army_wospec_guidebook

sometimes some views may not be Building a Strong and Cohesive DIVISION COMMANDER AND DIVISION SERGEANT MAJOR
directly heard. However, if both the WOSpecs. Even as the Formation
WOSpecs and Officers know that the comprises different units, each unit BG Tan Peng Kuan, Division Commander with SWO Devandran, Division Sergeant Major.
SM is a key member and his views are must be given the space to build its
valued, then naturally, the officers’ own unit identity and cohesion. BG TAN PENG KUAN “I will, Sir.” – When the WOSpec
perspectives and attitudes will be The WOSpecs in the Formation is Corps rise to the challenge.
shaped at their respective levels of no different. In the Formation, it is Commander
Command; and the WOSpecs will important that the Formation SM is CSSCOM CSSCOM is fortunate to have very
be more confident in voicing out their given the space and support to build dedicated and committed WOSpecs
views and be more prepared to share a strong and cohesive WOSpecs in “ T he Officer and WOSpec partnership who are always ready to step
their views with the SM and other the Formation. Often, such efforts is instrumental in delivering an forward to assume greater roles and
senior WOSpecs in the Formation. will require time and efforts; and integrated Combat Service Support responsibilities while at the same
Conversely, with views considered may even conflict with the primary to sustain our Army’s full spectrum time championing the critical duties
and decisions taken, the collective responsibilities of the WOSpecs in the of operations and to realise of training our soliders. Supply and
ownership of these decisions must respective units. Unit Commanders CSSCOM’s spiral two vision of being Transport Centre (STC), our CSS
also be the responsibility of the must understand that they will have Ready, Resilient and Respected. The vocational school, was traditionally
SM and WOSpecs. It falls on the to support their WOSpecs in such successful partnerships I experienced commanded by officers. In our move
responsibility of the Commander and activities. Previously, one of the ways with various members of the to raise the profile of our WOSpecs,
the Command Team to decide but the to do so was through the WOSpec WOSpec Corps can be summarised we decided that STC would be
rationale for the decision must equally messes to cultivate a sense of WOSpec in three replies which never fail to
be communicated by not only the identity and cohesion. Nowadays, as impress me.
officer but also by the WOSpecs led the messes merged, there is a need
by the Formation SM. Whilst we have to have alternative avenues for the
defined the roles and responsibilities WOSpecs to do so. The Commander
clearly between the Officer and must encourage and support such
the WOSpec, it must be emphasised initiatives of building the WOSpec
that there is a need for engendering identity and culture. Developing a
a collective ownership of the issues strong and cohesive WOSpecs with
and the decisions that have been a sense of pride and professionalism
taken. Ensuring that the WOSpecs in their established roles as WOSpecs
believe that they have a strong voice can only augur well for Formation’s
exemplified by the Formation SM- future development.”
Commander relationship is the first
step to ensuring a sense of collective

ownership of these issues.

96 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 97

commanded by WOSpecs. CWO Over the years, I have witnessed HEAD FACULTY AND CHIEF TRAINER
Chelliah and his team of WOSpecs, how, when given enough space,
including MWO Jeery, MWO Suhaimi, the WOSpecs are able to achieve Together with Head Faculty, the Chief matter expert in the respective
and MWO Dhayalan, when called seemingly impossible tasks given Trainers are the expert in assigned areas of specialisation and to enforce
upon, bravely stepped forward to to them time and time again. Their areas of specialisation for the trainers training standards. He must also
undertake the huge responsibility determination and resilience allow and also ensures material relevancy keep abreast of and implement
of assuming the leadership roles in the officers to come to respect in terms of doctrine, instructional the latest learning technologies/
STC. In venturing into an unknown, and acknowledge the abilities the materials and learning resources. He pedagogies. Just as importantly, he
CWO Chelliah took it upon himself WOSpec Corps possess in making conducts the Trainer Qualification must implement innovative utilisation
to understand the complexities a big difference. In just a year of the Course for newly posted-in Trainers. of resources in delivering training.
of being a CO and overcame the WOSpecs taking over the management He is to ensure his Team is the subject
challenges. In the process, he gained of CSSCOM’s participation in the
the respect from both the Officer and IFC, team CSSCOM achieved the From left; Chief Trainers, 1WO Azmi, 1WO Robin Yeo, 2WO Koh Han Tiong, MAJ Syariman (Head Faculty),
WOSpec Corps. unprecedented glory of clinching 2WO Farhan, 1WO Goh Charng Siew and 1WO Vennu.
overall champion for the 1st time
“I can, Sir.” – When the WOSpec ever! CSSCOM came in 1st for both M AJ SYARIMAN ELENDRUS of experience so as to shorten my
Corps unleash their expertise. badminton and basketball, 2nd in learning curve and arrive at a more
football and 4th in swimming and Head Faculty, HQ SWI informed decision.
ME3 Chen Kee Wui, ME2 Suresh and athletics. These successes did not come
ME2 Chan Tze Peng demonstrated easy for our teams as they were at “H aving spent 19 years as a soldier In my seven months at the Home of
their deep technical expertise and the onset repeatedly battered, only to in the Army, I have always held the the WOSpecs as the Head Faculty,
mastery during their deployment emerge stronger, defying the odds and highest regard for the WOSpecs in I had the pleasure to work with
with the Weapon Locating Radar turning what seemed an impossibility terms of their chain-of-command a group of very knowledgeable,
(WLR) in Afghanistan. Initially into a reality! More importantly, their professionalism, knowledge in experienced and self-motivated
most doubted the equipment and achievements helped CSSCOM earn soldiering fundamentals, and Chief Trainers, who are much older
its ability to last throughout the organisational respect from the rest of enforcement of regimentation than I am. However, the core group
duration of the operations. Rather the Army and the SAF. and discipline. In my various past in the team was very clear of our
than give in to popular belief, the team appointments, I am privileged to areas of responsibilities, and our
confidently stood their ground and The strong partnership between have worked with very capable relationship w as based on mutual
proved everyone wrong through their Officers and WOSpecs has allowed WOSpecs who were always there trust and respect that we had for
innovative and unique engineering CSS to grow closer and stronger. to lend advice and support me in each other. They trusted me to lead
solutions. This indeed is an exemplary Likening the importance of Combat both professional and personal the team and I provided the space
display of professionalism and Service Support to our SAF, capacities. As a young Officer then for them to do what they do best as
sheer competency in the harshest of the WOSpec Corps remain an and even now, I have always looked Chief Trainers.”
conditions. This, amongst many other irreplacable asset to the SAF as its up to them for their valuable wealth
experiences, has added to the respect backbone. The “will do, can do” spirit
I always have for the deep knowledge of the WOSpec Corps has impressed
and rich experience the WOSpec and inspired me. I am therefore
Corps possess. confident that this partnership will aid
us in achieving a Ready, Resilient and
“I deliver, Sir.” – When the WOSpec Respected CSSCOM.”
Corps achieve the impossible.

98 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 99

COMMANDING OFFICER AND MASTER TRAINER LTC ADRIAN KOH CHONG PENG and standardise the drills in the
whole School. He would also be
CO Specialist Cadet School III the one to ensure the regimentation
and hygiene status in the School.
A Master Trainer is the expert in He is responsible for organising Specialist and Warrant Officer Institute Because of his knowledge,
assigned areas of specialisation and conducting the quarterly dedication and commitment, he
for the trainers, and in operational training for Chief and Senior “ I n my three years tenure in SCS, has won the respect of everyone in
testing and evaluation. He is Trainers to keep them abreast of I saw the evolution of a School the School. All the trainers look
responsible for the training and the latest learning technologies/ Sergeant Major to a Master Trainer. up to him as both a Sergeant Major
qualification of the trainers, and pedagogies. He leads teams with My immediate concern was who and a Master Trainer. We have
conducts currency tests to level Chief Trainers. will look after the regimentation established a good understanding
up their knowledge and skills. and discipline in the School? My and working relationship amongst
other concern is the relationship ourselves and my School 2IC.
between my Master Trainer and While I provide the directions and
the Chief Trainers as, technically overall Commander Guidance
speaking, the Chief Trainers do (CPG) for the respective courses
not report to my Master Trainer, and management of the School,
but rather, to the Head Faculty. my Master Trainer will be the
As we progressed, the concerns one to tighten all the loose ends
though valid, were easily resolved and ensure that all the Coys and
through the ROA for the WOSpecs. trainers are ready to conduct the
To be a Master Trainer, he would courses. He will get his hands dirty
have been in service for a period of and not hesitate to demonstrate the
time and would have had enough drills when necessary. To me, this
experience to not just manage is essential for a Master Trainer.
Regimentation and Discipline but Apart from text book teaching, he
also value add to the knowledge must know when to get his hands
and skills of the trainers. My dirty, to teach and to send a
Master Trainer did just that and message to everyone that when you
did it wonderfully. He would plan need to do it, just do it.”
and ensure Just-In-Time training
is done to level up and refresh
the trainers on their knowledge



MWO Ng Soy Soy, Master Trainer (left) with LTC Adrian Koh, Commanding Officer. Partnership with Officer Corps 101

100 Army WOSpec – Backbone of Our Army

INSTITUTE COMMANDER AND CHIEF MASTER TRAINER

The Chief Master Trainer is the leader evaluation of new capabilities and in all WOSpec related matters. Whether it is routine issues or
of the Training Institute’s (TI) network support curriculum development. He is curriculum review, the CMT will be able to offer his perspectives as the
of trainers and is responsible to the TI also responsible to the TI Commander WOSpec leader.
Commander to ensure the proficiency in all WOSpecs related matters and
and competence of trainers, oversee other responsibilities of the Institute As an officer and a leader, I am convinced of the WOSpec up-profiling
the professional development of Sergeant Major. efforts and this must definitely expand their roles and responsibilities. The
trainers, operational testing and challenge is to ensure that the WOSpecs can feel their sense of purpose
and in turn enhance their commitment to be leaders of men, together with
COL LEE YONG HENG the officers. We have started this journey and it is not a stroll in the park
but with everyone’s belief and commitment, I have no doubt that it will
Commander work out fine.”

Specialist and Warrant Officer Institute CONCLUSION

“T he WO Corps has evolved In the process of leading and training towards mission
accomplishment, teamwork and togetherness must exist in the
and up-profiled. These efforts Officer-WOSpec partnership. This is the desirable outcome of
close co-operation and should be a source of complementary
are translated to increased strength rather than a cause of conflict. Ultimately, an effective
Officer-WOSpec partnership is a powerful force multiplier in the
job scope and responsibilities. accomplishment of the units’ mission.

Rather than just being the

Institute Sergeant Major

responsible for regimentation

and discipline, his job has

been re-profiled to that of the

Chief Master Trainer (CMT).

Doesn’t this sound like the job

scope of an officer? With the

Officer-WOSpec partnership,

this isn’t a competition but

rather a complement to that of COL Lee Yong Heng, Commander SWI (left) with
an officer’s job scope. Since its SWO Tamizh Kannan, Chief Master Trainer (right).

implementation, I personally found it to have worked well as long as

everyone respects each other’s professionalism.

I have experienced the change in the dynamics in the TI HQ and how
the CMT can be an integral part of the decision-making process. As
a Commander, we should leverage on the CMT as another principal
staff officer who is directly responsible for training outcomes and

Infantry Green Beret presentation on 30 August 2013 at SISPEC Auditorium, Pasir Laba Camp.

102 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 103

“G ood governance needs leaders with EDUTCRAATIINOINNRGOAANDDMAP
the right values, sense of service
and abilities. It is important to have
leaders who can forge with the people
the vision for the future and to forge
the way forward. Above all, leaders are
stewards. They should develop future
leaders and when their time comes,
they should relinquish their positions,
so that the next generation of leaders
can take us to greater heights.”

MR HENG SWEE KEAT
Minister For Education
at “The Big Ideas of Mr Lee Kuan Yew” Conference,
on Monday, 16 September 2013, at The Shangri-La Hotel Singapore

WOSPEC PROFESSIONAL MILITARY GROOMING SYSTEM
EDUCATION TRAINING (PMET) AND
EDUCATION ROADMAP The WOSpec grooming system that are in line with their respective
consists of two components: Route vocations. At the end of this stage,
Warrant Officers and Specialists and developmental coaching to junior of Advancement, and Training and our Specialists would be equipped
(WOSpecs) form the backbone of members of the Corps. These changes Education. They target the professional with the right level of professional
Our Army. have warranted a holistic revision development of our WOSpecs, knowledge, leadership skills, and
of the WOSpec PMET roadmap enabling them to gain the experience prerequisite experience to make
The expanded roles and responsibilities to better address the increased and knowledge required to serve as the smooth transition into Warrant
of the WOspecs have seen the growth professional job requirements of our subject matter experts/specialists, Officer-hood.
of their job scopes from being Regular WOSpecs. innovators and decision makers, to
enforcers of regimentation to expert take on greater responsibilities in WARRANT OFFICER STAGE
trainers holding key appointments in Residential Route of Advancement the Corps’ leadership, and to lead
the training community, e.g. Chief (ROA) course will continue to be central and manage younger WOSpecs. The Past the transitory ranks, our Warrant
Trainers, Commanders of Training to our WOSpecs’ career advancements. grooming system is divided into the Officers will now focus on developing
Centres, and providing leadership Specialist Stage and the Warrant and realising their full potential
Officer Stage. as leaders at the organisational
level, becoming effective trainers,
SPECIALIST STAGE coaches, and stewards. They will
also continuously develop higher-
The Specialist stage focuses on order skills throughout this phase, for
preparing our WOSpecs to take on example, in instructional design and
their first operational appointment of theory building. Progressive grooming
a Section Commander and Platoon throughout this stage will effectively
Sergeant, as well as their subsequent prepare them to serve as Sergeant
Senior Trainer and Staff appointments. Majors, Trainers, Staffs, and eventually
Specialists will also attend Specific pinnacle appointments within the
Progressive Development Courses Corps’ leadership.

