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MILITARY LEADERSHIP AND MAN MANAGEMENT

CHAPTER - 1
FUNDAMENTALS OF MILITARY LEADERSHIP

SECTION 1 – INTRODUCTION
General
1. Leadership is a subject of vital importance to the profession of arms. It is an
integral part of military training, operations and administration. The combat
effectiveness of a fighting force depends, in large measures, upon the total strength
and effectiveness of its leadership.
2. The history of warfare is replete with examples where direct personal
leadership averted disasters and attained brilliant victories and glories. Experience has
also shown that under intense battle conditions, even the highly motivated, well
trained and spirited troops demand sound and efficient leadership to yield optimum
results.
3. The attainment of mastery in the art of military leadership has a special
significance for an army. Usually being inferior to its potential adversaries in
numerical and material resources, such an army will have to neutralise and outmatch
the enemy’s quantitative superiority with its superiority in quality. This can be
achieved, amongst other factors, by acquiring a very high standard of leadership at all
levels of command in the army.
4. It must, however, be borne in mind that all successful leaders of the past were
not of the same pattern, nor did they all employ the same methods to attain success.
All of them, however, consciously or subconsciously, understood the basic concepts
of military leadership, adhered to the principles and successfully practised many
techniques, some of which have been set forth in this pamphlet.
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Aim and Scope
5. Aim. To provide military leaders with essential knowledge and guidelines on
military leadership and man management.
6. Scope. This pamphlet is meant to highlight essential principles, skills and
techniques of military leadership and man management to serve as guidelines for
military leaders, with special emphasis on junior and middle leadership. Study of
these skills and techniques will help to give an individual the knowledge of what to do
when he is confronted with the actual problem of leading troops, both in war and in
peace. Hence, high standards of leadership can be developed through study, combined
with actual practice with troops.
Explanation of Terms
7. Military Leadership. Military leadership is the art of influencing and
directing others to an assigned goal in such a way so as to obtain their willing
obedience, confidence, respect and co-operation to accomplish the mission. A military
leader is a person in charge of a unit, detachment or formation who is in a position of
responsibility and can influence and direct his under command. He is a person who is
charged with the accomplishment of a mission within a specified period of time and
with such resources as are placed at his disposal. Hence, the main functions of
military leadership include providing purpose, direction and motivation, along with
application of man management skills for accomplishment of the mission. Military
leadership is an art which can be learnt, acquired and developed by knowledge,
application, observation and experience. It demands the development of sound
personality traits and the understanding and application of recognised leadership
principles which will assist the leader in successfully accomplishing his mission.
Leadership should be exercised by applying leadership principles and techniques in
the form of appropriate actions, orders, instructions and directives to guide and direct
subordinates. The task assigned should be appropriately supervised and its
implementation ensured. The leader should constantly evaluate the state of his
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leadership to capitalise on its strengths and eradicate weaknesses. He should mould
and train his outfit into an effective unit, capable of performing its mission. The
ultimate aim of military leadership is the creation and maintenance of an organisation,
which will loyally and willingly accomplish any reasonable mission assigned or
indicated and will initiate suitable action(s) in the absence of orders. The proper
application of the princip les of leadership to a group or led can create an efficient and
well disciplined organisation, possessing high morale and esprit-de-corps.
8. Organisation. A military organisation is a group of men or units bonded
together to perform military functions with definite and specific responsibilities and
duties assigned to each individual and group. Each organisation has a leader and a
number of men comprising the group. Similarly, each organisation has a goal, which
gives reason or purpose for its existence. The military leader must understand, at the
outset, the purpose for which various organisations exist, and the goals or objectives
for which they are organised and designed. The mission and responsibilities of the
leaders and members within these organisations should also be properly understood.
The leader should also be fully conversant with the capabilities and limitations of his
organisation and should be able to employ it accordingly.
9. Command. Command is the authority that an individual in the military
service lawfully exercises over his subordinates by virtue of his rank and
appointment. It carries with it the responsibility for planning, organising, training,
directing, co-ordinating, controlling and leading military forces to accomplish
assigned, implied, or inherent mission(s), together with the administrative
responsibility for the supply, health, welfare, morale, management, discipline,
assignment and relief of personnel.
10. Commander. A commander is a person who by virtue of his office and
formal designation or succession under fixed principles established by law or
regulations is assigned the responsibility of directing the activities of a unit or
detachment of comparable size or larger outfit and formation.
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11. Relationship Between Leadership and Command. Leadership can be
exercised by one at any time irrespective of the frame work of command. In a group,
an individual will emerge as the leader, even though no command or organisational
structure is present. Personnel in individual capacities accept responsibility and
exercise leadership in their dealings with co-equals outside the immediate command
structure. In general, however, we think of military leadership as being properly
exercised within the domain of one’s command. Therefore, in one sense, military
leadership is the proper exercise of one’s command.

“The honour, safety and welfare of your country come first always and every time.

The safety, comfort and welfare of the men you command come next. Your own ease,

safety and comfort come last, always and every time”.

