it is presented
in a simple template to allow the
Instructors, Trainers, Leaders or
Commanders to prescribe the
necessary actions that will need to
be built into training, exercises or
operations in order to increase learning
and knowledge creation. The range
of actions will depend on the nature
and context of the activities on the

©SAF CLD Action Learning Process 203

202 Army WOSpec – Backbone of Our Army

204 Army WOSpec – Backbone of Our Army Action Learning Process 205

TETRA-TL

Understanding personality differences
has always been an important factor in
team effectiveness. Focusing on diversity
and inter-dependency are critical to
teams, and leaders must understand that
these have a direct impact on the team’s
ability to learn and create new knowledge.
CLD has successfully piloted and introduced
the TETRA Team Learning in SAF, in order
to increase the ability of the leader to
leverage and promote team diversity and
inter-dependency of members. Without
this, the efforts of the leaders (especially
junior leaders) will be limited in building
the necessary understanding and
communication in their teams. The half-
day and one-day packages are designed
for ease of use, with the junior leaders
as the main target group, and should be
conducted as part of or even the BAR. The
Tetra-TL modules can be delivered in-house
or by external trainers under CMD.

MY KEY MESSAGES ARE: Atthhlleefitoreuaromweleenfmfeepcnrtetivsfeecnroeensnstcritebhsuroteaungtohd
diverse perspectives
RESPECT DIVERSITY

WINOTRERK-DEPENDENTLY Elements work in alignment
to maximise preferences and
balance out gaps

©SAF CLD Action Learning Process 207

206 Army WOSpec – Backbone of Our Army

BEFORE ACTIVITY REVIEW DURING ACTIVITY REVIEW Agree as a team: ©SAF CLD
• Three observations
Reflect on the briefing just heard. Allow a minute for POST ACTIVITY REVIEW
• What is the challenge here? Briefly, self-reflection. • Two keys to success
in this activity Allow a minute for self-reflection.
listen to each person’s view (with Discuss as a team: Each element will have its own unique
WATER ears) • What was intended? • One thing to focus on perspective to share. Individuals should have
• What happened? as a team gotten into the “grove” of surfacing different
Discuss as a team: • What went well and why? perspectives.
• Has anyone done this activity before? If Activity Leader should
(AIR analysis) summarise the next Discuss as a team:
so, tell your story (in less than 3 minutes) • What didn’t go so well and steps, in his/her view. • What happened and why?
(S hare an energising story to get the ( Like EARTH, decide • Did we improve and how?
team FIREd up!) why? (AIR analysis) and press on) • Did we enjoy this experience and why?
• W hat are the key objectives for • What will we do differently? • What did we learn as a team?
the activity?
• Are there any specific core values (F IRE ideas with EARTH Activity summarisation:
for the activity? practicality) • One thing to focus as a team
Agree as a team: • Is our goal(s) still relevant? • Two keys to success in this activity
• Who will lead this activity? (Any WATER goals) • Three observations
• How are we going to work inter-
dependently to meet this challenge? Self Reflection:
(Any suggestions, AIR?) • What are my personal takeaways?

• What goal(s) shall we set?
(EARTH, get us
started ...)

208 Army WOSpec – Backbone of Our Army Action Learning Process 209

SNAPSHOT (SS) (by instructors and/or trainers) in- 2-5-1 stands for self-introduction and what
between activities. Snapshots are the story is about, five (5) verbalises
Understanding current reality is an typically created as part of the As the team gathers to discuss the the past experiences in emotive forms,
important aspect of the goal-setting design process, and are replicated objective(s) and the task(s) ahead, namely fear, concern, frustration/
process. As the leader leads his team and adjusted to fit the training, there may be members who might anger, lessons learnt and effect, and
in goal-setting, it is important that he exercise or operating context on the have knowledge and past experiences. one (1) summarises the story for
is fully aware and accepts the current ground. The readiness is colour-coded As we are hierarchically organised, not message. Each story is not expected
state of his team’s readiness e.g. green (prepared/ready), amber (not all may share. Not being able or willing to take more than three minutes of
training preparedness and manpower fully prepared/ready) and red (not to verbalise past experiences can narrative effort, yet the richness of
constraints. This will ensure that the prepared/ready) for ease of reference. severely limit learning and knowledge emotion is often surprising. The 2-5-
goals being set are reasonable, and The Snapshot is built and presented creation. It also concerns not 1 technique is widely used among
are not based on assumed start- during the BAR, adjusted during the repeating past mistakes, and this is a junior leaders to narrate their past
states. The Snapshot is also a product DAR, and eventually consolidated key starting point in the BAR. The 2-5- experiences in SAF, and such sharing is
of generative team conversations, during the PAR for subsequent activities. 1 was created as the first of the two a first step to learning together.
and subsequently used as an ALP story-telling techniques, to help
important tool for leader coaching individuals and leaders recount past
experiences using story form. Two (2)