106 Army WOSpec – Backbone of Our Army Training and Education Roadmap 107

ROUTE OF ADVANCEMENT WARFIGHTER – COMPANY SERGEANT MAJOR COURSE (WF-CSM)
COURSES (ACTIVE)
The WF-CSM course will equip Operations, Combat Skills Badge
SPECIALIST CADET COURSE (SCC) WOSpecs with advanced warfighting (CSB), SAF Senior Instructor Course
skills and instructional competencies, (SSIC), Coaching and Facilitation
The Foundation Courses aim Professional Term (PT) that is specific preparing them for WO-ship and (C&F), Army Safety Management and
to enhance Specialists’ basic to vocation in respective training the assumption of their CSM Leadership Development. Servicemen
competencies and confidence institutes, and the 1.5-week Combined appointment. The 9-week course will will generally attend the WF-CSM
before assuming their role as a Arms Term (CAT). Graduands comprise a 7-week Common Phase course around the 6th year of service
Section Commander. The SCC will don the 3SG rank during the and 2-week Operational Phase. Course and 3WO promotion1.
comprises three terms: 8-week Specialist Cadet Course Graduation modules include Offensive/Defensive
Foundation Term (FT), 12.5-week
Parade (SCGP). JOINT LEADERSHIP COURSE (JLC)

BASIC WARFIGHTER – PLATOON SERGEANT COURSE At this stage, our Warrant Officers are The 20-week JLC comprises a 8-week
(BWF-PS) experienced and able to contribute WO Phase (attended by WOs only) and
at higher levels, in appointments a 12-week Combined Phase (attended
The immediate post-SCS training, Basic Warfighter – Platoon such as Chief Trainers in the training by both WOs and Military Experts).
Sergeant (BWF-PS) Course, will focus on enhancing Specialists’ institutes. The Joint Leadership The WO Phase modules include
soldiering fundamentals and basic competencies, so as to strengthen Course (JLC), as a ‘milestone’ Appreciation of Situation, Adventure
the confidence of junior Regular WOSpecs and increase the course, will focus on preparing our Base Leadership Training, IKC2, and
differentiated warfighting edge between them and their NSF junior WOs for higher appointments Military Technology & Spectrum
peers. The 13-week course comprises 11-week Common beyond the operational units, as of Warfare. The Combined Phase
Phase and a 2-week Operational Phase. The Common well as recharges and rejuvenates module includes SAF Master Instructor
Phase modules include Warfighting Skills (Soldiering them at a critical career juncture. It Course (SMIC), ePMET, Leadership
Fundamentals, Small Arms Skills & Coaching), will provide them with higher level Development, Culture & Tradition and
Physical Training Commander, Jungle Training, pedagogical competencies, build Organisational Learning. Servicemen/
SAF Instructional Course (SIC), Commitment and their confidence and resilience, hone servicewomen will generally attend
Engagement, and Leadership Development. their leadership skills, and increase JLC after their CSM appointment –
their organisational awareness.
108 Army WOSpec – Backbone of Our Army around the 12th year of service.

Training and Education Roadmap 109

ARMY BATTALION REGIMENTAL move towards small-group research ACTIVE WOSPEC ROUTE OF ADVANCEMENT
SERGEANT MAJOR COURSE and discussions, and feature more
(ABRSM) leadership development modules. Stage Stage 1 Stage 2 Stage 3 Stage 4
Emphasis
The 5-week course aims to prepare JOINT SENIOR LEADERSHIP Age Basic Grounding Application Focused Management, Leadership, Role Modelling
selected WOs for assumption of COURSE (JSLC)
higher Command Sergeant Major JSLC will equip senior WOs with the Rank Enlistment Late 20’s Early - Late 30’s 40’s onwards
(SM) appointment in partnering the relevant competencies required for
Commanding Officer in commanding top tier appointments, from the Chief 3SG - MSG 3WO 2WO 1WO MWO SWO -
a Battalion. Master Trainer to the Commanding CWO
Officer of vocational training
JOINT ADVANCED LEADERSHIP schools. The 3.5-week JSLC Appt Sect Senior CSM Coy BN Chief
COURSE (JALC) will include Advanced Comd / Trainer / Chief Chief Master Master
Systems Thinking, Media PL SGT Staff Spec Trainer RSM Trainer BDE Trainer Trainer /
To equip senior WOs with relevant Management modules and / Staff / Staff SM / Staff Fmn / Div
competencies for the impact they overseas study trips. WO WO WO SM / CO
will have as Master Trainers and
Brigade Sergeant Majors equivalent, Trg Sch
the JALC will include course
design competencies (as the most SCC BWF – PS WF – CSM JLC ABRSM JALC JSLC
experienced Trainers), as well as (22-week) (13-week) (9-week) (20 -week) (5-week)
enhanced conceptualisation and (3.5-week) (3.5-week)
communication skills (as leaders of
the Corps). The 3.5-week JALC will ACADEMIC UPGRADING
CENTRE FOR MANAGEMENT DEVELOPMENT (CMD COURSES)

OVERVIEW OF KEY COURSE MODULES

COMPETENCIES SCC BWF – PS WF – CSM COURSES ABRSM JALC JSLC
Warfighter
1. Small Unit tactics 1. S mall Arms Coaching 1. A ustralia Strengthening JLC 1. Classroom-based lessons on Operations Training and Planning
Course Conditioning Association
2. Small Arms Course (ASCA) 1. A ppreciation of Situation
2. S oldiering Fundamentals 2. Physical Training
3. S oldiering 3. P T Commander Course 2. Skill At Arms
Fundamentals 4. J ungle Confidence Course
1. S AF Senior Instructor Course
Trainer 1. Basic Instructional 1. S AF Instructional Course (SSIC) - ACTA (WSQ) 1. S AF Master Instructional NA NA NA
Training (Infantry (SIC) - WTP (WSQ) Course (SMIC) - DACE
Professional Term) 2. Coaching & Facilitation (WSQ)

Leader 1. Leadership & 1. L eadership & Values 1. Leadership & Values 1. Leadership & Values 1. L eadership & Values 1. Leadership & 1. L eadership & Values
Values Values
2. L eader Effectiveness 2. L eader Effectiveness 2. Leadership & Organisation 2. L eader Effectiveness 2. L eadership &
2. L eader Programme (LEP) Programme (LEP) Development Programme (LEP) 2. L eadership & Organisation Learning
Effectiveness Organisation
Programme (LEP) 3. L eadership Dialogue 3. L eadership Dialogue 3. Adventure Training (OBS) 3. Leadership Dialogue Development 3. A dvanced System
Thinking
3. L eadership 4. Managing and Engaging 4. A rmy Safety Management 4. Character Development 4. L eader and Ethics 3. Basic System
Dialogue Soldiers Course through Sports Package Thinking 4. Professional
Communication &
5. ePMET 5. M ulti Source Engagement Skills
Leadership
6. Leader and Ethics Package Feedback (MSLF)

110 Army WOSpec – Backbone of Our Army Training and Education Roadmap 111

ROUTE OF ADVANCEMENT COURSES (NS)

NSFs will attend the 22-week Operational Phases of the BWF-PS a 1-week NS Leadership Course the 2-week NS Battalion RSM Course
Specialist Cadet Course during and WF-CSM Courses in preparation (NSLC) for entry into WO-ship that that is integrated into the 5-week
their active service. NSF and NSmen for their PS and CSM appointments is integrated into JLC’s 8-week WO
WOSpecs will only attend the 2-week respectively. They will also attend Phase. NSmen RSMs-to-be will attend ABRSM Course.

In Camp NSF NSF 0 1 2 3 4 5 67 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Training Year
(1st year) (2nd year) 28 29 30 Rovers Volunteers
Type of
Service NSFs ORNSmen
Age
20 21 22 23 24 25 26 27 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45

Appointment Sect PS CSM Bn RSM (1st Bn) Bn RSM (2nd Bn) Bde SM
Training / Comd BWF-PS
Courses Sect WF-CSM NSLC NS-RSM
Comd L LL Cse
(SCC)

Battalion H H HH H HH
Training
Cycle (Atec 1) (Atec 2) ROVERS (Reservist On Voluntary Extended Reserve Service) are NSmen who serve beyond
their NS training cycle but are still within their statutory age ceiling (40 years old for NS
BWF-PS - Basic Warfighter - Platoon Sergeant Course Warrant Officers and Specialists).
VOLUNTEERS refer to NSmen who have completed their NS liabilities and choose to
WF-CSM - Warfighter - Company Sergeant Major Course continue serving beyond their statutory age ceiling.
If an NSman is interested to sign up as a ROVER or VOLUNTEER, he only has to express his
NSLC - NS Leadership Course interest through his Division/Formation NS Human Resource Centre. The Division/Formation
will consider his request based on organisational requirements.
NSRSM Cse – NS Regimental Sergeant Major Course

112 Army WOSpec – Backbone of Our Army Training and Education Roadmap 113

CENTRE FOR MANAGEMENT ACADEMIC UPGRADING OVERVIEW OF ACADEMIC UPGRADING OPPORTUNITIES FOR WOSPEC
DEVELOPMENT (CMD) COURSES 3SG 2SG 1SG SSG MSG 3WO 2WO 1WO MWO SWO CWO
As the Army’s technology becomes
The CMD courses are developed in more advanced and sophisticated, Early Degree Continuous Learning and Academic Sponsorship Scheme
alignment with the SAF Leadership WOSpecs need to be highly skilled Sponsorship (CLASS)
Competency Model. The concept of and nimble by continually upgrading
CMD is that subscription to training themselves. Enhancing academic Full-Time / Part-Time (Certificate / Diploma / Advanced
courses will be driven by demand qualification of the WOSpecs will be a Diploma / Degree)
based on the Professional Development key to a highly skilled workforce.
Roadmap of individuals that will Certificate in Business Management and Engineering
be translated into a Personalised Every serviceman will have academic (Bridging Programme to a Diploma in Business Management
Roadmap. This will ensure all WOSpecs upgrading opportunities to develop and Certificate in Engineering Foundation Studies) (CLASS)
will receive his/her training on-time him/her throughout his/her career
and on-need throughout his/her span. Additionally, the CLASS awards BRIDGING PROGRAMMETO A DIPLOMA
career. Every work year, every regular provide study sponsorship for full-
will be entitled to self-development and part-time studies. Candidates 2010 marked the commencement of Diploma in Business Management
and management courses organised must meet the criteria which will our first bridging programme with or Diploma in Engineering, under
by MINDEF CMD. They can subscribe include academic and military the Nanyang Polytechnic (NYP) as the MOE’s Continuing Education
to the courses on their own through performance, entry requirements of our partner. This bridging programme and Training (CET) Framework. This
the electronic system. the various educational institutions provides an avenue for our in-service is possible because of polytechnic
and demonstrated potential to be WOSpecs who do not meet the recognition of the SAF training and
awarded the sponsorship. academic entry requirements for job experience.
a diploma programme to obtain a

114 Army WOSpec – Backbone of Our Army Training and Education Roadmap 115

ACADEMIC UPGRADING SPONSORSHIPS FOR IN-SERVICE WARRANT
OFFICERS AND SPECIALISTS

Type of Sponsorship Who and What this is for Terms Requirements

Certificate in Business Bridging programme to the Diploma in Business • Full sponsorship of tuition fees • ≥ 3 years in service
Management and Certificate Management and Engineering • Age ≤ 35
in Engineering Foundation • Tenable only in the Nanyang Polytechnic (NYP)
Studies
• Part-time programme

• Sponsorship for subsequent diploma programme is subject to
meeting the sponsorship criteria

FULL-TIME SPONSORSHIP

CLASS Certificate For WOSpecs to pursue a full-time ITE Certificate, • Full sponsorship of tuition fees and other approved charges • ≥ 3 years in service
CLASS Diploma Diploma, Advanced Diploma • Age ≤ 35
CLASS Advanced Diploma or Degree • Tenable in local ITEs (for CLASS Certificate), local polytechnics
(for CLASS Diploma and Advanced Diploma) and recognised
CLASS Degree local university (for CLASS Degree)

PART-TIME • Monthly salary (for CLASS Certificate, Diploma and
Advanced Diploma)
For WOSpecs to pursue a part-time ITE
Certificate, Diploma, Advanced Diploma or • Annual allowance equivalent to half of the pay, capped at
Degree S$25,000 per year for CLASS Degree

• A 3-year bond for CLASS Certificate and CLASS Advanced
Diploma upon completion of studies

• A 4-year bond for CLASS Diploma and CLASS Degree upon
completion of studies

SPONSORSHIP

CLASS Certificate • Tuition fees and other approved charges • ≥ 3 years in service
• No age cap*
CLASS Diploma • Tenable in local ITEs (for CLASS Certificate), local polytechnics
CLASS Advanced Diploma (for CLASS Diploma and Advanced Diploma) and recognised local except for Degree
CLASS Degree university (for CLASS Degree) Part-time (≤ 40)

• Unrecorded examination leave capped at 12 days per year

• A 2-year bond upon completion of studies

* While there is no age cap for part-time sponsorship, sponsored serviceman’s
balance of service must be sufficient to cover both the study and bond duration.

116 Army WOSpec – Backbone of Our Army Training and Education Roadmap 117

“ As leaders, you bear the LEADERSHIP
heavy responsibility for the
soldiers under your charge.
They will look to you for
leadership, guidance and
support. Lead with conviction
and lead by example. You
must be prepared to do what
you expect your men to do.”

MG RAVINDER SINGH
Chief of Army

vision of the saf leader L E A D E R S H I Paccisomdepfliinsheadnthdaesimmappisrrsooivocienns,gsintohsfpeiinroifnrlgugaetnnhicesianirtgicoopnme.ompiltemtoent,

The bedrock of the SAF leadership lies understanding of SAF’s mission and A LEADER IN SAF,
in a strong foundation of values and purpose, SAF’s operating environment A LEADER ANYWHERE!
ethics. SAF Leaders possess a dynamic and the desired outcomes of the
capacity for self-awareness, and SAF. All SAF Leaders, NS or Regular Leader Influence Accomplish mission
self-management as they employ a Officers, Warrant Officers or People to Inspire commitment
range of leadership competencies and Specialists, are capable of influencing Improve the organisation
styles to influence and inspire people and motivating effectively at their
to accomplish the mission, while respective organisational levels. They
building long-term commitment and are well versed in the art of warfare
also improving the organisation. as they are savvy in handling the
complexities of the world outside of
As military leaders, SAF Leaders the SAF. They are sought after as part
influence people with a good of the national talent pool.

120 Army WOSpec – Backbone of Our Army Leadership 121

THE SAF SAF 24-7 LEADERSHIP FRAMEWORK
Leadership
Framework SELF

OPERATING DESIRED
ENVIRONMENT OUTCOMES
(Social, Societal, STYLES (E.g. Will to Fight,
Cultural, Temporal,
Technological, Engagement,
Organisational) Experience,

COMPETENCIES Organisational
Learning,
Openness
etc.)