SECTION 2 – BASIC ELEMENTS OF MILITARY LEADERSHIP

General
1. Leadership is affected by three basic elements, i.e. the leader, the unit or
group he leads and the situation in which the leader and his group operate. There is no
recipe for making a leader, and no two leaders ever get results in exactly the same
way. Each leader, in analysing the various components of a leadership problem, will
be affected in different ways by his personality, the personalities of the members of
his group, and the components of the situation confronting him. Due to these
variations, it is not possible to lay down a standard solution and each leader must
formulate his own solution for each problem, based upon his analysis of the three
basic elements of leadership.
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The Leader
2. For centuries man inherited his position of leadership or won it by virtue of his
physical strength or compelling and dominant personality. Gradually a belief
developed that leadership could be acquired and that certain qualities or
characteristics were invariably associated with leadership. Many studies were
undertaken to uncover any single trait which was characteristic of all leaders or the
combination of qualities which indicated leadership capability. The various lists
proposed reveal many differences of opinion regarding the qualities associated with
individuals with proven leadership abilities. All good leaders have some of these
qualities, none have all and few have identical qualities. One fact, however, has
emerged that although heredity does play a role in leadership, it is not the overriding
factor. The experience, learning, and environmental factors also contribute
significantly in the development of leaders.
3. The military leader must realise that forces are maintained to provide for
national defence. The nature of his mission and the organisation provided to him to
carry it out normally preclude the application of democratic process. An army is, of
necessity, organised on a non-democratic basis. The leader’s approach, therefore, is
essentially authoritarian, not persuasive, although he may, on occasion, find the
persuasive approach feasible and desirable. This does not mean, however, that in
arriving at his decisions, the military leader should be dogmatic or arbitrary. He must
develop a high degree of self discipline and avoid hasty decisions. He should rather
base his decisions on a rationale, with due consideration of all the factors involved. A
good military leader must cultivate dignity with a proper mixture of decisiveness and
avoid arrogance. He should always recognise any special competence possessed by
his subordinates, take advantage of that competence by consulting them whenever
possible, and give due consideration to their views in arriving at his decisions. If he
observes these principles, his decisions will ordinarily be recognised by his
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subordinates as wise and just, and they will cheerfully and willingly carryout his
orders.
The Group or The Led
4. General. The leader has to deal with individuals and groups, varying in
organisation and size from the smallest group of three to the largest formation. The
individuals form the basic component of a group. The behaviour of the group will be
a reflection of the individuals forming the group. Although psyche varies from
individual to individual but, essentially, soldiers fall in one of the following types: -
a. Extrovert. He is positive and outward, emphasises the self, dislikes
weaknesses and non-conformity, is conservative and provincial in
outlook. Requires firm handling, authoritative leadership, and when that
is lacking, has a tendency to take over, or get mixed up in parochialism.
b. Temperate. Liberal and tolerant in outlook, he judges people,
situations and ideas on merit. He is ruled by his head rather than his heart
or emotions. A realist, willing and an enthusiastic follower if motivated
and persuaded. More rare than the extrovert.
c. Introvert. A quiet and reluctant type, socially reticent, sometimes
highly skilled, technical minded, precise and intellectual. Dislikes use of
authority, requires frequent motivation to keep him moving and doing.
He needs more persuasive type of leadership than the others.
5. Group Behaviour
a. The leader should not only be able to judge, evaluate and understand
each individual, but should know and understand group behaviour so that
he can integrate them into one team, and thereafter exercising sound
human relations maintain the integrity of his command which is one of
his basic responsibilities.
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b. Groups react to leadership in a manner similar to the way individuals do.
Units are unhappy, uncomfortable and dissatisfied when leadership is
either weak, absent or tyrannical.
c. Just as the leader handles individuals through their own peculiar
personalities, he should focus his approach to groups or the led through
the following three group characteristics: -
(1) Understanding. Understanding implies the group’s ability to
comprehend what the leader desires, to receive his communication
and to appreciate his purpose.
(2) Efficiency. Efficiency comes from group training, teamwork,
experience and ability to co-ordinate and work together. Improved
individual and group efficiency without increased pressure and
tension should be the leader’s goal.
(3) Willingness. Willingness implies enthusiasm, loyalty, co-
operation and discipline. The sum total of these factors is the
ability or capacity of the led to pull together for the common goal
no matter what their feelings are towards each other. The leader
must contribute to develop this characteristic in the led in a
positive manner.
6. Group Solidarity
a. A leader must remember that not all men are made by nature for the life
in the barracks, and despite uniform, training and orders, may react
differently in different situations, affecting group solidarity and
behaviour mainly due to varied temperament. The leader should be able
to anticipate such individuals and situations and apply appropriate
techniques of leadership. In handling internal discord the leader should
adjust his authority and degree of control and direct it at the discordant
individuals or groups.
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b. A leader should try to develop as many prime movers and human shock
absorbers as possible, who can step forward in crisis and say, “This calls
for something extra and that means me”.
c. Inter unit and sub unit fair competitions build-up group solidarity, and
foster cohesion, a strong identification with the unit or formation and co-
operation by a healthy respect for the others, provided no cut-throat
methods or unfair tactics have been used.
d. To safeguard against break down, the integrity of the leader’s command
or group should be developed in peacetime by following measures: -
(1) Distant Ideals – Concept of Jihad, Shahadat, Ghazi, Defence of
Pakistan, their hearth and homes, safety and honour of their
women and children.
(2) Mission and objectives of the unit, formation and the army.
(3) Pride in self and family.
(4) Fellowship and comradeship.
(5) Loyalty to the unit, regiment and formation.
(6) Hatred for the enemy or potential enemy based on his past
misdeeds.
7. Crisis Management. In crisis the led expect and demand specified
directions and firmness; when the pressure is off, the tendency is in the opposite
direction. Both situations demand strong leadership.
The Situation
8. The third basic element of leadership is the situation in which the leader and the
led operate. In the exercise of leadership the leader has to be mindful not only of the
principles of leadership and techniques of their application, but also the characteristics
of the led, the various facets of the situation and leadership environment in which he
is operating. Each situation has many facets which could be summarised as under: -
a. Physical environment.
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b. Duration of the situation.
c. Frequency of occurrence of the situation.
d. Racial or ethnic structure of the group or unit involved.
e. Status and reputation of the leader.
f. Established leadership climate.
g. Current value system.
h. Degree of threat or urgency of the situation.
j. When the turnover of personnel is rapid.
k. When the leader and the led are not likely to meet again on the same
terms.
l. When time is available for the learning process.
9. The leader should appreciate and recognise that situation, goals and even
individuals are constantly changing; he must adapt himself to it on the one hand, and
on the other utilise the changing circumstances to achieve his goals, tasks and
mission.
Characteristics of the Pakistani Soldier
10. Understanding the traits and qualities of soldiers is of utmost importance to
military leaders. It greatly helps in developing a better comprehension of their
peculiarities. In this context, general characteristics of Pakistani soldiers are described
in succeeding paragraphs.
11. Qualities and Areas of Strength. The following common qualities are
found in a Pakistani soldier of today as compared with the soldier of yester years:-
a. Today’s soldier is comparatively better educated, quick at uptake and
adequately aware of his surroundings.
b. He is good at absorbing new technologies and handling latest weapon
systems and equipment.
c. He is basically religious minded, has a strong faith in the God, has a firm
conviction in Jihad-Fi-Sabilillah and considers Shahadat as the supreme
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achievement . Imbued with the sprit of sacrifice, our soldier is highly
motivated and boldly faces the challenges of battlefield. He does not
hesitate endangering his life for the accomplishment of the mission.
d. Our soldier is loyal to his leaders and has proved to be trust worthy, even
in the most difficult situations.
e. By temperament and outlook, he is hardworking and adjusts easily to the
tough environment of military life.
f. The social set up prevalent in our society, especially the joint family
system, infuses the spirit of co-operation in our men. Therefore the habit
of co-operation with one another is almost in built in them, which makes
it easy to develop them into a cohesive team. By sharing their worries
and personal problems with each other, they overcome the mental stress
and strain. This keeps them in a fine state of mind at all times.
g. He is more conversant with his rights and duties.
h. He leads a simple life and generally lives within his means.
12. Vulnerabilities and Areas of Improvement. The vulnerability of our soldier
to the influx of social evils prevalent in our society is the major concern for the
military leaders. The present socio-economic environment tends to over shadow our
military culture. If concerted efforts are not made in under taking corrective actions,
following vulnerabilities may get accentuated to the extent of degrading our combat
efficiency:-
a. The zero error syndrome has been the major contributor for over
supervision and consequently sapping the initiative of junior leaders. The
future battlefield will demand correct and timely actions by junior
leaders. Therefore, inculcation and retention of initiative amongst junior
leaders gains added importance.
b. Growing religious and ethnic or racial intolerance is another major cause
of concern in our society. At present, this threat is not as pronounced as
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in the case of civil population. However, if the efforts of various quarters
to gain ingress in the rank and file are not properly checked, then it is
likely to become a serious vulnerability
c. The materialistic trends prevalent in the society are also likely to affect
the rank and file. Some of the trends which need to be regularly
monitored are:-
(1) Increase in crime rate and violations of rules and regulations.
(2) Drug and weapon trafficking, smuggling and lust for money,
women and wine.
(3) Degeneration in moral values and military norms and
traditions.
(4) Lack of faith in the system and resultant feelings of
insecurity caused by unjust treatment and partial or biased
behaviour of any leader towards an individual or group.
d. Inadequately structured and planned training and grooming programmes
for furthering the education and technical standards of our ranks.
e. Domestic affairs of the soldiers which could seriously retard their
motivation level, i,e. medical treatment of family and parents, legal
matters and other domestic affairs directly affecting the soldiers’ morale.