©SAF CLD Company Snapshot Template 1 - Individual to Company Level

210 Army WOSpec – Backbone of Our Army Action Learning Process 211

2-5-1 & STOP ORR and make suitable recommendations
for changes to their leaders. This
OVERALL EXPERIENCE, FEELINGS The nature of how we are organised tool is extensively used by the Army
and how we operate means that during training, as it complements
LESSONS LEARNT, INSIGHTS, THINGS TO NOTE, TAKEAWAYS the leader might be out of line and the (organic) collection effort on the
of sight from the rest of his team. ground. However it is not intended
S - What did I SEE The Observations of the team as the substitute for the STOP or
T - What was I THINKING FRUSTRATION, IRRITATION, IMPATIENCE, ANGER members will contribute to their 3-2-1, as it does not account for the
O - What is my OPINION Reflections, and subsequently their emotive aspects of the experience,
P - What is my POINT CARE, CONCERN, COMMITMENT, EMPATHY Recommendations, especially during which is important for learning and
lower echelon team level AARs. The knowledge creation.
ORR tool is designed to help solders,
WORRY, HESITANCY, FEARS, VULNERABILITY airmen and sailors capture their
thoughts, ponder over the issues,

©KARUNA RAMANATHAN 2011

The STOP is the second of the two It starts with what is Seen (S), what
storytelling techniques used in the the individual is Thinking (T), what
ALP. This is designed for use during Opinion (O) does he/she hold, and
the DAR, where the leader may not what is the main Point (P) being put
have more than 20-30 minutes in- across to the rest of the team. STOP
between activities, and yet needs is extremely useful in a huddle or
to be able to get his/her team to time out, and is intended to help the
huddle and surface their thoughts. team leader flash out key actions for
As in the 2-5-1 technique, this simple immediate counteraction, which is an
technique takes no more than one to important aspect of learning.
two minutes to surface an experience.

©SAF CLD

212 Army WOSpec – Backbone of Our Army Action Learning Process 213

3-2-1 learnt. This will involve possible RREECAODMINMGENLIDSETD
actions to success in the future.
This tool is designed to help leaders
systematically aggregate observations C One thing to focus on is somewhat
from After Action reviews. In training, similar to globalised knowledge, i.e.
the observations that are relevant simply a choice between the two
and deemed more important than chosen factors, and the decision to
others are those that are directly take which one for action will be
related to SOP and doctrine. Leaders based on the opportunity to plough
are expected to practise the 3-2-1 which of the two lessons into the
summarisation technique to steer the next activity.
AAR to a close. Summarisation is a
three-step process:

A T hree Key Observations are
a form of surface knowledge,
observed and raw, which shapes
the subordinate leader into
aggregating what his team
shares with him. Often there
will be similar observations from
different people who go through
the same activity, and these can
be aggregated. This is because in
normal training situations when
there are no augmented observers,
it will not be possible to list down
all observations and analyse every
one. When several leaders are
gathered in the AAR, there will be
a range of observations, and the

leader will have to decide what he

will share upwards.