VALUES

The SAF Leadership Framework MISSION & PURPOSE
articulates that the bedrock
of the SAF leadership lies in a TRIANGLE (‘BUILDING BLOCKS’) CIRCLE CIRCLE & TRIANGLE
strong foundation of values (‘LEADERSHIP CONTEXT’)
and ethics. SAF Leaders The triangle provides a framework for Together, the “building blocks”
possess a dynamic capacity specifying “what SAF Leaders need” for The circle emphasises that SAF (triangle) and “leadership context”
for self-awareness, and effective leadership. The hierarchy of Leaders must influence people (circle) spell out the scope of concerns
self-management as they “building blocks” says values must always with a good understanding of of Leadership Development (LD)
employ a range of leadership form the basic foundation, upon which SAF’s mission and purpose, the system in SAF. In other words, when
competencies and styles to competencies and a full range of styles operating environment and the we think of “leadership development
influence and inspire people to are best employed in leadership. The desired outcomes. These three in SAF”, it must include education
accomplish the mission, while “Self” (consisting of self-awareness, self- aspects of the “leadership context” and training in the domain of values,
building long-term commitment management and personal mastery) is shape the specific contents of the competencies, styles and “self”. All
and also improving the the most difficult to attain, and it includes framework, i.e. the specific styles, these must be done in cognisance
organisation. As military leaders, a good understanding of one’s own values, competencies and values desired in of the mission and purpose of SAF,
SAF Leaders influence people competencies and styles. The hierarchy does each Service or level of leadership SAF’s operating environment, and the
with a good understanding not prescribe a sequence for development in SAF. desired outcomes.
of SAF’s mission and purpose, nor imply that some “building blocks” are
SAF’s operating environment more important than others.
and the desired outcomes
of the SAF.

122 Army WOSpec – Backbone of Our Army Leadership 123

THE SAF
LEADERSHIP
COMPETENCY
MODEL (LCM)

The SAF LCM specifies
the leadership behavioural
competencies and skills for
effective leadership. It consists of
five competency domains, namely,
“Conceptual Thinking”, “Social”,
“Mission”, “Development” and
“Self”. The first four are “core
competencies” that directly
affect leadership performance
on the job, while the fifth
competency domain is a “personal
meta-competency” required for
leader adaptability and growth.

COMPETENCIES CORE COMPETENCIES META-COMPETENCY
SKILLS (FOR LEADER PERFORMANCE) (FOR GROWTH/ADAPTABILITY)

Conceptual Thinking Social Mission Development Self
Planning
Critical Thinking Communicate to Developing People Self Awareness
Influence Decision-
Making
Creative Thinking Interpersonal Execution Developing Team Self Management
Effectiveness

Ethical Reasoning Improving Organisation Personal Mastery

124 Army WOSpec – Backbone of Our Army Leadership 125

Definition of the 14 skills at the generic and the three conceptual levels of leadership

conceptual thinking
Competency

OVERALL CRITICAL THINKING CREATIVE THINKING ETHICAL REASONING

Identifies, defines and solves problems by thinking analytically Envisions the future state, thinks Develops a sound understanding of values
and logically, drawing on all data sources, knowledge and creatively in order to construct the new and standards of ethical conduct in SAF;
past experiences; appreciates the external environment, reality; finds innovative ways to solve engages in ethical thinking and reasoned
consequences and impact any decision may incur; strategic/ problems; brings about breakthrough argument about what is right and wrong;
systems thinker, links actions to a larger cause or purpose; in deadlock situations upholds and applies ethical reasoning
develops long-term strategic plans to shape the future principles and processes to all contexts,
even in the face of adversity

STRATEGIC Analyses complex and volatile situations to frame the issue and Creates a compelling vision for the Defines the ethical boundaries for the
context before choosing the best option to balance conflicting future and develops a frame of organisation and shapes the organisational
needs; considers social, political, economic and military factors reference to achieve it; inspires a culture accordingly; seeks to understand
in analysing consequences; understands how the organisational culture of creative thinking; reframes the moral implications of different courses
vision fits within the total defence framework and the existing problems and boundaries to of action and determines the right course
international arena encourage others to view the problem of action in new situations; encourages a
from different perspectives climate of moral courage by encouraging
subordinates to raise legitimate concerns

ORGANISATIONAL Evaluates conflicting information and draws logical assumptions Understands the desired future state Inculcates a strong, shared ethical culture
based on knowledge and experience to define problem and and devises creative courses of action amongst the team; challenges policies and
arrive at the optimal solution; appreciates the linkages between to achieve it; identifies weaknesses in practices which are unethical and sets the
the needs of different organisational components and levels; current structures and processes and record straight on issues that are perceived
applies real time intelligence to determine the best way to proposes unconventional methods to as unethical
achieve higher intent overcome the weaknesses
Demonstrates a sound understanding of
DIRECT Analyses all available information to define the problem, Keeps an open mind to new ideas SAF Core Values and standards of ethical
generates options and selects the optimal solution; appreciates and seeks innovative solutions to conduct through one’s own exemplary
the rationale behind decisions and how the mission fits into the problems; challenges the status quo behaviour
overall tactical plan; understands the intent of higher command and accepted norms/thinking process
and makes decisions that are aligned with them

126 Army WOSpec – Backbone of Our Army Leadership 127

Definition of the 14 skills at the generic and the three conceptual levels of leadership

social
Competency

COMMUNICATE TO INFLUENCE INTERPERSONAL EFFECTIVENESS

Communicates through effective techniques like active Responsive to the needs of others; empathises with their worries and
listening and interpretation of non-verbal cues, taking predicaments, recognises what drives and inspires them; builds and develops
on board the views of subordinates, peers and superiors; partnerships within and across services and agencies
chooses the appropriate message and medium of delivery;
OVERALL persuades, influences and collaborates effectively, and with Demonstrates sensitivity when dealing with different cultures without
STRATEGIC the ability to convince those over whom the individual does sacrificing the needs of the organisation; builds strong and wide reaching
not hold command networks across countries, cultures and organisations

Builds a culture of open communication by building and Anticipates the needs of others and proactively addresses them at the
fostering channels for two-way communication; harnesses organisational level; seeks a deeper understanding of the motivational
a wide range of media to deliver impactful communications drivers of others; develops a strong network of contacts by promoting the
to all levels within and outside the organisation; exerts benefits of mutual support
influence through relationships built through dialogues
Gains a good understanding of the needs and problems of others through
ORGANISATIONAL Seeks feedback proactively on a wide range of issues; frequent face-to-face contacts; provides support and help to those who
communicates a clear and consistent shared vision; are in difficulties; builds partnerships by establishing rapport and good
convinces others by using rationale and by engaging others working relationships
in open discussions; negotiates actively with others to reach
an acceptable outcome

DIRECT Practises active listening and perceptive interpretation of
non-verbal cues to gain a better understanding of others’
point of view; seeks and addresses the audience’s concerns;
adopts a clear and appropriate communication style to get
the message across

128 Army WOSpec – Backbone of Our Army Leadership 129

Definition of the 14 skills at the generic and the three conceptual levels of leadership

mission related
Competency

OVERALL PLANNING DECISION–MAKING* EXECUTION

Focuses on the mission at all times; understands the intent of Knows when to use the art and science of Develops a sound understanding of
the mission and prioritises based on urgency and importance; decision-making to make choices and decisions values and standards of ethical conduct
sets goals and objectives; plans to ensure that these are when required. Leverages on past experience in SAF; engages in ethical thinking and
executed in a timely manner; uses the appropriate planning and specialist knowledge of others to make reasoned argument about what is right
process; leverages technology, knowledge and previous sound decisions in the absence of information; and wrong; upholds and applies ethical
experience in planning; adapts plans when necessary to remains rational and objective when making reasoning principles and processes to all
achieve the desired outcome decisions. Acts decisively; is willing to make contexts, even in the face of adversity
difficult decisions; and will commit to bold
STRATEGIC Spearheads the development of long-term plans to meet actions to gain a decisive advantage Leverages on new technology to
strategic challenges; prioritises defence spending to improve SAF’s defence capabilities;
ensure maximum benefits; institutes effective knowledge Makes sound decisions with limited available mobilises assets quickly during crisis
management systems so that past planning experiences and sometimes incomplete information, and to defend national interests; takes a
can be captured and shared effectively throughout the leverages on the past experience and specialist multi-faceted and integrated approach
organisation; adjusts strategic planning in line with constant knowledge of others to accomplishing the mission; raises the
changes in the operating context standards of organisational performance
Identifies solutions that strike a balance by fostering a climate of accountability
ORGANISATIONAL Sets clear objectives and priorities to focus planning efforts between current and future needs. Knows at all levels; commands by balancing
of sub-units on achieving unit’s and HQ’s intent; develops when to make a command decision and when centralised and decentralised control
plans to address a wide range of scenarios in an uncertain to confer with staff in a deliberate process. Inculcates a strong, shared ethical
environment; leverages on technology and the expertise of Remains rational and objective when making culture amongst the team; challenges
team members to improve planning outcomes; develops life and death decisions. Seizes and exploits the policies and practices which are
flexible and integrated plans that can be adapted quickly as initiative to gain a decisive advantage. Exercises unethical and sets the record
the situation changes autonomous decision-making which aligns straight on issues that are perceived
with organisational intent. Makes bold timely as unethical
DIRECT Understands mission objectives and translates them into decisions instead of continuously discussing and
clear action plans; prioritises tasks and assigns them to debating the best course of action Manages assigned resources to maximise
the appropriate people; applies relevant planning methods effectiveness; sets high standards,
and incorporates feedback from others during planning; Displays sound judgment in adverse or monitors and supervises tasks to achieve
anticipates problems and develops contingency plans unplanned situations. Makes difficult decisions goals/mission; acts decisively and takes
taking into account all risks and consequences accountability for outcomes; maintains
in a timely manner to resolve problems on situational awareness and adapts to
the ground. Takes charge and responds in a changing circumstances to ensure
timely manner to any situation. Makes prompt mission is completed
decisions at critical milestones to facilitate sub-
units in carrying out their tasks. Is focused,
decisive and tenacious in accomplishing the intent

130 Army WOSpec – Backbone of Our Army Leadership 131

Definition of the 14 skills at the generic and the three conceptual levels of leadership

development
Competency

OVERALL DEVELOPING PEOPLE DEVELOPING TEAM IMPROVING ORGANISATION
STRATEGIC
Demonstrates interest in the development of each individual Creates a spirit of comradeship and Proactive in recognising the need to
under command; creates challenges through delegation and trust within the team; ensures that transform; creates the rationale for change;
empowerment to ensure that everyone can reach their full team members are unified through the champions, manages or sees beyond or
potential; provides feedback, coaching and counselling; achievement of common goals; builds beneath the ways things are conventionally
recognises and rewards achievement; motivates and inspires team morale and resolves conflict; done and continually seeks ways to improve
subordinates to grow ensures team learning organisation

Creates a culture of continuous learning and development in Creates an environment conducive Fosters an adaptive climate to ensure
the organisation and puts in place structures and processes to teamwork and co-operation; organisational renewal by encouraging
to encourage empowerment throughout the organisation; inspires others to move in a common experimentation and challenging paradigms;
develops leadership talent pool by implementing systems to direction by articulating a desirable acts as a change champion and takes
attract, develop and retain talent; establishes recognition and end state; resolves conflicts with proactive actions to respond to the changing
reward systems external parties by emphasising environment; continually seeks ways to
mutual benefits improve organisation
ORGANISATIONAL Ensures individual development by planning subordinates’
route of advancement and assigning suitable mentors; Builds team capabilities to ensure Identifies changes in the external environment
identifies talent and grooms them to be future they can function independently; and their implications for change in the
leaders; motivates individuals to take ownership for creates shared ownership for results organisation; sees beyond or beneath the
individual development between all team members; seeks way things are continually done and drives
to prevent conflict within team change by identifying change agents; tackles
DIRECT Develops subordinates by sharing experiences with them by encouraging team members to resistance to change by involving others in the
and empowering them; provides timely and constructive engage each other constructively change process
feedback to address performance issues; recognises and to discuss differences and focus on
rewards accomplishments shared super-ordinate goals Displays openness and adaptability to
change; implements change by operating
Builds cohesion and trust in team by on new ideas and practices; articulates the
involving team in decision-making benefits of change to others; helps others
and setting team rules to ensure to adapt to change
fairness; manages diversity in the
team and channels the strengths of
each individual towards achieving
team goals; resolves conflicts within
the team

132 Army WOSpec – Backbone of Our Army Leadership 133

Definition of the 14 skills at the generic and the three conceptual levels of leadership SELF MANAGEMENT PERSONAL MASTERY

self Controls one’s own emotions and impulses; Continually reflects and raises own
Competency remains calm and composed under stress; consciousness by journaling personal
maintains confidence in one’s abilities and beliefs/assumptions and current reality;
SELF AWARENESS adopts a positive outlook; demonstrates engages in personal visioning and goal
cognitive-behavioural flexibility in adapting setting; leverages on own strengths and
Recognises one’s own moods, emotions and drives as to ambiguous or changing situations actively seeks out learning opportunities
well as their effect on others; demonstrates a deep to develop; commits to continual personal
understanding of one’s strengths and limitations growth and constantly seeks and values
personal feedback
ALL LEVELS

134 Army WOSpec – Backbone of Our Army Leadership 135

SAF COMPETENCY DEVELOPMENT COURSES
COMPETENCIES MILITARY REGULARS LEVEL 1 MISSION

3SG – MSG • Planning • Basic of Project Management

CONCEPTUAL THINKING • Planning and Executing Events Successfully

• Critical Thinking • Fundamentals of Problem Solving • Decision Making • Decision Planning Made Easy
• Creative Thinking • Execution • Effective Office Management for Higher Efficiency
• Creative Thinking Made Easy
• Tony Buzan Mind Mapping® DEVELOPMENT
• Enhancing Performance Through Effective Supervision
(Revised from Tony Buzan Mind Mapping for Executive and Manager)
• Effective Teamworking (Revised from “Developing Effective Teams”)
• Communicating to SOCIAL • Developing People
Influence • Managing Change Effectively
• Speak with Confidence • Developing Team • Writing KPIs Effectively
• Essential Communication Skills • Memory and Recall
• Reports and Proposals that Work • Improvising
• Grammar for Better Communication Organisation
• Proficiency in Letters and Emails
• Rapport: the Art of Connecting with Anyone • Self Awareness
• Projecting a Professional Image
• Voice Charisma – Discover Your Natural Voice • Self Management SELF
• Essential Minutes Writing Skills • Personal Mastery
• Engaging Your Audience Using Effective Emcee Skills • Happy and Healthy @ Work: The Holistic Way
• Up Your Productivity – For Workplace Effectiveness
COMPETENCIES • De-cluttering Your Work and Mind Space
• The Art of Living with Joy
• Working with Difficult People
• Making EQ work with You • 7 Ups to Personal Effectiveness
• Partnering your Boss at Work
• Interpersonal • S peaking Good English – Phonetics, Phonics and OTHERS
Effectiveness • Win Over Dissatisfied Customers
Pronunciation
• U nderstanding and Using Body Language Effectively • Others
• Successful Assertive Skills
• Treating Others with Tact and Diplomacy
• Effective Working Relationships