SECTION 3 – LEADERSHIP STYLES

General
1. Leadership style is the personal manner and approach that a leader adopts for
providing purpose, direction, and motivation through direct interaction with his
subordinates. Effective leaders are flexible in the way they interact with their
subordinates. They deal with each subordinate differently, changing the way as a
subordinate develops or as the situation or mission changes. There are three basic
styles of military leadership: directing, participating and delegating.
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Directing or Authoritative Style
2. A leader is said to be using the directing leadership style when he tells his
subordinates what to do, how, where and when he wants it to be done and then
supervises closely to ensure they follow his directives. For example, if a leader orders
that a unit will conduct day and night navigation training over eight kilometres course
in full field uniform, he is using the directing style of leadership. He did not ask for
any information or recommendations before making and announcing the decision.
This style is appropriate in following situations: -
a. In case of extreme danger.
b. When there is shortage of time and only the leader knows what the task
is and how it is to be done.
c. When large number of led or followers are involved.
d. When it is necessary to invoke mental alertness, immediate reaction and
obedience, i.e. during drill, basic training etcetera.
e. When the led lack experience and competence.
Participating Style
3. The leader following this style asks for information and recommendations; he
may even get advice from subordinates before making his decision. If a leader asks
his subordinates to recommend the location and course layout for the land navigation
training before making his final plan, he is using the participating style of leadership.
It will build their confidence and increase their support for the final plan if they help
develop it. The leader will make the decision but considers information and
recommendations from his subordinates first. The leader should not be concerned
that asking a subordinate for advice or using a subordinate’s good plan or idea shows
weakness. The opposite is true, it is a sign of strength and it will contribute to a
powerful team building process. If a leader believes an idea offered by one of his
subordinates is not a good one, he must reject the idea and do what he believes is
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right, regardless of pressure, if any, to do otherwise. Situations demanding
democratic, persuasive and educative type of leadership are: -
a. In hardship and personal difficulty.
b. When solving problems, interviewing and counselling.
c. When the size of the led or followers is small.
d. When dealing with native or ambitious followers or led.
Delegating Style
4. A leader uses the delegating style when he delegates problem solving and
decision-making authority to a subordinate or to a group of subordinates. This style is
appropriate when dealing with mature subordinates who support his goals and are
competent and motivated to perform the task(s) delegated. While he is always
accountable to his leader for the results of any task he delegates, one must hold his
subordinates accountable to him for their actions and performance. If a leader tasks an
experienced and motivated subordinate to plan and run the field firing, he is using the
delegating style of leadership. Some things are appropriate to delegate; others are not.
The key is to identify his subordinates’ problem solving potential while he determines
what problems they should solve and help them learn to solve them.
5. The delegating style is preferable as it requires the least amount of the leader's
time and energy. It is in his best interest to use the delegating style with as many of
his subordinates and as much of the time as possible. But before one can use the
delegating leadership style, one must train and develop his subordinates. An
inexperienced subordinate needs direction. A leader must tell him what needs to be
done and how to do it. After he gains some competence, and if he is motivated and
shares leader's goals, one can reduce the amount of supervision given to him. With
time, experience, and skilful leadership, a subordinate will gain even more
competence and become more motivated and committed to undertake tasks or
missions assigned or delegated. When a leader has trained and developed a
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subordinate to this level of competence and commitment, he should use the delegating
style of leadership.
6. Delegation as an expertise is covered in Chapter 7 Section 21.
Choosing a Style
7. To choose the correct style of leadership one requires understanding of the
following: -
a. The leader must size up every situation and subordinate(s) (the led)
carefully to choose the right style.
b. The leader must consider how competent, motivated, and committed his
led are for the task (the situation) he wants to be performed. Do they
require his supervision, guidance or encouragement?