B T wo key success factors refer to ©SAF CLD
relational knowledge, requiring
the leader to make connections
between observations. Ultimately,
the leader will be required to drop
one of the observations in favour
of the other two, and to reframe
these observations as lessons

214 Army WOSpec – Backbone of Our Army

RECOMMENDED Reading List MANUALS

COURSES MUST READ
SELF READ
MUST READ
• The Army Manual
• I nfantry/Guards Battalion Manual Vo1 (1995) • The Soldier Manual
• Infantry/Guards Battalion Manual Vol 2 (2001) • The Army Safety System Manual
• Rifle Platoon and Section Manual Vol 1 (2005) • The Army Combat Service Support Manual
• R ifle Platoon and Section Manual Vol 2 (2005) • F oundation of the Third Generation Army
• Infantry Battalion Standard Operating Procedures (2001) • Law of Armed Conflict (LOAC) Handbook (2004)
• R ifle Company Manual (Provisional) (2007) • B attalion Urban Operations Manuals 1,2 and 3
• I nfantry Platoon Manual (Provisional) (2007) • Area Support Operations (ASO) Manual (2002)
• T ERREX Infantry Carrier Vehicle Section and Platoon Manual • The Army Fitness System (2008)
• Military Law (2009)
(Provisional) (2010) • SAF Core Values – Walk It, Live It
• Staff Organisation and Procedure Manual (2001) • V alues In Action – Case Studies on the SAF Core Values
• Training Aggressor Regiment and Above (2003) • Stand Fast – Stories of the SAF Core Values
• Training Aggressor Supplement (2004) • L eadership and Values Workbook – SAF CLD (2012)
• Training Aggressor Manual (Battalion and below) (1999) • S AF Leadership Competency Development Handbook (2005)
• C ombat Intelligence Manual (2008) • SAF Leadership Framework
• C ombat Intelligence WOSPEC Handbook (2010) • O ur Army Customs and Traditions (2006)
• M ilitary Symbols (Edition 3) (2010)
• SAF Planning Norms (2001) GOOD TO READ
• Joint Staff Procedures 10 (1994)
• A rtillery Précis (Provisional) (2006) • How to Conduct Training (2005)
• Engineer Précis (2001) • Guide to Sleep Management (2006)
• Armour Précis (2001) • Training Enemy Course of Action Development Doctrine
• Signal Handbook (2005) • Leading Our Soldiers Well
• Combat Service Support Précis (2nd Edition) (2000) • Rationalising and Optimising the Will to Fight in SAF
• SAF Instructors’ Handbook
TtmWshhuaooigsysrgelkoiesfvPstreteoiersrmldfatooplurismbnwteiaiitstsnuhncsaeeoVndtodReciecnaxaothdciuoaoirnunnsgesajutsliL-.nvliSeesctovt.siemo.lTneahnwtiisdtitlehs • The Full Range Leadership Model and its Application in the SAF

216 Army WOSpec – Backbone of Our Army Recommended Reading List 217

RECOMMENDED Reading List

POLITICAL/SOCIAL MILITARY MILITARY MANAGEMENT AND
LEADERSHIP

MUST READ

SELF READ SELF READ

• K wa Chong Guan (ed), • United Nations Peacekeeping: • P ointer Monograph No. 9, • P eter M. Senge,
Defending Singapore (1819-1965), A Decade of SAF Participation. Leading in the Third Generation The Fifth Discipline Fieldbook
Pointer Supplement Pointer Supplement, July 1999 SAF
• S tephen & Covey, The 8th Habit,
• Tan, Andrew, Southeast Asia, • Pointer Monograph No. 1, • L G Desmond Kuek, MG Ng from Effectiveness to Greatness
Threats in the Security Environment Creating the Capacity to Change: Chee Khern, LG Neo Kian Hong,
Defence Entrepreneurship for the RADM Chew Men Leong, • Robert K. Greenleaf,
• Huxley Tim, Defending the Lion City: 21st Century Reflections on Leadership The Servant as Leader
The Armed Forces of Singapore
• P ointer Monograph No. 4, • MAJ Julie Belanger and • Daniel Kim, Foresight as
• F ounding Fathers, Spirit and System: Leadership LTC Psalm Lew (ed), Developing the Central Ethic of Leadership
Great Singapore Stories Development for a Third the Next Generation of
Generation SAF Military Leaders • K im-Yin Chan, Star Soh and
• Han Fook Kwang and Zuraidah Regena Ramaya, Military
Ibrahim (ed), Lee Kuan Yew: Hard • Pointer Monograph No. 8, • J ames D. Pendry, Leadership in the 21st Century
Truths to Keep Singapore Going Called To Lead The Three Meter Zone