136 Army WOSpec – Backbone of Our Army Leadership 137

SAF COMPETENCY DEVELOPMENT COURSES
COMPETENCIES MILITARY REGULARS LEVEL 2 COMPETENCIES

3WO – MWO • Communicating to • Importance of Staff Vetting
Influence

• Critical CONCEPTUAL THINKING • Interpersonal • Managing Difficulties with Ease
Thinking Effectiveness • Negotiation Dynamics
• Problem Solving with A Critical Mind • Networking with Success
• Creative • Power of Questions • Competency Based Interview Techniques
Thinking • Edward de Bono’s Six Thinking Hats® • Cross Cultural Intelligence
• Managing Meetings Effectively
• Communicating • Creativity – You Can Unlock It! • Speaking Good English – Phonetics, Phonics and
to Influence • T ony Buzan Mind Mapping®
Pronunciation
(Revised from Tony Buzan Mind Mapping for Executive and Manager) • Understanding and Using Body Language Effectively
• Successful Assertive Skills
• Brainworks – Turning Ideas Into Practical Solutions • Treating Others with Tact and Diplomacy
• Conflict Resolution
SOCIAL
• Planning MISSION
• Presenting with Confidence and Ease
• Effective Communication Skills for Managers • Decision-Making • Effective Project Management
• Impactful Reports and Proposals • Execution
• Story Telling for Leaders (new) • Moving from An Operational Manager to A
• Think On Your Feet® Strategic Thinker
• Grammar for Professional Communication
• Dynamics of Writing • Planning and Executing Events Successfully
• Effective Working Relationships • High Impact Decision-Making, Reducing Risks,
• Strategies for Effective Speech Writing
• Mastering Tough Conversations with Confidence Maximising Results
• Projecting A Professional Image
• Voice Charisma – Discover Your Natural Voice • Prioritising and Making Effective Decisions
• Essential Minutes Writing Skills • Crisis Management in Business Continuity Management
• Engaging Your Audience Using Effective Emcee Skills
• The Art of Conversation • Effective Office Management for Higher Efficiency

• The Art of Delegation

138 Army WOSpec – Backbone of Our Army Leadership 139

SAF COMPETENCY DEVELOPMENT COURSES
DEVELOPMENT COMPETENCIES MILITARY REGULARS LEVEL 3
• Developing
People • Enhancing Performance Through Effective Supervision SWO
• Mentoring @ Work
• Developing • Performance Management & Appraisal Skills • Critical CONCEPTUAL THINKING
Team • Multi-Generations at Work Thinking • A New Paradigm for Peak Performance
• Effective Team Working (Revised from “Developing Effective Teams”) • Power of Questions
• Improvising • Mastering Employee Engagement • Creative • Tony Buzan on Good Thinking and Mental Toughness
Organisation • How to Manage, Motivate and Lead a Winning Team Thinking
(Public Run)
• Self Awareness (Public Run) • Communicating • Tony Buzan Mind Mapping®
• Managing Change Effectively to Influence
• Writing KPIs Effectively (Revised from Tony Buzan Mind Mapping for Executive and Manager)
• Basic Systems Thinking Course • Edward de Bono’s Lateral Thinking TM Applications
• Make Your Strategy Come Alive
• Advanced System Thinking Course (new) SOCIAL
• Appreciative Inquiry-Accelerating Positive Change • Presenting With Confidence and Ease
• Memory and Recall • Effective Communication Skills for Managers
• Buzan 5-Step Learning Plan® • Influencing, Persuasion and Empowering Skills for Managers
• Think On Your Feet®
• Self Management SELF • Grammar for Professional Communication
• Dynamics of Writing
• P ersonal • Happy and Healthy @ Work: The Holistic Way • Effective Persuasive Skills At Work
Mastery • Up Your Productivity – For Workplace Effectiveness • Strategies for Effective Speech Writing
• De-cluttering Your Work and Mind Space • Mastering Tough Conversations with Confidence
• The Art of Living with Joy • Projecting A Professional Image
• Photo Reading for the Information Age • The Art of Conversation
• Managing Self Through NLP
• 7 Ups to Personal Effectiveness
• Speed Reading

• Others OTHERS
• Coaching Your Front Line Staff for Quality Service
• Win Over Dissatisfied Customers
• Service Values at Work

140 Army WOSpec – Backbone of Our Army Leadership 141

• Communicating COMPETENCIES Every Soldier a Leader
to Influence • Importance of Staff Vetting
by Chief of Army MG Ravinder Singh
• Interpersonal • Managing Difficulties with Ease Source: Leading in the Third Generation SAF, Pointer Monograph No. 9
Effectiveness • Negotiation Dynamics
• Networking With Success “ E very soldier must lead because good
• Competency Based Interview Techniques leadership must occur at every level –
• Cross Cultural Intelligence leading oneself, one’s peers and one’s team.”

• Planning MISSION IN OUR ARMY, SOLDIERS COME FIRST.
• Decision-Making
• Effective Project Management The Army can appoint you as a Commander but it’s your Soldiers
• Execution • Moving from An Operational Manager to A Strategic Thinker that make you a Leader.

• High Impact Decision-Making, Reducing Risks, The 3rd Generation Army has operationalised many new platforms
Maximising Results and fighting systems, such as the Leopard 2 Main Battle Tank (MBT),
High Mobility Artillery Rocket System (HIMARS), Terrex Infantry
• Edward de Bono’s Six Value MedalTM (Public Run) Carrier Vehicle, Skyblade miniature Unmanned Aerial Vehicle (UAV)
and Advanced Combat Man System (ACMS). We will continue to
• Crisis Management In Business Continuity Management field new weapon systems, platforms and command and control (C2)
systems over the next few years in order to fully realise the vision of a
• Developing DEVELOPMENT 3rd Generation Army. While the weapons, platforms and C2 systems
People may be capable and optimised for our security needs, they can only
• How to Lead for Performance Beyond Expectation: A be as good as the soldiers who operate them. The soldier is at the
• Developing Transformational Leadership Approach (Public Run) heart of every fighting system in the Army. It is our soldiers with their
Team commitment and dedication that will make the difference, whether
• Buzz Your People-Using Social Media to Build Passionate Brand achieving deterrence in peace or a swift and decisive victory in war.
• Improving Ambassadors (Public Run)
Organisation
• Mentoring @ Work
• Self Awareness
• Performance Management and Appraisal Skills

• Multi-Generations At Work

• Mastering Employee Engagement
• How to Manage, Motivate and Lead A Winning Team (Public Run)

• Strategic Planning and Scenario Planning – Powering Your
Organisation into the Future (Public Run)

• Make Your Strategy Come Alive
• Advanced System Thinking Course (new)
• Appreciative Inquiry-Accelerating Positive Change
• Buzan 5 Step Learning Plan ®

• Self SELF
Management • Happy and Healthy @ Work: The Holistic Way
• Photo Reading for the Information Age
• Personal Mastery • Managing Self Through NLP
• Speed Reading

• Others OTHERS
• Service Values At Work

142 Army WOSpec – Backbone of Our Army Leadership 143

In Our Army, Leadership is Critical. amongst themselves as they clear an urban objective room by room.
The section commander may be in a different room from the point
Our Army is a large people-centred organisation that comprised of team, the platoon commander on a different floor and the company
a diverse range of soldiers — Full-Time National Servicemen (NSF), commander in a different building. Each soldier is equipped with a
Operationally-Ready National Servicemen (NSmen) and Regulars all specific sensor and weapon for his task and role. When he becomes
working together towards the common aim of ensuring the security the point man, he is effectively the eyes, ears and brain of the team,
of Singapore. Thus, leadership is critical. While structures, processes and is expected to share information, coordinate and lead the
and systems can help synchronise and coordinate the many operations fight. The modern battlefield is more complex, bringing increasing
and tasks in the Army, only leadership can engage the hearts, hands challenges and greater uncertainties. It requires every soldier to
and heads of our soldiers, inspiring them to step up and give their take the initiative and exercise situational leadership at the tactical
best, and at times even rise above themselves in service of the nation. level. The 3rd Generation Army leader must be able to harness
We need leaders who can inspire commitment and dedication in each the capabilities of each and every soldier to fight and win in this
and every soldier. Leadership is the driving force of the Army. complex environment.

In Our Army, Every Soldier is a Leader. There are many different ways of describing what leadership is,
what it entails and how to do it well. Much has been written on these
During a recent visit to an urban exercise, I was brought to a subjects and they are all relevant and useful ways of recognising and
commanding point above the urban objective to view the final developing the leadership qualities within each of us. I would like to
assault and capture of the objective. The brigade commander reinforce the Singapore Armed Force’s (SAF) leadership doctrine
who was the Director of Exercise started the briefing by informing through a different perspective of leadership that starts with the
me that I would not be able to see the soldiers in the final assault inside, us as individuals, and expands outwards as peer leaders and
because they would be taking an indirect approach and would finally team leaders. This can be described as “Leading Yourself”,
secure the building room by room, floor by floor, with most of the “Leading Your Peers” and “Leading Your Team”.
fighting done indoors by small teams of soldiers. He concluded by
saying, “Sir, if you see them, they would be dead!” Urban operations Leadership 145
are unlike conventional operations, where commanders from
the company to the section level can see and directly
orchestrate the assault. Today, we expect our soldiers
to operate more independently and coordinate

144 Army WOSpec – Backbone of Our Army

LEADING YOURSELF BEING A SOLDIER

Every Leader is a Soldier Discipline
In our Army, all leaders start by being soldiers. A soldier has to It is always easier to do what we like than to do what we do not
first lead himself. There are three aspects of leading oneself as a like. Discipline is doing what we have to even if we dislike it. For
soldier that should be a foundation for leadership development: example, waking up early in the morning for physical exercise
clarity of purpose, values and becoming a disciplined, physically is not a natural habit for most of us, but discipline allows us to
fit and competent soldier. do this regularly and achieve our goal of being fit and healthy.
When I speak to our NSF soldiers, I ask them if they have ever
Clarity of Purpose achieved anything significant, whether academically or in school
Why are you here in the Army? As soldiers, we must first be clear sport, music or uniformed Co-Curricular Activity (CCA) groups,
about our purpose in the Army. Our Army’s purpose “is to defend without discipline. While some may be born gifted, most of us
the sovereignty and security of Singapore”. How is our purpose as require hard work to gain new skills and knowledge. Discipline
soldiers aligned to the Army’s purpose? With clarity of purpose, we is critical in soldiering: the nature of warfare requires a soldier
become focused, committed and are clear and decisive in our actions. to resist the natural instinct to flee in the face of danger. In the
Clarity of purpose will allow us to lead with passion and fortitude. military, we develop personal discipline through physical fitness,
regimentation, training and operational regimes.
Values
What do you stand for? Values are about whom we are and define our
identity. Values are important anchors that ground us and guide our
decisions and actions, especially in new and challenging situations.
Values influence our actions and determine how we lead at every
level. As soldiers and leaders we should make our personal values
explicit and align them to the SAF’s seven Core Values: Loyalty to
Country, Leadership, Discipline, Professionalism, Fighting Spirit,
Ethics and Care for Soldiers.

146 Army WOSpec – Backbone of Our Army Leadership 147

Physical Fitness LEADING YOUR PEERS
Every soldier has to be physically fit to endure the challenges
of the battlefield and prevail over the aggressor. A leader must Every Soldier is a Leader. Once we are able to lead ourselves,
have the physical fitness to lead and this is particularly critical we can then begin to expand our leadership to influence our
when his soldiers are exhausted: they will look to him to see if peers through a good understanding of the desired goal, building
he, like them, is too tired to continue or if he has the will and relationships with them and demonstrating commitment through
energy to persevere and lead them on to complete the mission. our behaviour. Peer leadership requires us to have clarity of
Physical fitness training leads to mental toughness and resilience. mission, build trust and exercise leadership by example.
Whether it is the Individual Physical Proficiency Test (IPPT), the
Vocation Obstacle Course (VOC) or a route march, each activity is Clarity of Mission
physically demanding and requires consistent effort and hard work. First, we need to be clear on the mission of the unit or the
In the Army, physical fitness training is the basis of developing organisation. This is about making sure we do the right things in
team cohesion. the right way. The Army’s Mission is “to deter and if deterrence
Competence fails, achieve a swift and decisive victory.” What is the mission
As leaders, each and every one of us needs to develop and of your unit and how can you contribute to the mission of your
maintain soldiering and leadership competencies. These include headquarters and, ultimately, the Army and SAF? Having a
the competencies of our vocations and arms, competencies in clear, concise and compelling mission allows us to internalise the
specialisations such as operations and human resource, and finally, necessary goal and outcome to achieve the mission. With clarity
competency in leadership. As we operationalise the 3rd Generation of mission, we can move decisively and be confident that our plans
Army, we need to develop and nurture the required competencies and actions are aligned to SAF and the defence of Singapore.
to lead with confidence at every level in order to maximise the
potential of our platforms and systems, and our ability to integrate Once we are able to lead ourselves, we can then begin to expand
these into a cohesive and capable warfighting system. our leadership to influence our peers ...

148 Army WOSpec – Backbone of Our Army Building Trust
Leadership is built on both formal and informal relationships. The
foundation of every relationship is trust. In the military, trust is even
more important as we conduct operations with heavy equipment, live
ammunition and explosives. Soldiers need to trust that their leader can
lead them through operations and training to accomplish objectives
without unnecessary casualties. Establishing trust requires us to build
relationships with our fellow soldiers so that we understand each other,
develop mutual respect and work together as a team. It also requires us
to know their differences and build on their strengths.

Leadership 149

Leadership by Example Our own Army’s vision is:
In SAF, we exercise the core value of leadership through
leadership by example. This means that as leaders we must Our Army – Ready, Decisive, Respected
take the lead in doing anything that we ask our people to do.
We may never be the best in everything but the willingness to Our Army is the bedrock of our Nation’s defence.
lead from the front sets a good example for our soldiers. Take
the 24-km route march that every recruit goes through before We draw strength from our Regulars, NSFs and
graduating from BMT. Some of our soldiers might never have Operationally Ready NSmen. We thrive on the support of
imagined that they would be able to complete a 24-km route our Families, Employers and fellow Singaporeans.
march in full battle order when they first enlist. However, with
their leaders giving them confidence that it can be done through Ready in peace, we are capable of dealing swiftly with
systematic training and perseverance and leading them during the full spectrum of operations.
the march, these soldiers successfully complete the 24-km route
march. In so doing, our soldiers learn that many things in life can Decisive in war, we will fight and win to defend
be achieved through dedicated focus and effort. Good leaders our country.
set examples that others emulate and aspire to, and this starts
a virtuous cycle of building and strengthening leadership within Respected and trusted by all, Our Army is a national
the Army. institution. We forge the fighting spirit of our people to
secure our future and protect our way of life.
Good leaders set examples that others emulate and aspire to ...
Leadership 151
LEADING YOUR TEAM

Every Soldier’s Leader
Leadership is both a privilege and a responsibility: a privilege
because a leader has the opportunity to lead his team to become
more than the sum of its parts; a responsibility as the team relies on
him for direction. To be a good team leader, one must have clarity
of vision and the ability to build a cohesive team with a high level
of engagement.