SECTION 4 – INDICATORS OF EFFECTIVE LEADERSHIP

General
1. There are four indicators that provide a measure of success or failure in the
exercise of military leadership, i.e. Morale, Dicipline, Esprit-de-corps and Efficiency.
All these indicators of military leadership are closely interwoven and reinforce each
other. They can be used as a measure for evaluating the state of leadership in a
formation. To be of use, this evaluation should be continuous and unbiased so that it
can truly assist in determining whether or not a unit is effective and able to
accomplish its assigned mission and discovering problems that are adversely affecting
one or more of these indicators. These problems must be promptly attended to and
effective measures undertaken to develop and maintain the unit and formation as an
operationally effective outfit. Various measures, which can be adopted to affect this
evaluation, include close observation of the men in their daily activities, by
inspection, by formal and informal interviews and by the evaluation of reports
(training, technical and administrative etcetera).
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Morale
2. Definition and Explanation. Morale is an individual’s mental and emotional
state. It determines the attitude of a soldier towards himself, his fellow-beings, his
leader, the army life in general, and other aspects, which seem important to him. It
conditions his willingness to engage the enemy in combat and defeat him. Morale is
closely related to the satisfying of a man’s basic human needs. High morale is a
positive state of mind, which gives the soldier a feeling of confidence and well being
that enables him to face hardships, bodily injury and even death with courage and
determination. Operations, training and administration of a unit should as far as
possible be so planned and regulated that those can help in satisfying the basic
physical, mental and spiritual needs of the individuals.
3. Evaluation. Morale, it must be understood, is a constantly changing state and
demands frequent evaluation and if correctly evaluated, provides a true index to the
effectiveness of leadership abilities.
a. Following specific points will assist in evaluating the state of morale in a
unit or outfit:-
(1) The general physical appearance of the men, their turn-out and
bearing.
(2) Personal conduct and behaviour of the subordinates.
(3) The state of personal hygiene of the men and their standard of
health and sanitation.
(4) The availability and use of recreation facilities.
(5) The state of men's rations, clothing, living conditions, equipment
and other daily facilities authorised to them.
(6) The employment of men on non-military duties.
(7) The leader's willingness to share discomfort, risk and danger with
his men.
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(8) Response to orders and directives and the willingness,
thoroughness and cheerfulness with which they are executed.
(9) Care and maintenance of equipment.
(10) The state of motivation training.
(11) Attendance to domestic problems of the men.
(12) The spread of harmful and irresponsible rumours.
(13) The existence of religious intolerance and racial or ethnic feelings.
b. In addition to other means available to a commander, the state of morale
in a unit could be assessed by evaluating the following reports:-
(1) Arrests, both military and civil.
(2) Damage to or loss, pilferage and theft of equipment, weapons and
other government property.
(3) Domestic problems, the manner in which they are attended to and
the results achieved in solving them.
(4) The state of sick reports and the number of malingerers and
dodgers.
(5) Cases of absence without leave, over-stayal leave and desertions.
(6) Requests for transfer and discharge.
(7) Self-inflicted wounds.
(8) Stragglers.
4. Development. The following steps can be taken to develop and improve
the state of morale in a unit:-
a. Inculcate belief and faith in the righteousness of the cause and mission.
b. Instil in the men, confidence in themselves, their leaders, training and
equipment.
c. Assist in job satisfaction by carefully considering job assignments.
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d. Keep the men aware of the leader’s concern for and the Army’s interest
in their physical, morale and spiritual welfare, as well as that of their
dependents and prove this concern by taking practical steps.
e. Establishment of an effective reward programme.
f. The men should be made to feel that they are essential and an
indispensable part of the unit.
g. Recognise the soldier’s desire to retain his individuality and treat him as
an individual.
h. Respect the individual dignity of the men and ensure that your
subordinates also follow in your wake.
Discipline
5. Definition and Explanation. Discipline is the individual or group attitude
that ensures prompt obedience to orders and initiation of appropriate action(s) in the
absence of orders. Discipline is a state of mind that produces a readiness for willing
obedience and appropriate conduct. Discipline within a unit ensures stability under
stress. When achieved in a unit, it provides a strong inner conviction that keeps
individuals doing what they are supposed to do and as they are supposed to do it.
Good discipline is constant and functions whether or not outside pressure or
supervision is present. It is the result of effective training and intelligent leadership
that helps the individual to withstand the shock of battle and face difficult situations
without faltering. Since success in battle frequently depends upon the unit’s or
individual’s immediate positive reaction, discipline demanded in a military
organisation is, of necessity, more exacting than discipline in other walks of life.
Before a man can act on his own, i.e. in the absence of orders, he must have an
understanding of what is to be done and the role expected to be played by him. This
requires appropriate training and effective leadership. As in all other aspects of army
life, however, discipline should be inculcated in the men through example and not
precept alone.
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6. Evaluation. Following are some of the factors to be considered in
evaluating the state of discipline in a unit and formation:-
a. Attention to details.
b. Harmonious relations amongst units and individuals.
c. Devotion to duty.
d. Proper senior subordinate relationship.
e. Proper staff unit relationship.
f. Proper conduct of individuals on and off duty.
g. Standards of cleanliness, dress and military courtesy.
h. Promptness in responding to commands and directives.
j. Adherence to the chain of command.
k. Ability and willingness to perform effectively with little or no
supervision.
l. The degree of initiative exercised and resourcefulness displayed.
m. Personal conduct, behaviour and discipline of the leaders.
7. Development. The following measures are recommended for the
development and improvement of the standard of discipline in a unit:-
a. Personal conduct and example by the leader.
b. The institution of a fair and impartial system for punishment and an
equitable distribution of privileges and rewards.
c. Striving for mutual confidence and respect through training and
grooming.
d. Encouraging and fostering the development of self discipline amongst
men.
e. Recognising conditions conducive to breaches of discipline and
controlling them whenever possible.
f. Delegating authority and freedom of action to subordinates for the
accomplishment of their assigned duties.
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Esprit-de-Corps
8. Definition and Explanation. Esprit-de-corps is the deep-rooted loyalty to,
pride in and enthusiasm shown by its members for the organisation they belong to.
Whereas morale refers to the attitude of an individual, esprit-de-corps is the attitude of
a group as a whole. It is manifested in the willing acceptance of responsibility. It
implies devotion and loyalty to the organisation, a close identification with it and with
all it stands for. It expresses the organisation’s will to fight and overcome seemingly
insurmountable odds. Esprit-de-corps depends on the satisfaction the members get
from belonging to an organisation, their attitude towards other members of the
organisation and confidence in their leaders.
9. Evaluation. The esprit-de-corps of an organisation can be evaluated by
considering the following factors:-
a. Expressions from the men indicating loyalty to, enthusiasm for and pride
in their organisation.
b. A good reputation among other units and organisations.
c. A strong competitive spirit.
d. Willing participation by the members in the organisational activities.
e. Pride in the traditions and history of the organisation.
f. Readiness on the part of the men to help one another.
g. The belief that their organisation is better than any other in the Army.
10. Development. The following steps are recommended for the development
and improvement of esprit-de-corps in an organisation:-
a. Start the development of newly inducted men with a reception
programme and an explanation of the organisation’s history, traditions
and present role.
b. Induct the young soldiers into the organisation’s life style gradually and
systematically.
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c. Recognise achievements of the organisation and its members, and ensure
that they are properly publicised.
d. Make appropriate use of ceremonies, slogans and military music.
e. Use competitions to develop team work.
f. Make proper use of decorations and awards.
g. Develop the feeling that the organisation must excel in all fields.
Efficiency
11. Definition and Explanation. Efficiency is the tactical, technical and physical
ability of the individuals and the group to perform the assigned or implied task or
mission. Group efficiency is the sum total of the skills of all the individuals in the
group welded together by the leader into a smooth functioning team. A group will
only attain efficiency when high standards of individual and group performance are
demanded. Efficiency results largely from training; therefore, planning and
supervision of training should take much of the leader’s time. The efficiency of an
outfit is a reflection of quality and effectiveness of the leadership.
12. Evaluation. Following are some of the factors to be considered in
evaluating efficiency in an organisation:-
a. Tactical and technical proficiency and degree of skill demonstrated when
accomplishing tasks.
b. Reaction time of the organisation under stressful situations and
conditions.
c. Appearance and condition of weapons, equipment and the unit area.
d. The standard of junior leadership, including exercise of initiative.
e. Professional attitude demonstrated by the organisation and its members.
f. Personal appearance and physical condition of the men.
g. Promptness and accuracy in disseminating orders, instructions, and
information.
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13. Development. The following steps can help in developing and improving
efficiency in a unit or organisation:-
a. The men must be thoroughly trained in their individual duties, as well as
group tasks.
b. Emphasise teamwork through the chain of command.
c. Establish a sound physical conditioning programme.
d. Provide for cross training.
e. Participate in realistic training exercises.
f. Provide as many individuals as possible with frequent opportunities to
perform duties of the next higher echelon.
g. Ensure by inspections and training tests that the command is being
developed in accordance with the training programme and doctrine
prescribed by higher authority.
h. Set high standards of performance and insist that they be met.
 22