GOOD TO READ GOOD TO READ

• L ee Kuan Yew, • G ordon R. Sullivan and • L o Kuan-Chung, Romance of • G uide to Individual Development
The Singapore Story: Michael V. Harper, Hope is the Three Kingdoms (translated Process in the SAF, CLD
Memoirs of Lee Kuan Yew Vol I & II not a Method by C.H. Brewitt-Tylor; also
Moss Roberts) • Guide to Coaching and Facilitation
• L ee Kuan Yew, From Third World • LTC Jeff Stouffer and in the SAF, CLD
to First: The Singapore Story: Dr. Stefan Seiler (ed), • Article excerpt “Three Block War”
1965-2000, Singapore and Military Ethics – International (Refer to SWI OSN website) • SAF Leadership Competency
the Asian Economic Boom Perspectives Model (2004)
• A rticle excerpt “The Strategic
• J ayakumar, S, Diplomacy: • Jon E Lewis (ed), The Mammoth Corporal” (Refer to SWIOSN • D andridge Malone,
A Singapore Experience Book of True War Stories website) Small Unit Leadership:
A Common-sense Approach
• Dalgit Singh, Singapore: • Stephen Ambrose,
An Illustrated History, 1941-1984 Band of Brothers • A vigdor Kahalami,
The Heights of Courage
• Andrew Tan, Malaysia – Singapore
Relations – Troubled Past and • Edward de Bono, Lateral Thinking
Uncertain Future?
• Harvard Business Review article
“What Makes a Leader”