Clarity of Vision
A leader must have clarity of shared purpose and values, clarity
of shared objectives and, most importantly, a compelling and
inspiring shared vision: one that sets the direction and shows a
clear path to the objective. A clear, inspiring vision gives the team
confidence and motivates them to strive together until the goal is
achieved. This vision must be a shared one, developed based on a
deep understanding of the purpose, values and mission of the unit
or organisation. A shared vision is both a powerful motivator and
compass that shows the way ahead.

150 Army WOSpec – Backbone of Our Army

Cohesion CONCLUSION
One of the most critical leadership tasks is to build a strong and
cohesive team. This takes time and effort but a cohesive team will During a dialogue session, a soldier asked me which of the seven
be able to move quickly once a clear objective has been set and will Core Values was most important to me. Without hesitation, I said,
be able to handle the many challenges and difficulties encountered. “Leadership.” I could have said that all seven values are equally
Cohesion starts with respect for soldiers and showing genuine important but I chose to put emphasis on leadership as it is the
concern for everyone in your team. It is the heart-to-heart or main driver of our Army’s development. This year we celebrate
emotional connection that binds the team together. Cohesion can be 45 years of National Service and many of our currently active
built through shared experiences such as rigorous physical training national servicemen have fathers who served before them. Our
and military exercises. Adversity is usually a strong force that builds soldiers are the heart of our Army and it is good leadership at
cohesion in a team. Strong leadership during tough, challenging or every level that inspires them to be dedicated, committed and
difficult periods will gel a team together and establish enduring engaged in the defence of our nation. It is leadership that will
bonds. A cohesive team has a high level of engagement and make the 3rd Generation Army ...
commitment. Recently, I visited a National Service (NS) infantry
unit undergoing their Advanced Training Evaluation Centre (ATEC) READY, DECISIVE AND RESPECTED.
evaluation on their seventh In-Camp Training (ICT). Everywhere
I went, the soldiers talked about how they had known each other Leadership 153
and grown together since their days in active NS. It was a matter of
pride for them to share that with me. Not surprisingly, this cohesive
unit did very well in their ATEC evaluation.

Engagement
The institution of NS has meant that SAF includes soldiers
from the entire spectrum of society. Each comes with different
inclinations, but all have stepped forward for a common purpose:
to serve in the defence of our nation. It is our duty as leaders to
engage every soldier and develop a strong sense of commitment
to SAF’s mission. Engaging our soldiers means that they must
understand the need for the defence of Singapore, appreciate
the ability of SAF to defend Singapore, and have confidence in
their unit’s ability to achieve its mission. Engagement also means
helping our soldiers understand that they can benefit greatly from
the NS experience, developing resilience and maturity that will
serve them well later in life. Last year, a significant number of
national servicemen voluntarily extended their national service
duty so that they could continue to serve in their units in local
and overseas exercises, and support major events such as the
National Day Parade. These soldiers demonstrated a high level of
engagement because they were inspired by their leaders and peers
to serve together for a good cause.

152 Army WOSpec – Backbone of Our Army

LEADERSHIP BY EXAMPLE, WITH regardless of how small they are, People”, the fifth habit of “Seek First to
EMPATHY, THROUGH ENGAGEMENT allows subordinates to feel respected Understand then to be Understood”,
(L3E) FRAMEWORK and valued, thus motivating them to states that most people do not listen
continue striving for the organisation. with the intent to understand; they
Leadership This is especially pertinent when listen with the intent to reply. They are
by Example addressing the gap of Leaders giving either speaking or preparing to speak.
insufficient acknowledgement and They’re filtering everything through
Trust recognition to their subordinates their own paradigms, reading their
for their contributions, as well as autobiography into other people’s
Respect the management and development lives. It is thus important that Leaders
of subordinates. listen beyond what is said, to listen
Leadership REAL Leadership deeply to understand what is being
with Empathy through Engagement Align subordinates to purpose and said by their subordinates.
create meaning. Helping subordinates
REAL Leader Behaviours understand the organisation’s purpose, 2 L eadership by Example (LBE).
as well as drawing links to how their The precepts of LBE in the SAF
Role model positive leadership work serves that purpose, helps them are Character, Competence and
Encourage to motivate create meaning in what they do. This Commitment in which Leaders
Align subordinates to purpose and create meaning in turn enhances Commitment to demonstrate their embodiment
Listen to understand and connect Defence (C2D) and the Will to Fight. of the SAF Core Values, the SAF
Also, when subordinates are aligned Pledge, the Code of Conduct and
1 I n response to the challenges Leaders to be self-aware and make to the organisation, it becomes easier the various Creeds; their operational,
of the New Normal and the values-driven decisions to uphold what to grant them autonomy to work tactical, technical and leadership
need to extend beyond Leading the organisation stands for. Leaders within a set of boundaries to achieve competencies; and their commitment
by Example, Leaders now will need to take charge, be authentic, the intent, thus giving them a sense to the SAF Unit, the Mission, and
have to also actively Engage and be committed to developing of ownership. Helping subordinates their Men. The Leader who Leads
subordinates with genuine their followers to their full potential. gain clarity on their alignment with the by Example is a role model to his
Empathy through REAL Leader Demonstrating positive leadership purpose and creating meaning in their men, and is authentic in his words
behaviours not only inspires followers work become key in not just meeting and deeds.
behaviours. Doing so will allow to strive for excellence, but it also the needs of subordinates, but to also
Leaders to more effectively foster reflects that Leaders are genuine about enhance subordinates’ perception of 3 L eadership with Empathy. The
a positive relationship with their leading their followers. their leaders’ effectiveness. Leader who leads with empathy
subordinates and earn their respect is always anchored on the SAF
and build trust. REAL Leader Encourage to motivate. Leaders Listen to understand and connect. Core Values and guided by
behaviours entail Leaders to: will need to constantly encourage the SAF’s Mission and Vision.
subordinates to motivate them to Leaders need to actively and genuinely Empathy is defined as the ability to
Role model positive leadership. higher standards of excellence and understand and share the feelings
Leaders will need to Lead by competence. Showing appreciation listen to their subordinates to better of another. Simply put, Leading
Example and strive to have their and acknowledgement of with Empathy requires the Leader
positive behaviours emulated subordinates’ efforts and contributions, understand their issues and needs. to engage his Head (understanding
by their followers. This will require the perspectives and needs),
Doing so allows them to relate and Heart (engaging and connecting
connect with subordinates more emotionally with the men),
effectively as subordinates know that
leaders will note their concerns when
making decisions. As shared by Stephen
Covey in “7 Habits of Highly Effective

154 Army WOSpec – Backbone of Our Army Leadership 155

and Hand (value-adding or supporting Empathy extends beyond a one- ORGLAENAIRSNAITNIOGNAL
as a Leader). When Leaders garner off encounter. Leaders must put in
the confidence, respect and trust of the effort to maintain a continuous
their subordinates through genuine relationship with their subordinates
care, engagement, and meeting the to provide genuine care and
needs rather than the wants of their support. Continuous interaction
men, they are better able to undertake and command presence (i.e. going
and lead tough missions under fire as down to the ground to observe and
they know that they have the support interact) keep the leaders attuned
and commitment of their men. Three to the ground sentiments and is
guiding principles of Empathy for our the delta between average and
Army are: good leaders.

Empathy is Tough. Our Leaders lead 4 Leadership through Engagement.
with tough empathy, by caring for Leaders need to actively connect with
soldiers and their work genuinely, their soldiers to help them create
while giving them only what they meaning and seek alignment with
need (not want), to achieve their best. the Organisational and Unit goals,
Tough empathy balances respect for explain the rationale behind decisions
the individual and for the task at hand. and instructions, and provide
Leaders with Empathy do not pander guidance when necessary. Doing
to their soldiers but lead with care and so enhances the bond and rapport
empathy, knowing when to pull back between Leaders and followers,
so as to ensure that the mission never as well as provide soldiers with a
gets compromised. positive and meaningful experience.
Once engaged, the soldiers will have
Empathy comes from the heart, the full commitment of “heads,
and can be facilitated. Empathy hearts, and hands”.
needs to be genuine and comes from
within the Leader to be effective. 5 L3E as a Synergistic Approach.
However, not every Leader knows L3E adopts a synergistic approach
how to demonstrate that for fear for leaders to better motivate their
of appearing “soft” or lacking in followers to achieve higher standards
confidence. Hence, what the Army can of excellence and commitment.
do is to promote attitudes, behaviours, With the “whole being greater
competencies, and practices such as than the sum of its parts”, all three
self-awareness and self-management, apexes of L3E must be practised
non-judgmental positive regard for synergistically to engender the
others, active listening skills, effective respect for the Leaders and the
questioning technique, coaching and trust in the organisation. Most
facilitation, genuine care and positive importantly, being real and genuine
engagement to encourage Leaders towards subordinates underscores
to practice L3E. Leaders must also the practice of L3E.
examine their motivation to lead and it
should gravitate towards the ideals of
“Serve to Lead”.

156 Army WOSpec – Backbone of Our Army

TOhrede1rst Cahnadn2gned 1st - ORDER CHANGE 2nd - ORDER CHANGE
If SAF has changed at a rate that is
There is no doubt that SAF has been changing and learning throughout more or less on par with the external On the other hand, if the gap has
its entire history. So, the question here is not whether SAF has changed rate, then the change that is required been widening due to a steeper
or not, nor is it about whether SAF should continue to change in the may be of the first-order variety where change curve in the external
future, for the answer to both is quite clear. The relevant questions to ask changes of structure, management environment (or due to higher
now are: “Has SAF changed as fast as its external environment?”, practices, and systems are sufficient for aspirations set from within SAF and/
“Does it have the capability to change at a rate faster than the addressing any gaps. According to Burke or civil service), then SAF must go
external environment in the future?”, and “What is the nature of and Litwin, the primary goal of such beyond an incremental change and
the change its leaders must have in their capacity to lead?” 1st-order change is to affect engage in a more fundamental or 2nd-
the organisational climate
TRANSFORMATIONAL LEADERSHIP IS CRITICAL (i.e. people’s perceptions order change. The primary goal
and attitudes about the of the second-order change
2nd ORDER CHANGE organisation – whether it is to affect the culture of
If the gaps are large or if there is a sudden shift in the nature is a good or bad place to the organisation (i.e. deep-
or direction of one’s business, a more fundamental change is work, friendly or unfriendly, seated assumptions, values,
required. Issues of Mission, Strategy, Leadership, and Culture hard-working or easy going etc). and beliefs that are enduring,
must be addressed. Organisational climate is relatively easy
to change because people’s perceptions unconscious, and difficult to
are based on employee’s experience of change). Organisational culture
current managerial and organisational tends to be much more difficult
practices. By changing current policies, to change than organisational
structures, and procedures, we can climate because most of it is tacit
quickly influence people’s perceptions. and unconscious.

LARGE GAP TRANSACTIONAL LEADERSHIP SUFFICES TRANSFORMATIONAL LEADERSHIP IS CRITICAL

INTERNAL RATE OF CHANGE Transactional leaders lead by guiding This leadership style inspires followers to
Organisations may have a false or motivating their followers in the transcend their own self-interest for the good
sense of security by pointing to direction of established goals and by of the organisation. These leaders are people
their own internal rate of progress. clarifying roles and task requirements. who are capable of having a profound and
This type of leadership requires extraordinary effect on their followers by
EXTERNAL RATE OF CHANGE 1st ORDER CHANGE motivating people to meet established embodying inspiration which leads to new
What really matters is one’s relative rate When the external environment is relatively stable, an targets through first-order changes heights of performance.
of change with the external environment. organisation can keep up by engaging in on-going (in structures, systems, policies, and This is not to imply that this type of
If it is occurring at a faster rate than our first-order changes to its management systems, structures, procedures). Transactional leadership leadership is better than the other nor are
internal rate, we are heading for trouble. and policies. embodies a fair exchange of tasks we suggesting that one must possess one
completed and compensation paid type of leadership. In fact, both types of
TRANSACTIONAL LEADERSHIP SUFFICES between leader and followers that leadership are required to successfully
leads to “normal” performance. lead any organisation over a long
period of time and both types can be
THE PAST NOW FUTURE developed within one person. The value
1st-ORDER VS 2nd-ORDER CHANGE of making such a distinction is to know when
Reference: Burke & Litwin it is appropriate to use the right type of
leadership to effect a winning team.