CHAPTER - 2
LEADERSHIP ENVIRONMENTS
SECTION 5 – PSYCHOSOCIAL ENVIRONMENTS
General
1. Leadership environments are the conditions in which leadership has to function
to accomplish the task. The environment has both direct and indirect influences on
leaders and the led. The military leadership is faced with changing psycho-social
environments, which have to be kept in mind during problem solving and crisis
management. Therefore, leadership at all tiers must develop a sound understanding of
the prevailing environments in order to cope with the future challenges.
Ideology of Pakistan
2. Pakistan came into being as a result of perpetual conflict between two warring
nations of India, i.e. Hindu and Muslim. The different religions, cultures, economic
disparity and large heritage gap fundamentally played a dominant role in this respect.
The exclusive homeland for Muslims of India was demanded to preserve their identity
and to further develop their socio-economic conditions. Thus, Ideology Of Pakistan is
fundamental to our existence.
3. Our roots lie in our firm belief and in our Islamic values which are considered
as the strongest bond for our cohesion and existence. Our ideology is not only a
motivating factor but it also acts as a blender to produce a homogeneous society. It
therefore provides strength to the Nation and the Army in defending the Country
against a numerically superior enemy. The Leadership in the Army has to understand
this important factor which reflects the aspirations of the Nation. However, the leaders
must ensure that this aspect is capitalised upon as the main source of strength and is
never allowed to become a weakness, i.e. it should be used as a source of COHESION
and not DIVISION. It should be used in shaping the character and respect for ethics
 23
and morals, and it must not be mistaken for compulsive rituals, dogma and
retrogression.
Psychosocial Environments
4. Every society has its own culture with positive as well as negative norms,
values and trends. These values may not always be in harmony with either what it
expects its military to be or what the military ought to be in order to accomplish its
mission. Although, the Army has its own institutionalised methods to guard against
evils commonly prevailing in our Society but it can not isolate itself completely. The
leader therefore must understand the psychosocial environments of the Society in
order to fulfil his obligations. In this regard a leader faces three important tasks: -
a. Capitalise on the positive psychosocial norms and conditions prevailing
in the Society, i.e. greater awareness, more openness and better education
etcetera.
b. Save himself and his led from the negative fall out of social evils, e.g.
increased materialism, polarisation, sectarianism and in discipline
etcetera.
c. Create and maintain a better psychosocial environment in his outfit by
promoting values and norms.
Socio-economic Conditions
5. Prevalent socio economic conditions have a pronounced effect on a soldier’s
motivation, attitude and behaviour. Our soldiers are strongly bonded to the joint
family system and view family welfare as a sacred trust. These conditions not only
directly influence the soldiers but also cause an indirect effect through his family
conditions. Socio economic conditions have greatly changed over a period of time and
have adversely affected the personnel in uniform. Although a military leader can have
virtually no influence on these intangibles but their understanding will help in great
deal while interacting with troops.
 24
Challenges for the Leadership
6. Changes in society have a direct influence on leadership environments.
Acknowledging that there are changes in our society with regards to attitudes,
opinions and values, leadership to be effective must adapt to the changing situations.
What was effective leadership yesterday may not necessarily be effective in the new
environment. Sir Winston Churchill was an extremely effective leader of Great
Britain during World War II, but could not survive after the War. Why was this great
leader of the War not successful in post war situation in the same country? Leaders
must be able to adapt their leadership to suit the needs of changing environment to
meet expectations of the led .