218 Army WOSpec – Backbone of Our Army Recommended Reading List 219

GLOSSARY MSG Master Sergeant SLP Senior Leadership Course
MT Master Trainer SLSL School of Infantry Section
ABRSM Army Battalion Regimental DT Design Template MWO Master Warrant Officer Leaders
Sergeant Major ePMET Electric Professional Military NCO Non – Commissioned Officer SM Sergeant Major
AELO Architecture and Essence of a Education and Training NS National Service SMA Sergeant Major of the Army
Learning Organisation EVTS Engineer Vocational Training NSF Full-Time National Servicemen SMIC SAF Master Instructor Course
AF-CC Air Force Command Chief School NSLC NS Leadership Course SME Subject Matters Expert
AHQ Army Headquarters EWOS Enhanced Warrant Officers NSRSM Cse NS Regimental Sergeant SOFUN Soldering Fundamentals
ALP Action Learning Process Scheme Major Course SOP Standard Operating
ARMY RSM Army Regimental Sergeant FFP Full Force Potential NYP Nanyang Polytechnic Procedures
Major FMN/ DIV Formation/ Division OBS Outward Bound School SOTAC Special Operations Tactics
ASCA Australian Strength and FT Foundation Term OC Officer Commanding Centre
Conditioning Association HOC Hierarchy of Choices ORNSmen Operationally-Ready National SSG Staff Sergeant
ATEC Army Training Evaluation ICT In-Camp Training Servicemen SSIC SAF Senior Instructor Course
Centre IDP Individual Development Plan PAR Post Activity Review SSL School of Section Leaders
AVTS Armour Combat Training IKC2 Integrated Knowledge-based PC Platoon Commander ST Senior Trainer
Centre Command and Control PCIB Pre Command Interview STC Supply and Transport Centre
AWOC Army Warrant Officer Course IPPT Individual Physical Proficiency Board SVTS Signals Vocation Training
BAR Before Activity Review Test PMET Professional Military School
BDE Brigade ISM Institute Sergeant Major Education and Training SWAS Specialist and Warrant Officer
Bde SM Brigade Sergeant Major JALC Joint Advanced Leadership PS Platoon Sergeant Advanced School
Bde Comd Brigade Commander Course PT Professional Term SWI Specialist and Warrant Officer
BN Battalion JFLC Joint Foundation Leadership R&D Research and Development Institutes
BWF-PS Basic Warfighter – Platoon Course RINCO Regular Infantry NCO SWO Senior Warrant Officer
Sergeant Course JILC Joint Intermediate Leadership ROA Route of Advancement TIs Training Institutes
C&F Coaching and Facilitation Course ROVERS Reservist On Voluntary TTPs Tactics, Techniques and
C2D Commitment to Defence JLC Joint Leadership Course Extended Reserve Service Procedures
CAT Combined Arms Term JSLC Joint Senior Leadership RSM Regimental Sergeant Major UIP Unit Induction Programme
CCA Co-Curricular Activity Course SAF Singapore Armed Forces USASMA United States Army Sergeant
CEP Command Effectiveness JWOC Joint Warrant Officer Course SAFINCOS Singapore Armed Forces Major Academy
Program KAH Key Appointment Holder Infantry NCO School VOC Vocation Obstacle Course
CET Continuing Education and LBE Leadership By Example SAFWOS Singapore Armed Forces WO Warrant Officer
Framework Training Framework LCP Lance Corporal Warrant Officer School WOLD Warrant Officer Leadership
CLASS Continuous Learning and LCM Leadership Competency SAF SM Singapore Armed Forces Development
Academic Sponsorship Model Sergeant Major WOSpec Warrant Officer and Specialist
CMD Scheme LD Leadership Development SAFTI Singapore Armed Forces WSQ Workforce Skills Qualification
Centre For Management LEP Leader Effectiveness Training Institute WO1 Warrant Officer Class One
CMT Development Programme SCC Specialist Cadet Course WO2 Warrant Officer Class Two
CO Chief Master Trainer LG Lieutenant – General SCGP Specialist Cadet Course 1WO First Warrant Officer
CPC Commanding Officer LOI Ladder Of Inference Graduation Parade 1 SIR First Battalion Singapore
CPG Control of Personnel Centre LTC Lieutenant Colonel SCS Specialist Cadet School Infantry Regiment
Commander Planning L3E Leadership By Example, SDTC SAF Training and 2SG Second Sergeant
CPL Guidance with Empathy, Through Development Course 2WO Second Warrant Officer
CSSCOM Corporal MCN Engagement SEP Specialist Enhancement 3SG Third Sergeant
Combat Service Support MDEs Master Chief Navy Programme 3WO Third Warrant Officer
CSM Command METL Military Domain Experts SGT Sergeant 46 SAR 46 Singapore Armoured
CT MG Mission Essential Task List SIC SAF Instructional Course Regiment
CTOS Company Sergeant Major MINDEF Major General SISL School of Section Leaders
CWO Chief Trainer MPTS SISPEC School of Infantry Specialist
DAR Core Theory of Success Ministry of Defence SLL/DLL Single Loop and Double Loop
Chief Warrant Officer Learning
During Activity Review Military Police Training School

220 Army WOSpec – Backbone of Our Army Glossary 221

REflection REflection



Our SAF Flag

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MINISTRY OF DEFENCE
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303 Gombak Drive,
Singapore 669645

All rights reserved.
No part of this publication may be
reproduced or transmitted in any
form by any means without prior
consent from the publisher.

An Army L.I.V.E Initiative

FOR WOSPECS BY WOSPECS

Our Warrant Officer and Specialist (WOSpec) Corps is
the backbone of Our Army. WOSpecs are Warfighters,
Trainers and Leaders; they are disciplined, professional
and operationally ready. They partner the Commissioned
Officers and Military Expert Officers to provide leadership
and anchor the core competencies and capabilities in the
SAF to achieve mission success. WOSpecs are expected
to be keenly cognisant of organisational requirements and
soldiering trends, and be proficient in command, training
and leadership. This Guidebook describes what it means
to be a WOSpec; it defines their roles and responsibilities,
the professional partnership between WOSpecs and
Commissioned Officers, the importance of WOSpecs’
professional development and the leadership qualities
expected of WOSpecs.

Army WOSpec Guidebook Edition 2 is available @
http://www.mindef.gov.sg/imindef/resourcelibrary/publications/e-books.html