158 Army WOSpec – Backbone of Our Army Organisational Learning 159

Transactional vs transformational disciplines – Systems Thinking, Personal and Team Learning – activate this deep
Mastery, Mental Models, Shared Vision, learning cycle.
LEADERSHIP
The Fifth Discipline Fieldbook: “Strategies and Tools for Building a Learning Organisation”

1ST-ORDER CHANGE 2ND- ORDER CHANGE

OTHER Transactional, evolutionary, Transformational, revolutionary, Domain of RESULTS
NAMES adaptive, incremental, or radical, fundamental, or Enduring Change
FOCUS OF continuous change discontinuous change Domain of
INTERVENTIONS Action
Structure, management practices, Mission and strategy, leadership,
WHAT IS
CHANGED and systems (policies and and organisational culture

procedures) The framework suggests there are three is focused. It addresses the question
domains that create organisational “What will we do, or put in place, to
ORGANISATIONAL ORGANISATIONAL learning. The first, at the far right, achieve the results we desire?” Anything
CLIMATE CULTURE is Results. This domain addresses the you can plan, do, or see is in the Domain
question “Why bother?” and “What of Action. People and groups who
People’s perceptions and attitudes Deep-seated assumptions, are the measurable and observable focus most of their energies here may
about the organisation – whether values, and beliefs that are outcomes the organisation wishes find that they can indeed produce their
it is a good or bad place to enduring, unconscious, and to create?” desired results – but not for long. Over
work, friendly or unfriendly, hard difficult to change time, motivation and ability to sustain
working or easy going, etc The Domain of Action is the next area. the changes will lag.
This is where much organisation theory
TRANSACTIONAL TRANSFORMATIONAL
LEADERSHIP LEADERSHIP LEADERSHIP Outlearning the Wolves: “Surviving and Thriving in a Learning Organisation”
REQUIRED
Guide or motivate their followers Inspire followers to transcend their ARCHITECTURE AND ESSENCE OF A LEARNING ORGANISATION (AELO)
in the direction of established own self-interest for the good of
goals by clarifying role and task the organisation and have a Delay Operationalise
requirements. Embodies a fair profound and extraordinary effect
exchange between leader and on their followers. Embodies Failure of the individual to
follower that leads to “normal” inspiration which leads to new impact the organisation
performance heights of performance
Guiding
Source: Burke & Litwin Ideas Attitudes
& Beliefs
ARCHITECTURE AND ESSENCE OF A
LEARNING ORGANISATION (AELO) Domain of
Enduring
Change

Domain Skills & Awareness &
of Action Capabilities Sensibilities

At its essence, every organisation is a capacity to create the results they desire, Innovation in Theory, Methods DEEP LEARNING CYCLE
product of how its members think where new and expansive patterns of Infrastructure & Tools
and act. The primary leverage for any thinking are nurtured, where collective
organisational learning effort lies in us. aspiration is set free, and where ORGANISATIONAL ARCHITECTURE Delay
A learning organisation is a place where people are continually learnng how to
people are continually expanding their learn together. The five basic learning Internalise Failure of the organisation to
impact the individual

RESULTS

160 Army WOSpec – Backbone of Our Army Organisational Learning 161

ORGANISATIONAL ARCHITECTURE AND DOMAIN OF ACTION OPERATIONALISING AND INTERNALISING FOR RESULTS

Attending to the three vertices of the structures and processes, and training Even if we have the Triangle and the but if the guiding ideas, innovations
Triangle (Guiding Ideas, Innovations in people in new theories, methods, and Circle active in the organisation, we in infrastructure, and the theory,
Infrastructure, and Theory, Methods, tools. All of this requires a lot of visible still will not be able to produce better methods, and tools are not internalised
and Tools) is very much about the activities; hence, it is referred to as the results if the two domains remain into people’s own deep learning
creating vision and transforming Domain of Action. Many change efforts disconnected. This can occur when cycle, there will also be a disconnect.
structures work of Phase II which is start and end with the Triangle, which individuals are personally engaged What is needed for effective
described above. This is the domain of is essentially focused only on Phase II in their own deep learning cycle, organisational change is for both
creating visions (and vision statements), work, with very few efforts to produce but for whatever reason, fail to the Triangle and Circle to be
re-engineering organisational significant and enduring changes. operationalise their learning into the active and for those linkages to be
organisational architecture. Conversely, strong and healthy. To do this well
DEEP LEARNING CYCLE ANDTHE DOMAIN OF ENDURING CHANGE the organisation could have addressed requires the development of key
the Triangle aspect very thoroughly, leadership skills and capabilities.
Engaging people in their own Deep people’s skills and capabilities. Then,
Learning Cycle (the Circle) is perhaps as their skills and capabilities increase, DEFINITION OF ORGANISATIONAL LEARNING NANCY DIXON
the most important thing one can do in their Awareness and Sensibilities
terms of attending to the Phase I work expand as they become more able “ Organisational learning is the intentional use of
of building the container for change. to see more than they were able to learning processes at individual, group and system level
Transformational change almost by see before. This expansion leads to to continually transform the organisation in a direction
definition will require new skills and a shift in Attitudes and Beliefs that that is increasingly satisfying to its stakeholders.”
capabilities because we are attempting “transforms” an individual’s, a group’s,
to change in ways that are beyond our or an organisation’s way of seeing the DEFINITION OF A LEARNING ORGANISATION PETER SENGE
current capabilities. This means that world. When people get engaged in
the new theories, methods, and tools their own Deep Learning Cycle, then “A Learning Organisation is one where people continually expand
introduced in the Triangle must be the possibility of creating enduring their capacity to create the results they truly desire, where new
translated into a process for developing change emerges. and expansive patterns of thinking are nurtured, where collective
aspiration is set free and where people are continually learning
how to learn together.”

WHY BOTHER WITH ORGANISATIONAL LEARNING? SAF LD
DOCTRINE
“ Besides the mission, purpose and operating environment, leadership DIRECTIVE
in SAF is also unique because of the complex nature of the “desired 2002-2004
outcomes” in SAF’s mission; SAF leaders are required to lead in a manner
that not only leverages on technology to get the job done, but also
constantly builds and maintains their followers’ “will to fight”. It
is vital that our leaders are able to engage their followers at work.
Moreover, just like any organisation, SAF leaders must lead people in
a manner that ensures constant organisational learning. Hence,
the kind of leadership required in SAF is one that must balance a host
of outcomes that matter – not only to SAF – but also to the individuals
who serve with them.”

162 Army WOSpec – Backbone of Our Army Organisational Learning 163

five NEW leadership roles pel total results triangle
STEWARD
PERFORMANCE
THEORY- DESIGNER
BUILDER Red Triangle

TEACHER note the limited scope
for the quality of work to
grow if focusing only on
performance.

COACH today and ask the question of “what Yellow
will I leave behind long after I am Triangle
To address the new challenges gone?” It is about the legacy of one’s
ahead, what is needed may not be tenure rather than just the measure of expanded quality of the
a change of action, but a change day-to-day performance. As a designer work when focusing on
in perception. How we think, act, of the organisation, a person needs to experience and learning
and value are all associated with our understand the organisation as a whole resulting in sustainable
particular view of reality. In order system (rather than a collection of performance.
to create a new reality, we must parts) and continually refine its design
discover how our current worldview so that those who are “operating” EXPERIENCE LEARNING
affects the way we perceive and the system can focus on the areas
respond to problems. The leverage of highest leverage. As a teacher, The fundamental results of WORK performance will decline over time; if
lies in going to a more fundamental the leader must model the desired – Performance, Experience, and their predominant experience of work
level, looking beyond the problems behaviours for the organisation so Learning – are interdependent. is boredom or stress, both learning
themselves and re-examining the that they are teachers first by example, If individuals aren’t learning, their and performance will suffer.
paradigm that gave rise to them. and second by instruction. The role of
In the current environment of coach is becoming ever more critical The Systems Thinker, Volume 8, Number 6, August 1997.
major structural changes, a leader for tapping the full potential of every
must be at the vanguard of person in the organisation through
organisational change, questioning focusing on the development of each
long-held organisational beliefs individual’s capabilities. As theory-
and assumptions, asking new builder, leaders must develop a
questions, and not just seeking deeper understanding of why their
new answers. Becoming a catalyst organisation functions the way it does
of paradigm shifts means more and have the capacity to formulate and
than acquiring new skills; it requires test alternative theories of intervention
assuming a whole new way of being. in a continuous process of learning.

The role of steward requires the leader
to look beyond what is being done

164 Army WOSpec – Backbone of Our Army Organisational Learning 165

CORE THEORY OF SUCCESS (CTOS) 7 Organisational
Learning Disabilities
S QUALITY OF As the quality of relationship
RELATIONSHIPS rises, the quality of collective Adapted from “The Fifth Discipline, Peter M. Senge”
QUALITY OF thinking will improve, leading
RESULTS R S to an increase in the quality “I AM MY POSITION” 1see their responsibilities limited to the
S QUALITY OF of actions and results.
QUALITY OF COLLECTIVE Achieving high-quality results We are trained to be loyal to our boundaries of their position.
ACTIONS has a positive effect on the jobs - so much so that we confuse
THINKING quality of relationships, and them with our own identities. When When people in organisation focus
creates a virtuous cycle of asked what they do for a living, only on their positions, they have
S success. most people describe the tasks they little sense of responsibility for the
perform every day, not the purpose results produced when all positions
Source: Organising for Learning, Daniel of the greater enterprise in which they interact. Moreover, when results
H Kim have little or no influence. They ‘do are disappointing, it can be very
their job’, put in their time, and try to difficult to know why. All you can
CORE THEORY OF SUCCESS (CTOS) cope with the forces outside of their do is to assume that “someone
control. Consequently, they tend to screwed up”.
Responsible leaders should have asked thinking is heightened, the quality
themselves, “What good theories do of actions is likely to improve (better “THE ENEMY IS OUT THERE”
we have that provide practical guidance planning, greater coordination, and
for ensuring our organisation’s future higher commitment). In turn, the There is in each of us a propensity caused. Like the person being chased
success?” The more clearly you can quality results as a team generally to find someone or something by his own shadow, we cannot seem
articulate your organisation’s theories has a positive effect on the quality of outside ourselves to blame when
about what leads to success, the more relationships, thus creating a virtuous things go wrong. Some organisations 2to shake them off.
deliberate you can be about investing cycle of better and better results. elevate this propensity to
in the elements that are critical to a commandment. The “Enemy is out there” syndrome
that success. The most important point about is not limited to assigning blame
this kind of systemic theory is that The “Enemy is out there” syndrome within the organisation. The “Enemy
One such core theory would be based the success is not derived from any is actually a by-product of “I am my is out there” is almost always an
on the premise that as the quality of one of the individual variables that position”, and the non-systemic ways incomplete story. “Out there” and
the relationships among people who made up the loop, but rather from of looking at the world that it fosters. “in here” are usually parts of a single
work together increases (high team the loop itself. All of the variables When we focus only on our position, system. This learning disability makes
spirit, mutual respect, and trust), the are important for the theory to work we do not see how our own actions it almost impossible to detect the
quality of thinking improves (people properly, because if one of them isn’t have consequences that would come leverage which we can use “in here”
consider more facets of an issue and functioning, the reinforcing process back to hurt us, and we misperceive on problems straddling the boundary
share a greater number of different doesn’t exist. these new problems as externally between us and “out there”.
perspectives). When the level of
Source: Organising for Learning, Daniel H Kim

166 Army WOSpec – Backbone of Our Army Organisational Learning 167

Being “proactive is vogue”. Many “T HE DELUSION OF LEARNING FROM EXPERIENCE”
mistakenly perceive that speed of action
means achieving results. Managers
frequently proclaim the need for taking
charge when facing difficult problems.
What is typically meant by this is that
we should face up to difficult issues,
stop waiting for someone else to do
something, and solve problems before
they grow into crises. In particular,

3being proactive is frequently seen as an
“ T HE ILLUSION OF “TAKING CHARGE”

taking a step. But is taking aggressive The most powerful learning comes decades. Given the turnover of personal
action against an external enemy really from direct experience. What happens and two-to-three years’ job rotation
synonymous with being proactive? when we can no longer observe the system, organisations must put in place
All too often, “proactiveness” is consequences of our actions? What robust systems to capture the knowledge
reactiveness in disguise. If we simply happens if the primary consequence and lessons learned. Traditionally,
become more aggressive in fighting the of our actions is in the distant future? organisations attempt to surmount the
“enemy out there”, we are reacting We each have our learning horizon; difficulty of coping with the breadth
– regardless of what we call it. True and learning from direct experience is of impact from decisions by breaking
proactiveness comes from seeing how not always immediate. Herein lies the themselves up into components. They
we contribute to our own problems. It core learning dilemma that confronts institute functional hierarchies that are
antidote to being “reactive” - waiting is a product of our way of thinking, and organisations: we learn best from easier for people to “get their hands
until a situation gets out of hand before not our emotional state. experience but we never directly around”. But, functional division of
Focusing on events leads to “event” experience the consequences of many labour mutates into the “stovepipes” that
explanations. Such explanations may be“THE FIXATION ON EVENTS” of our most important decisions. causes all most important problems in a
true as far as they go, but they distract The most critical decisions made
us from seeing the long-term patterns and in societies, come not from sudden in organisations have system-wide 6company, and the complex issues that
of change that lie behind the events events but from slow, gradual processes: consequences that stretch over years or
and from understanding the causes of Generative learning cannot be sustained cross functional lines become perilous or
those patterns. in an organisation if people’s thinking is non-existent exercises.
dominated by short-term events. If we “ T HE MYTH OF THE MANAGEMENT TEAM”
Our fixation on the events is actually part focus on events, the best we can ever
do is predict an event before it happens All too often, teams tend to spend as a whole could learn from. “Most
4of our evolutionary programming. The so that we can react optimally. But their time fighting for turf, avoiding management teams break down
we cannot ever plan for the long term anything that will make them look under pressure,” writes Harvard’s
bad personally, and pretending that
irony is that today the primary threats when our focus is fixed on resolving everyone is behind the teams’ 7Chris Argyris - a long-time student of
to our survival, both in our organisations day-to-day events. collective strategy - maintaining the
appearance of a cohesive team. To learning in management teams. “The
“ THE PARABLE OF THE BOILED FROG” keep up the image, they seek to team may function quite well with
5gradually increases, the frog will squelch disagreement; and people with routine issues. But when they
Mal-adaptation to gradually building serious reservations avoid stating them confront complex issues that may
threats to survival is so pervasive in become groggier and groggier, until publicly. Joint decisions are watered be embarrassing or threatening,
system studies of corporate failure that he is unable to climb out of the pot. down to compromises, reflecting what the ‘teamness’ seems to go to pot.”
it has given rise to the parable of the Though there is nothing restraining him, everyone can live with, or reflecting one Even if we feel uncertain or ignorant,
boiled frog. the frog will sit there and be cooked person’s view foisted on the group. If we learn to protect ourselves from the
alive. Why? Because the frog’s internal there is a disagreement, it’s usually pain of appearing uncertain or ignorant.
If you place a frog in a pot of boiling apparatus for sensing threat to survival expressed in a manner that lays blame, That very process blocks out any new
water, it will immediately try to scramble is geared to sudden changes in his polarises opinion, and fails to reveal the understanding which might threaten us.
out. But it you place the frog in room environment, and not to slow, gradual underlying differences in assumptions The consequence is what Argyis calls
temperature water, and don’t scare him, change. Learning to see slow, gradual and experiences in a way that a team “Skilled incompetence” - teams full
he’ll stay put. Now, if the pot sits on a processes requires slowing down our of people who are incredibly proficient
heat source, and if you gradually turn up frantic pace and paying attention to at keeping themselves from learning.
the temperature, something interesting DISABILITIES AND LEARNING DISCIPLINES
We live in no less perilous times today, and the same learning disabilities persist,
will happen. As the temperature subtle as well as the dynamic signals. along with their consequences. The five disciplines of Organisation Learning can
act as antidotes to these learning disabilities. But first, we must see the disabilities
more clearly - for they are often lost amid the bluster of day-to-day events.

168 Army WOSpec – Backbone of Our Army Organisational Learning 169

3 legged stool CAPACITY TO CREATE THE ASPIRATION:
DESIRED FUTURE REALITY
CAPACITY TO CREATE THE Developing Organisational Learning Capabilities Personal Mastery
DESIRED FUTURE REALITY
ASPIRATION
Developing Organisational Learning Capabilities COGENVNEERRSATAITIVEON
UNCDOERMSPTLAENXIDTIYNG

ASPIRATION Learning to expand our personal
GENERATIVE capacity to formulate a coherent
CONVERSATION picture of the results we desire as
UNCDOERMSPTLAENXIDTIYNG individuals and having a realistic
assessment of the current state.