SECTION 6 – FUTURE WAR AND ITS CHALLENGES

General
1. The future battlefield is likely to yield enormous destruction in men and

material. Conventional weapons are becoming more lethal and spread of Nuclear,
Biological and Chemical Warfare (NBCW) has further increased the threat. Electronic
warfare may make communication impossible between units in the field and their
commanders at headquarters. Even attempts to communicate may result in destruction
from weapon systems that lock onto radio signals. Therefore, modern technologies,
i.e. Smart Munitions, NBCW, Electronic and Cyber Warfare and so on will have a
great influence on the future battlefield. The explanation of these technologies here is
beyond the scope, therefore only their impact, single or cumulative, will be discussed.
Future Battlefield
2. Short and Intense War. Future wars are likely to be short and intense. The
situations will be fluid and rapidly changing. The enemy will try to muster all
available means to achieve his goal in the minimum possible time, which will require
junior leadership to play a pivotal role.
 25
3. Resource Constraints. Keeping in view the resource constraints and
threat that we are faced with today and in the foreseeable future, Pakistan Army is
likely to fight outnumbered. Fluid situations alongwith high attrition rate will
accentuate the problem and will demand greater leadership skills to succeed.
4. Lethality of Future Battlefield. Ever expanding inventory of modern
weapons (including weapons of mass destruction) will affect the future battlefield
enormously. Enhanced firepower with improved accuracy will cause more casualties
in men and material. It will place extra burden on the leadership, for which all tiers of
leadership should be fully trained.
5. Fluid Situations. The future war will be dominated by mobile and
mechanised forces causing the situation(s) to change rapidly. This will demand quick
response and initiative by junior leaders. The reaction time will be curtailed to a
greater degree than before and would call for more dynamism (mental and physical
both) and agility on part of the leader and the led.
6. Isolation. Communications play a major role in command and control of
troops in the field. Electronic warfare will be used extensively to reduce the command
effectiveness. It will induce a sense of isolation, since contact with higher, lower and
neighbouring headquarters will be obstructed and hindered. Consequently, the leaders
will be required to act in the absence of orders and instructions. While fighting under
isolated conditions, our leaders will have to rely upon self-sufficiency and survival
with limited logistic support for prolonged periods.
7. Command and Control. The units and sub-units will be widely dispersed and
isolated, more so under the nuclear environments. This, coupled with failure of
communications due to electronic warfare, will be a major crisis in the effective
functioning of the command. The leaders will find it difficult to maintain the desired
degree of contact with their under command.
8. Human-Technological Imbalance. The emergence of new technologies has
significantly increased the range and lethality of weapon systems, reduced reaction
 26
time, and changed conditions over which battles are fought. The new technologies
have the potential to exceed the capacity of human crews to fight. Following are few
scenarios in this regard: -
a. All weather, day and night capable vehicles which can operate for
extended periods without re-supply are limited only by the crews' need
for sleep and rest to recoup.
b. Direct fire systems having high kill probability will be degraded over a
period of time by the stress and fatigue levels of the men aiming those
weapons.
c. Improved sensors and long range weapons could exceed the capabilities
of a tactical headquarters to plan and execute battles fought over
expanded areas of operations.
d. Short engagement times and the increased lethality of new weapons
could overwhelm the ability of staffs to control and co-ordinate the
overall battle.
9. Psychological Operations. The impact of psychological warfare methods is
well established. In a future battlefield scenario, our troops will be subjected to an
extensive and intensive psychological warfare by our adversary. The psychological
operations will greatly rely on the electronic and print media, which have gained a
phenomenal place in day to day life of a soldier. This will make the troops vulnerable
even before the outbreak of hostilities. Such an environment with psychological
stresses will multiply leadership problems.
Specific Demands on Leadership
10. To make good decisions and take timely actions on the future battlefield, one
must understand the demands placed on the leaders, subordinates and the outfits. In
addition to the conventional principles, following pre-requisites will apply to cope
with the challenges of a future battlefield: -
 27
a. Initiative. The leadership will frequently face the situations for which
no specific orders exist. Absence of reliable communications, coupled
with little time available to get the orders from the higher headquarters,
will require requisite initiative at junior level. Units and sub units with
inhibited leadership will not be able to survive for longer periods. Hence,
it is vital to inculcate and maintain initiative in junior leaders. Moreover,
leaders must train their outfits to operate independently without or with
the least guidance of higher headquarters and leadership.
b. Flexibility and Adaptability. The future battlefield will certainly bring
surprises. Leaders must have the capacity to recognise when a
phenomenon is outside the existing taxonomy and develop adaptations
quickly. Units must also have the capacity to operate in expedient ways
to meet the challenges of unanticipated events. Flexibility must be a unit
norm, as well as an individual characteristic.
c. Knowledge. Survival on the future battlefield will depend upon
superior scientific knowledge and its application. The power, capabilities
and complexity of modern weapon systems will require a great deal of
knowledge to handle them efficiently. Knowledge will be the basis of
success, as rapidly changing situations, under difficult circumstances,
will require quick assessments and timely decisions. Only
knowledgeable leaders will be able to measure upto the dictates of the
future battlefield.
d. Foresight. Owing to the high speed and fluidity of future operations,
very sharp and quick reactions and decisions are expected from a junior
leader. This would demand a high standard of foresight coupled with
awareness to the techniques of warfare generally used by our adversary.
This will enable him to analyse enemy operations and to appreciate his
likely actions so as to prepare himself and his outfit to meet the threat.
 28
e. Composure. The future battlefield environment will demand mentally
stable and composed leadership, capable of ‘thinking through’ in every
unfavourable condition.
f. Unit Cohesion. The taxing environment will have breaking effects on
units if leadership is unable to generate and maintain a high degree of
unit cohesiveness.