“The essence of Personal Mastery is
learning how to generate and sustain
creative tension in our lives.”

Source: The Fifth Discipline, Peter M. Senge

• Personal Mastery • Mental Models • Systems Thinking PORFINPCERIPSLOENSAALNMDAPSRTEARCYTICES
• Shared Vision • Team Learning
••••P•S t•eH•heC•CrCoeeoUsoIoilnomsndmWmtniginpenmaomggaglOrisriltVtatudsCmhmiitrorsieeenieCnonagnSonttutniRvtbtnoeeoceaotTcstnhtehoisenoencsniTWioarsonuunhtdtsoohIlnetuition
Kim Daniel H. (2001). Organising for Learning. (Citing Society for Organisational Learning)

The stool represents the to create the future or results it
interdependence of three core truly desires. The core of learning
capabilities to support organisational organisation work is based on five
learning (Aspiration, Generative “Learning Disciplines” (Personal
Conversation, and Understanding Mastery, Shared Vision, Mental
Complexity) that will help an Models, Team Learning and
organisation build the capacity Systems Thinking).

170 Army WOSpec – Backbone of Our Army Organisational Learning 171

creative tension model (CTM) THREE INSIGHTS – BY ROBERT FRITZ
1. You go through life taking the path of least resistance.
Focus on what Creating 2. T he underlying structure of your life determines the path of
we want to create
least resistance.
Creative VISION Generative 3. You can change the fundamental underlying structures of your life.
Tension Orientation
“If you limit your choices only to what seems possible or reasonable, you disconnect
Structural Move Towards yourself from what you truly want, and all that is left is a compromise.”
Tension
Gap Robert Fritz management Consultant, Author of “The Path of Least Resistance”

interference model

Emotional CURRENT Stuck in
Tension REALITY
Reactive
Orientation POTENTIAL FOR
NEW LEARNING

Focus on what Problem CAPABILITY External
we DON’T want Solving • Visual & auditory distraction
• Poor time management
The principle of creative tension is the central principle of personal mastery. INTERFERENCE • Interruption (phone calls
When we hold a vision that differs from the current reality, a gap exists
(creative tension). In other words, creative tension is the gap between PERFORMANCE & meeting)
what you want (vision) and what you have (current reality). It can be a • Hierarchy
powerful force for creating what you want in your life and your organisation. The Interference Model shows how, Internal
by reducing interference, individuals can • Self-doubt
Mastery of creative tension transforms the way one views “failure”. Failure dramatically and immediately improve • Fatigue
is simply, a shortfall, evidence of the gap between vision and current their performance without learning any • Lack of focused concentration
reality. Failure is an opportunity for learning – about inaccurate pictures of new skills. In an interference-free state, • F ear of looking incompetent or
current reality, about strategies that didn’t work as expected, and about new learning is natural and easy.
the clarity of the vision. not knowing
Adapted from the work of Timothy Gallwey
Source: The Fifth Discipline, Peter M. Senge Organisational Learning 173

“The most effective people are those who can “hold” their vision while remaining
committed to seeing current reality clearly.”

Peter M. Senge

172 Army WOSpec – Backbone of Our Army

REFLECTION AND CAPACITY TO CREATE THE ASPIRATION:
JOURNALING DESIRED FUTURE REALITY
Developing Organisational Learning Capabilities shared vision

ASPIRATION
COGENVNEERRSATAITIVEON
UNCDOERMSPTLAENXIDTIYNG

W“ AcoHocrAtniTsvwiedIo,SerkprRaienEtrgFisoiLsnEtaeCsnsoTutfI,mOaNpantn?diyoncsbareealfineudfl BUILDING A SENSE OF COMMITMENT
By developing shared images of the future in a group,
we seek to create the principles and guiding practices by
which we hope to get there.

Source: The Fifth Discipline, Peter M. Senge

conclusions.” New York: D.C. Heath, 1933 WHAT IS JOURNALING? PRINCIPLES OF BUILDING SHARED VISION

Dewey, J., How We Think, Journaling is the personal recording Anchoring Personal Spreading Vision
of occurrences, experiences and Vision to Purpose Vision • Enrolment
“ SphP elrootoewwrcSeeiwnnsggesee, fesodt aroltm.owThoenbFuiefrtohcmfDoismeocnipuetliranelaFtmwihelodianbdrokeoekiln,so.g”f reflections kept on a regular basis. • Commitment
and Values • Compliance
New York: 1994
HOW TO REFLECT?
T rhaoeatstsrrpeibtofolunetcdettes,aistcoohtnoeuw’tsshhpirnauektgrpacoerridsxteiipcnaeaglnrlyidoeannrnoecd’lees itopTnhvoateeronrtdiciotuwt,hlagtielhrol imsyb,doaoiuycfmkofeeugtrnhaetmrinonintuugsntthaeimswtiptheei,anicnnpktdsosignoohdfnotelysafr
in the context. that situation.

TEMPLATE OF QUESTIONS FOR
REFLECTION

WHY REFLECT AND JOURNAL? • tW Wh Wimahhhpeaaap?tttedWwwniedeahdnsyn?t?ionwWtteeghnloladftseooddri?dwyoWenulol?htfaWohtrahypyop?uenth?is
•
• It is an essential element of learning •
and development.
• W hat might you do differently the
• Effective learning will not occur next time?
unless you reflect. • W- cY hooamutrpinoeswtiegnnhctleiseasddiadenrysdhoviupahlsuateyvslee?,regarding
- How you lead others?
• Reflection and Journaling:
-- Ei RnneaLlaCbtlMeind.gtsokiclloinncleepatduearldceovmelpoeptmenecnyt
- Sm EAsesFtean2-t4cia-o7lmfLopereadtdeeenvrcesyhloiippniFnLrCgaMmtheeawnsoderlftkh.e - Y our assumptions regarding
leadership
• W ho else needs
your insights? to know about

174 Army WOSpec – Backbone of Our Army Organisational Learning 175

Hierarchy of Choices (HOC) four faces of vision
Relevant Questions Type of Choice Area of Focus

Who, what, when, OTHER CHOICES Activities Core Values IDLE DREAMS
where, why, how? Purpose VISION

WHICH? TERTIARY CHOICE Tactics Choose

HOW? SECONDARY CHOICE Strategy

WHAT? PRIMARY CHOICE Vision Formalise
VISION STATEMENT
WHY? FUNDAMENTAL CHOICE Purpose

WHO? CORE VALUES Identity Operationalise

Choice plays an important role in choice: strategy - how to achieve the GOALS/OBJECTIVES
vision. If we never exercise choice, vision ; and tertiary choice - which
we will forever stay in a state of tactics can be used to operationalise Unfortunately, vision has become such Vision Statements, and Corporate
wanting things without ever taking the strategy. Finally, activities answer an over-used word that it has lost its Objectives. These distinctions are
steps towards attaining them. It is the the questions of 5Ws and 1H in meaning in many organisations. It has more than just a different approach
conscious step to bring something into support of the tactics. become a jargon word that everyone for guiding people’s actions and
reality, transforming an idle dream into recognises but most don’t quite seem they are related to each other in a
a vision that has the power to tap into The framework is a representation to know what it means. When people particular way.
people’s energy and commitment. clearly depicting that the lower levels talk about vision, they are often talking
are more foundational and it would be about its close cousins - Idle Dreams, Kim, Daniel H. (2002). Foresight as the Central Ethic of
Hierarchy Of Choices (HOC) difficult to make choices at one level Leadership
framework highlights a logical if we are not clear about the choices
order inherent in making choices, below it. When organisations do not “ V ision without action is merely a dream.
starting from the fundamental choice agree on the strategy, they tend to go Action without vision just passes the time.
of purpose. At the foundation, higher to seek a compromise on the Action with vision can change the world.”
fundamental choice addresses the tactic to be used. Instead, they should
issue of purpose (why we exist as an go down the HOC to clarify on the Joel Barker Futurist, Scholar, Author, Film Maker
organisation, a team or an individual). purpose, core values and vision first.
Core values are intimately linked to Organisational Learning 177
purpose. For individual, core values When every member of the team (or
give rise to purpose but for the organisation) has internalised the core
organisation, purpose gives rise to values and purpose of the team, and
core values. has a clear picture of the result they
are striving for, they will be guided
Next tier is the primary choice: Vision - every step of the way by the clarity of
“What do we want to be?”. The vision these choices at the foundation levels.
is a tangible manifestation of the
purpose. It is followed by secondary Kim, Daniel H. (2002). Foresight as the Central Ethic of
Leadership

176 Army WOSpec – Backbone of Our Army

CAPACITY TO CREATE THE CREATIVE CONVERSATION: four effects of mental models
DESIRED FUTURE REALITY
Developing Organisational Learning Capabilities Mental Models

ASPIRATION EFFECTS EXAMPLES
COGENVNEERRSATAITIVEON
UNCDOERMSPTLAENXIDTIYNG

Mental Models are... GENERALISATION – Tendency to 100KG WOMAN
generalise our responses, a reactive Most tend to generalise
orientation to something that seems a 100kg woman to be fat
familiar. and ugly, but that is not
always true.

Beliefs Mental Maps CONSTRUCTION – Tendency to add • Slumber • Pillow • Nap • Quiet
on to what we saw because of the way • Dream • Night • Snooze • Pyjamas
our minds construct image/memory or
connects with other images/knowledge • Blanket • Bed
that are supposed to be linked. Our
mind constructs beyond what we saw When given 8 seconds to memorise as many
or actually happened. words as possible,most are likely to have the
word “Sleep” constructed in the list.

Images Theories DISTORTION – Our tendency to distort “Say ... what’s a
Values Assumptions what we are seeing and to disagree mountain goat doing
with the visible data. We prefer to come way up here in a
to our own comfortable conclusions cloud bank?”
that are contrary to the actual event.

EXCLUSION – Our tendency to exclude When reading fast and
some data conveniently because it aloud, most are likely to
conflicts with our experiences and our exclude one of the words
HABITS have taken over without our “THE”.
explicit awareness.

... that we use to navigate in our life. • 7 PRINCIPLES OF MENTAL MODELS
• wM EvheeanrttyaowlneMesohedaees. lsMdeenttearlmMinoedehlosw.
Mental models are deeply ingrained MANAGING and
assumptions, generalisations or even MENTAL MODELS
Oownuolryrlmdh,eobnwutatwlhmeomowdaweklese determine not pictures or images that influence • aM nednataclt.Models guide how we think
sense of the how we understand the world and Skills of Reflection
take action. take action. • Recognising Leaps of Abstraction • They lead us to treat Inference
• Recognising Left Hand Column • They are always incomplete.
AyolwurayasssSuumsppetinodn,sS/buerfliaecfes.and Test The discipline of working with the • as facts.
mental models starts with learning to Inquiry Skills by
Uwcdaneintsdhceordribbsistfeeafernitvrdeedntitfhthfameetresetanwnmttoalyel.pmeevooepdnletelsand unearth our internal pictures of the • Balancing Inquiry and Advocacy rT ehineyfoirncfilnugenthceemthseelrveessu. lts we get
world, to bring them to the surface
so as to examine and change them • They often outlive their usefulness.
if necessary.
(From The Shadows of Neanderthal)
Source: The Fifth Discipline, Peter M. Senge

178 Army WOSpec – Backbone of Our Army Organisational Learning 179

Single loop and DOuble loop Ladder of Inference (LOI)
learning (SLL/DLL)
One good framework for the Take Actions
MENTAL ACTIONS Match interpersonal toolbox is to know about Re lfective Loop based on Beliefs Reflexive Loop
MODELS the Ladder of Inference so that you can
RESULTS catch yourself before you over-react Double Loop Learning Adopt Beliefs Paradigm Creating Loop
or “Climb the ladder” too quickly. Leap of Abstraction about the world
The Ladder of Inference provides a
Mismatch framework for exploring mental Draw
models. The reflexive loop illustrates Conclusions
Re-Act how our mental models can influence
the way we view reality. We make leaps Make Assumptions
(Single Loop Learning) up the Ladder of Inference from data based on meanings
to values and assumptions, and then
“Re-flect” operate based on those assumptions Add Meanings
as if they are reality. It can also be (Cultural & Personal)
(Double Loop Learning) called the paradigm – creating loop,
because it is the process through Select “Data” from
Based on the work of Chris Argyris which, over time, we develop a shared what is observed
set of cultural assumptions and values
Humans usually focus on their actions error and apply a particular remedy about how we view reality. See observable “Data”
to achieve the desired results. When to correct it. Real learning involves an and experiences
the results do not match, we may extra step when the results do not The reflective loop illustrates how we
be tempted to work harder with the match what is desired. Achieving this need to reflect to look for other raw Adapted from Chris Argyris, Overcoming Organisational
same actions, hoping for the results double-loop learning is more than a data that we may be systematically Defenses and Senge, et al, The Fifth Discipline Fieldbook
to match. matter of motivation – you have to blinded to. We must be able to take
reflect on the way you think. reflective actions to surface, Our ability to achieve the results we
Problem-solving is an example of suspend and test our deepest truly desire is eroded by our feelings
single-loop learning. You identify an beliefs and theories about the that:
world (as in double-loop learning). • Our beliefs are the truth
• The truth is obvious
Source: Organising for Learning, Daniel H. Kim • Our beliefs are based on real data
• The data we select are the real data

The Fifth Discipline Fieldbook:“Strategies and Tools for
Building a Learning Organisation”

180 Army WOSpec – Backbone of Our Army Organisational Learning 181

left-hand column CAPACITY TO CREATE THE CREATIVE CONVERSATION:
DESIRED FUTURE REALITY
Developing Organisational Learning Capabilities team learning

ASPIRATION
GENERATIVE
CONVERSATION
UNCDOERMSPTLAENXIDTIYNG

In our day-to-day work and personal to hear, what will not upset anyone, Team Learning is the process of DISCIPLINE OF TEAM LEARNING
lives, we constantly carry on two what will get us what we want, learning how to learn together. It
dialogues - one that is public and the and so on. If we keep our private is also the process of aligning and • Dialogue and Discussion
other, private. The public dialogue conversation to ourselves, we hinder developing the capability of a team. • D ealing with “Current Reality”
is the one we share with others - learning and decision-making. But Central to Team Learning is the use • Practise
including what we have expressed if we say what we are thinking and of reflection, inquiry skills and the
verbally and non-verbally. The private feeling, we may make things worse by practice of dialogue.
dialogue, however, is filtered - we say upsetting people, by putting ourselves
only what we assume others will want in a vulnerable position, and so on. ~ Source: The Fifth Discipline, Peter M. Senge
CHECK-IN AND CHECK-OUT PROCESS

Private Conversation: The Left-Hand Column, Pegasus Communications Why: Check-in and Check-Out are • To provide time and space for
essential techniques for improving everyone within a group to have
A SIMPLE CASE the quality of meetings. They give an opportunity to reflect on a
everyone an opportunity to express common subject.
Here is an example of format. A R&D project manager, Jim, assumed his themselves and be heard. They also
supervisor, Todd, harboured harsh feelings about him. In the right-hand column, provide the leader the opportunity to • To improve the quality of collective
Jim wrote down his last conversation with Todd. In the left-hand column, Jim open up a space for communication thinking by hearing and making more
recalled his thoughts. and better understand each other. explicit the individual perspectives/
The entire system (group) gets the assumptions within the group.
What I thought or What was actually said opportunity to hear itself, and gets
felt, but did not say different perspectives that each • To prepare the way for more
member brings to the group. reflective, dialogic conversation.
We’re two months late. I didn’t TODD: Jim, I’d like to come down next week. We’re
think he knew it, and I was hoping a few weeks behind, and I think we might all CHECK-IN
that we could catch up. benefit from having a meeting at your office. PROCESS

I need to make it clear that I’m ME: I’ve been very concerned about this
willing to take responsibility for deadline. As you know, we’ve had
this, but I don’t want to volunteer some tough luck here, and we’re working • Sit in a circle so everyone can see each • W hen the speaker is done, he or she says,
for more work. around the clock. But of course, we’ll “With that I’m in.” The rest acknowledge
squeeze in a meeting at your convenience.
other’s face. by saying, “You’re welcome.”