AN EXAMPLE OF CLASSIC LEADERSHIP IN COMBAT

JAMALPUR GARRISON – 1971 WAR
A battalion of Baloch Regiment located in erstwhile East Pakistan was tasked
to defend axis Kamalpur – Bakshiganj – Jamalpur. The Battalion prepared Kamalpur,
Naqshi and Bara Mari (border outpost) as a strong point; Sherpur was developed as
the main delaying position. Jamalpur was prepared as a fortress for the complete
battalion and was occupied as a mix company size strong point under a dynamic
young captain.
Indian 95 Brigade attacked on Jamalpur company size strong point on 18
November 1971 but was beaten back with heavy casualties. Second battalion size
attack on this post two days later also met the same fate. Having failed to seize
Jamalpur due to stubborn defence by the valiant warriors, the enemy decided to break
the will of defenders; encircled the post with a battalion and pounded it by heavy
artillery shelling and bombing by 14 air sorties. In addition, the enemy brigade
commander resorted to psychological warfare by writing letters to the post
commander asking him to surrender, but received even more defiant response. The
Captain remained undeterred and concentrated on maintaining the morale of his
troops. Meanwhile, the battalion commander collected three hundred persons from his
defences and launched a counter attack. He and a company commander led the attack
and dashed forward when the attack was about to come to a grinding halt. The enemy
 29
got unnerved and withdrew. A company was sent to mop up the enemy while
remaining troops were sent back to the main defences.
After a long siege, a third attack by the enemy was launched on 2 December
with a battalion size force. This time, the enemy was given rather heavy beating and
was forced to withdraw and run away. Resultantly the unit commander was removed
and Indian brigade and divisional commanders had to personally intervene to bring
the battalion into some form. The situation was taken over by Indian GOC who again
used all forms of warfare to secure this post but every time the defenders fought with
renewed vigour and the post kept the enemy brigade at bay for 21 days due to
exemplary leadership at the junior level.
By 7 December, the entire unit had occupied Jamalpur fortress after falling
back successfully from the border outposts. The enemy had encircled Jamalpur from
all directions with a brigade strength. With no hope of any reinforcement, the
commanding officer was still determined to fight. On night 8/9 December, the enemy
attacked the fortress from two directions but was repulsed. The enemy brigade
commander again wrote a letter to the commanding officer asking him to surrender
(the said letter alongwith its reply is placed on next page). Meanwhile, the battalion
was asked by the Eastern Command to withdraw to Dacca, 120 miles away. Through
a daring attack and hand to hand fight, the unit broke through and reached its
destination on 13 December after having fought consecutively for three days and a
march of 120 miles.
Due to able and courageous leadership, defences were prepared with the co-
operation of locals, which was otherwise an exceptional case in East Pakistan. The
Battalion fought extremely well during the whole war from 20 November to 16
December 71, withstood numerous attacks and was finally able to break through the
enemy siege and reach Dacca after a continuous fighting and covering 120 miles. In a
nutshell, superb leadership displayed excellent performance, with unparalleled results.
 30

(From Brigadier Hardat Singh Kler)

To : The Commander Jamalpur Garrison

I am directed to inform you that your garrison has been cut off from all sides and you
have no escape route available to you. One brigade with full compliment of artillery has
already built up and another will be striking by the morning. In addition you have been given a
foretaste of a small element of our air force with a lot to come. The situation as far as you are
concerned is hopeless. Your higher commanders have already ditched you.
I expect your reply before 6-30 pm today failing which I will be constrained to deliver
the final blow for which purpose 40 sorties of MiGs have been allotted to me.
In this morning’s action the prisoners captured by us have given your strength and
dispositions, and are well looked after.
The treatment I expect to be given to this civilian messenger sho uld be according to a
gentlemanly code of honour and no harm should come to him.

An immediate reply is solicited.

COMD
10 DEC 1971 (BRIG H. S. KLER)

REPLY FROM COMMANDING OFFICER THE JAMAL PUR GARRISON

(A bullet was wrapped in the letter)

Dear Brigadier,

Hope this finds you in high spirits. Your letter asking us to surrender has been received.
I want to tell you that the fighting you have seen so far is very little, in fact the fighting has not
even started. So let us stop negotiating and start the fight. Forty sorties, I may point out, are
inadequate. Ask for many more.
Your point about treating your messenger well was superfluous. It shows how you
under-estimate my boys. I hope he liked his tea. Give my love to the Mukties. Let me see you
with a sten in your hand next time instead of the pen you seem to have so much mastery over.

Now get on and fight.