He never offered his help in the TODD: W ell, it’s occurred to me that we could • Take two or three minutes to “centre” • T he speaker passes the talking object to the
planning stage when I could really have better coordination between us. i.e. to settle in and calm your thoughts.
use it. It’s too late now to bring There are probably some ways that I person on his or her left.
that up. could help. starts off by holding an object • T he process is repeated until everyone has had
• S omeone that physically symbolises the
(optional)
The changes he keeps making are ME: Well, I am happy to talk through any “right to speak”. the chance to speak. PCRHOECCEKS-OSUT
• F ollow the same process
the real reasons that we’re late. He changes you have in mind. • T hheeosrpsehaekweratnatkse, swsiothmneoticmoensttorasianytsw. hatever
as check-in.
must have another one. TODD: I don’t have anything specific in mind.

It’s a shame that I can’t tell him ME: I’d like to have a prototype complete first • W hile the speaker is talking, no one interrupts. • r fT einhsietshaocenkdlnybodywifsflaeeydriegnnegc,be“yiWssatihtyhainttghe,a“atcThhI’mapneokrsuyoto.n”u.T”he
that he’s the cause for the delay. If before showing it to you when you come
I can hold him off by another two down. Can we set up a meeting on the • Wna nohdne-pnjuotdshgietmiopenenrotsauolrnssetisalvnsepcseeiantkohiwnisga/,rhdaesdrtoshhpeot seapsne. oakpeern,
weeks, I think that we’ll be ready. twenty-seventh instead?

Based on the work of Chris Argyris and Senge (1994). The Fifth Discipline Fieldbook

182 Army WOSpec – Backbone of Our Army Organisational Learning 183

conversational guidelines quALITY OF CONVERSATION (QOC)
INSIGHTS
O ne Conversation
L isten to Understand Curiosity Clarity
S uspend Judgements
A sk questions to clarify INQUIRY ADVOCACY

S urface your assumptions Criticism Depth Competition
of

Listening

INQUISITION

Conversations are the richest source LISTEN TO UNDERSTAND – Listen first Balancing advocacy and inquiry is one and advocacy. Use them whenever
of learning for any team. The more way for individuals, by themselves, to a conversation offers you an opportunity
effective every team member is at to understand. Not to be too quick begin changing a large organisation to learn – for example, when a team
helping the team to have effective to comment or share our opinion. from within. The purpose of these is considering a difficult point that
conversations, the greater the chances conversational recipes is to help people requires information and participation
are that the team will learn together. SUSPEND JUDGEMENTS – Be aware of learn the skills of balancing inquiry from everyone on the team.
The more effective the team is in
learning together, the greater will be our mental models and do not be too Peter M. Senge, et al, The Fifth Discipline Fieldbook
the chances of team success. quick in casting judgement. When we
judge, we stop listening and learning FOUR-PLAYER MODEL
Conversational guidelines provide a from others. Suspend judgements “Truthfulness” The Four Player model is
structure for effective communication. with the understanding that we may INITIATIVE a practice in creating more
Participants are to be mindful of not have the whole truth for an productive conversations. It can
the guidelines during dialogue or accurate assessment of the issue. Mover deliver these benefits:
discussion to enhance learning.
ASK QUESTIONS TO CLARIFY – We “Suspension” “Listening” • Helps us under stand the
Suggested Conversational PERSPECTIVE COMPETITION tendency of groups to take action
Guidelines are as follows: need to verify our understanding when their individual members
of what has been said by asking Observer Follower do not support.
ONE CONVERSATION – Allows us questions with the curiosity to Advocacy
understand and not to challenge the Inquiry • H elps us see the consequences
to exercise deep listening when other person. Advocacy of mismanaged agreement.
someone is talking. Engaging in only Inquiry
one conversation helps to eliminate SURFACE YOUR ASSUMPTIONS – • H elps us learn to work toward
unnecessary interference to others (COhaplpleonsgerer) consensual group decision-
and ourselves. Value and respect each Share your assumptions so that we BALANCE making - an exchange where
other by being attentive in listening to can learn from each other. Surfacing communication is open and the
each other. assumptions also allows us to reveal “Respectfulness” climate is supportive, so everyone
the gap in our thinking. Daniel H. Kim and Diane Cory. (Adapted from William feels they have a chance to
Issacs, 1999. Dialogue and the Art of Thinking Together).
influence outcomes.

The Road to Abilene Leader’s Guide

184 Army WOSpec – Backbone of Our Army Organisational Learning 185

LEARNING CYCLE GROW MODEL
“Concrete World”

OBSERVER
Reflect
Operationalise
Perceive Agree on GOAL REALITY Appreciate the current
Conceptualise goal reality or situation

ACT/IMPLEMENT ASSESS GROW MODEL

DESIGN Decide on what WHAT’S NEXT OPTIONS Examine Options
to do next
“Conceptual World”
PURPOSE SAMPLE QUESTIONS
Daniel H. Kim and Diane Cory. (Adapted from many authors).
Agree on What would you like to achieve over the long term?
A critical challenge for a learning structure. Once we have a clear Goal goals For today?
organisation is to understand the understanding of this transfer process, Why is this important to you?
transfer process through which we can then actively manage and Reality Appreciate
individual learning and knowledge align organisational learning to an Options the current On a scale of 1 to 10, how clear are you? Where would
(mental models) become embedded organisation’s goals, vision, and values. What’s reality you like to be at the end of this session?
in an organisation’s memory and Next Examine
Daniel H. Kim, Organising for Learning options What is the situation now?
Decide on
what to do What has worked/not worked?
next
Is your goal still realistic?

What possibilities can you think of?

If you had the budget/time/information, what can you do?

If you were your boss, how would you handle this?

What will you do from here onwards?

What challenges or obstacles might come your way?

How will you know you have achieved your goal?

Partnership Coaching involves shifting useful, edible feedback. All these
one’s mindset from teaching, training, elements are woven into a process
and controlling to asking coaches for for conducting a successful coaching
their desired outcomes and ideas for session. “GROW” model can help
achieving them; reducing coaches’ guide coaching conversations to more
interference; and learning to give meaningful and realistic resolutions.

186 Army WOSpec – Backbone of Our Army Organisational Learning 187

CAPACITY TO CREATE THE SYSTEMs THINKINGu n d e r s t a N d i n g c o m p e t e n c y : the iceberg MODEL
DESIRED FUTURE REALITY
Developing Organisational Learning Capabilities

ASPIRATION
GENERATIVE
CONVERSATION
UNCDOERMSPTLAENXIDTIYNG

EVENTS
PATTERNS/

TRENDS

What’s been happening?
Have we been to a similar place before?

Tsyhseteemsssenthcienkoifntgheliedsisicnipalisnheifotfof mind: Systems Thinking is the discipline SYSTEMIC
• S lieneeianrgcianutseerr-eelfafeticotncshhaipinssrather than concerned with shifting minds from STRUCTURES
• S eeing processes of change rather than seeing parts to seeing wholes. It
is a framework for seeing inter- What are the forces at play that
snapshots relationships rather than things, for contribute to these patterns?
Twschhoieotuhwnpturseanhrcdaoteciwcrtseetaaoacncftihdsoyionnsstgthec“emafrn.esertdehibinnafkcoiknr”cgetshotaartrts seeing patterns of change rather than
static “snapshots”. MENTAL MODELS
Source: The Fifth Discipline, Peter M. Senge
SAF Leaders need to take a Systems What about our thinking that allows
view of things around them in order to
understand complexities. This requires this situation to persist?
a fundamental shift in perspective to
deal with complex and recurrent issues The Iceberg Model, introduced as a metaphor to explain the hidden force
in the operating environment of SAF. and structures working within a system, allows for the development of
appropriate intervention strategies.

OPTIMISING SYSTEMS (BY DANIEL H. KIM) WHAT IS A SYSTEM? CHARACTERISTICS OF SYSTEMS

The goal of every leader should be to optimise the performance of his or her In the most basic sense, • Systems have purpose.
organisational system. Pursuing such a goal is not easy especially when your a system is a group of • oA ulltpitasrtpsumrpuossteboepptirmesaelnlyt. for a system to carry
efforts are subject to the following systems axioms: interacting, interrelated,
or interdependent parts
Systems Axiom 1 Systems Axiom 2 that form a complex and • aT fhfeecotrsdtehreinpewrfhoicrmh athnecepoafrtas are arranged
unified whole that has a system.
Everything is If you optimise the parts of a system, you are guaranteed specific purpose. • (S iynstpeumrssuaitttoefmthpet itropmurapinotsaei)ntharcoeurgtahinfe“ebdablaanckce. ”
connected to to sub-optimise the larger system. If we optimise the
everything else. larger system, we are guaranteed to sub-optimise
(or re-optimise) some of the parts at some of the time.
Source: Introduction to Systems Thinking, Daniel H. Kim

188 Army WOSpec – Backbone of Our Army Organisational Learning 189

Levels of Perspective System ARCHETYPES:

High Action Mode fIXES THAT FAIL
Generative
Vision In a “Fixes That Fail”
situation, a problem symptom
Leverage Increases Mental Models Reflective S cries out for resolution.
Fix A solution is quickly
Problem B1 implemented, which alleviates
Symptom Delay the symptom. However, the
Systemic Structures Creative S solution produces unintended
Patterns Over Time Adaptive SO consequences that, after
R2 a delay, cause the original
problem symptom to return
Unintended to its previous level or become
Consequence worse. This development
leads us to apply the same
Events Reactive (or similar) fix again. This
reinforcing cycle of fixes is the
essence of “Fixes That Fail”.

Daniel Kim and Virginia Anderson

Low FIXES THAT FAIL: EXAMPLE
Link 1
Daniel H. Kim, (2002) Foresight as a Central Ethic of Leadership and adapted from Senge, et al. (1994) Link 1
Parent: M y child is not
One way of expanding our awareness to maximise leverage and develop Disobedience B1 S
and perception is to broaden the ways the capabilities to be more creative, Level Resentment obeying me.
in which we see the world through reflective and generative. Punishment Parent: I need to act now.
the Level of Perspective framework. S O Parent: Punishment is the
Although there are multiple levels of Archetypes are accessible tools with Link 3 R2 Delay
perspective from which we can see which managers can quickly construct best way.
and understand the world, most of us credible and consistent hypotheses Link 2
tend to inhabit only one or two levels. about governing forces of the systems. S Link 2
In order to have a lasting effect and Archetypes are also a natural vehicle Child: I resent being
greater leverage, one needs to learn for clarifying and testing mental
to operate at higher levels (Systemic models about those systems. punished.
Structures, Mental Models and Vision)
Peter M. Senge, et al, The Fifth Discipline Fieldbook Link 3
Child: Since I resent dad/

mum, I will obey
them less.

190 Army WOSpec – Backbone of Our Army Organisational Learning 191

SYSTEM ARCHETYPES: SHIFTING THE BURDEN: EXAMPLE

shifting the burden

Symptomatic S Link 1 Intervention by S Link 3
Solution Supervisor S
O
B1 O B1 Dependency

O Problem R3 S Delay Performance R3
O Symptom
Side effects Link 2

Delay B2 Delay B2 Delay

S Staff Capacity S Link 4
O O
Fundamental
Solution

Senge, et al, (1994). The Fifth Discipline Fieldbook:
Strategies and Tools for Building a Learning Organisation.

In a “Shifting the Burden” fundamental solution. Over time, Mental Model Sustaining Link 1 Mental Model Sustaining Link 3
solution, a problem symptom the symptom resurfaces, and I’ve a problem when my staff’s Since my supervisor keeps taking
can be addressed by applying another round of symptomatic performance level is not satisfactory. over, I will just let him handle it.
a symptomatic solution or a solution is implemented in a vicious I need to respond quickly. I’ll just depend on him to tell me
more fundamental solution. reinforcing cycle. The symptomatic Personal intervention is the best way. what to do.
When a symptomatic solution solutions often produce side effects
is implemented, the problem that further divert attention away Mental Model Sustaining Link 2 Mental Model Sustaining Link 4
symptom is reduced or disappears, from a more fundamental solution. Because developing staff capacity Since I am depending on my
which lessens the pressure takes time. supervisor, I do not really need to
Daniel Kim and Virginia Anderson develop my capacity.
for implementing a more

192 Army WOSpec – Backbone of Our Army Organisational Learning 193

SYStEM ARCHETYPES: LIMITS TO SUCCESS: EXAMPLE

LIMITS TO SUCCESS

Constraints Skills &
Competency Level

SO S Efforts Link 4 Link 3
S
Efforts R1 Performance B2 Limiting S B2 Skills &
Action O Capabilities Gap
S Motivation R1
S Performance

S SS O

Promotion Link 1 New Skills & Link 2
Capabilities

In a “Limits to Success” scenario, which slow down improvements in Mental Model Sustaining Link 1 Mental Model Sustaining Link 3
growing actions initially lead to results. As the success triggers the One of the growing variables This resource has an upper limit.
success, which encourage even limiting actions and performance consumes a resource.
more of those efforts. Over time, declines, the tendency is to focus Mental Model Sustaining Link 4
however, the success itself causes even more on the initial growing Mental Model Sustaining Link 2 Because of the declining resource
the system to encounter limits, actions. As this resource is consumed, what availability, one of the variables in
is available is small. the success loop is retarded.

194 Army WOSpec – Backbone of Our Army Organisational Learning 195