Your Sincerely,

10 Dec 1971. (COMMANDER JAMALPUR FORTRESS)

 31

CHAPTER - 3
LEADERSHIP TRAITS
SECTION 7 – LEADERSHIP TRAITS
General
1. Leadership basically and essentially deals with people. No amount of
knowledge and understanding of the art of leadership or skill and mastery in the
application of its principles and techniques will yield the desired results if the military
leader fails to acquire and demonstrate distinguishing personality traits in his daily
activities. The possession of these personality traits is thus a vital pre-condition to the
effective application of leadership principles and techniques. The soldiers’ reactions
to the orders, instructions and directives, issued by a military leader, will be directly
proportional to the type of personality the latter portends and displays. A leader with a
sound and balanced personality will always earn the respect, confidence, willing
obedience and loyal co-operation of his men in the fulfilment of the mission assigned
to him.
2. The knowledge of personality traits is also essential for affecting self-
improvement. Military leaders at all levels should carry out an honest and objective
self-assessment and evaluation of their personality traits to identify their strengths and
weaknesses. They should then capitalise on their strong points and take measures to
minimise their shortcomings.
3. Researches conducted into the personality of successful military leaders of the
past revealed varied leadership qualities possessed by them. Given at Annex ‘A’ is a
comparative table of the leadership traits advocated in other armies of the World.
Those recommended in this pamphlet give coverage to most of those personality traits
and emphasise both the moral and professional attributes of a military leader. In
selecting and analysing these personality traits, the socio-economic background, the
 32
education and up-bringing, religious inclinations, thoughts, outlook, habits and trends
of the Pakistani soldiers have been kept in view.

A SOLDIER’s PRAYER
“God, give us Men! A time like this demands
Strong minds, great hearts, true faith, and ready hands;
Men whom the lust of office does not kill;
Men whom the spoils of office cannot buy;
Men who possess opinions and a will;
Men who have honour . . . . . men who will not lie;
Men who can stand before a demagogue;
And damn his treacherous flatteries without winking;
Tall men, sun-browned, who live above the fog
In public duty, and in private thinking”.

Anonymous

4. The traits considered essential to successful military leadership are: -

a. Integrity.
b. Devotion and Sense of Sacrifice.
c. Knowledge (Professional Competence).
d. Decisiveness.
e. Courage (Moral and Physical).
f. Patience and Perseverance.
g. Dependability and Loyalty.
h. Justice and Fairness.
j. Initiative.
k. Endurance.
l. Tact.
m. Body Language.
 33
Integrity
5. Integrity is, in fact, the fountain head from where the rest of the leadership
traits emanate. A leader’s standard of integrity is the true index of his performance
under conditions of stress, strain, danger and crisis. Honesty and truthfulness are the
basic and most essential qualities of a military leader. Remaining truthful and honest
in the face of heavy odds is an act that presupposes the highest amount of moral
courage, faith and spirit of sacrifice. Truthfulness confers upon him personality so
indomitable that he can face every contingency in war or crisis with confidence and
conviction. It rewards the leader with a sound and unbiased judgement and enables
him to administer justice and fair play in his command in an effective manner.
6. Integrity is the basis for trust and confidence between the leader and his men. A
leader lacking in honesty, truthfulness and uprightness is like ‘a wolf in sheep’s
clothing’ who can not be relied upon to herd the flock. Such a leader will lay himself
bare before his men sooner than expected and will lose moral ascendancy;
consequently loosing their willing obedience, co-operation, confidence and respect.
The Pakistani soldiers do not want to be led by leaders who lack integrity, who can
change or modify their views and stands for petty gains or under conditions of stress
and strain.
7. Integrity should, therefore, form the very basis of all functions and activities in
the army, both in peace and war. A leader should be truthful and honest in training his
command to attain a remarkably high degree of combat effectiveness and
preparedness. He should resist all compulsions and temptations and avoid giving
incorrect reports, estimates and assessments. He should be honest in his views,
truthful in his ideas and convictions, and forthright and undaunted in his expression.
He should be sincere and impartial in the discharge of his duties and obligations and
in the exercise of his powers and privileges. He should inculcate truthfulness in his
men.
 34
Devotion and Sense of Sacrifice
8. Devotion is the sense of commitment which is reflected by willingness and
motivation to perform a task. True and perfect devotion must satisfy two basic
conditions. The first essential is to have a righteous and just cause. The justness of a
cause, it must be borne in mind, is in direct proportion to the degree or amount of its
moral contents; and it should be pursued through equally moral means. A morally
deficient or degenerated person can not uphold a moral cause. Similarly, a moral
cause can not be achieved through immoral means. The second ingredient of devotion
is the leader’s passion to serve the cause. This must be strong enough to fully over-
power and conquer the many hurdles and dangers that lie across the path of realisation
of the cause. It must be understood that each battle, however big or small, demands
from the leader and his men, the will to fight and win it, and embodies at worst the
risk of bodily injury or death. The stronger the will and the more willingly we accept
the risk of death, the greater combat effectiveness we are likely to attain. The ultimate
objective of devotion, therefore, is the inculcation of a selfless and voluntary spirit of
self-denial and self-sacrifice.
9. Devotion must act as the motive force for both the acquisition and the
application of knowledge. With devotion, skills are learnt easily and imparted or
applied more effectively. The complex of fear vanishes; the psychological stress and
strains of war disappear and material considerations like manpower and equipment
become only of secondary importance. Devotion derived from a firm belief in the
righteousness of the cause, and strong enough to inculcate a voluntary spirit of
sacrifice, gives a leader a personality stronger than any contingency in war. It helps
him rise above the material consequences of a situation into a realm where fear or
pessimism is totally non-existent. Devotion must inculcate in every fighting man an
inborn urge to train himself for war so as to attain a fighting skill far superior to that
of his adversary. History in general and that of Islam in particular is full of splendid
 35
examples where men of devotion performed deeds of unimaginable courage, valour
and determination against numerically superior enemy.
Knowledge (Professional Competence)
10. Knowledge is the main weapon of a leader, which he employs to defeat his
enemy. Knowledge is a very vast term and should never be restricted in meaning and
scope to limited military field only. Professional knowledge includes theoretical as
well as practical knowledge about military operations, technology, training and
administration etcetera. Knowledge about subordinates pertains to the evaluation of
one’s command to identify its strength and weaknesses. Directly related and
apparently non related knowledge significantly contributes to intellectual growth and
wisdom of a modern leader. Therefore , the leader must broaden his knowledge base.
11. To enhance knowledge, the leader should strive constantly to keep himself
abreast with the latest trends in the art of warfare and other fields. The study of
General Staff Publications, pamphlets and other military literature such as regulations,
training directives, service periodicals, military history campaigns and reference
books will certainly broaden his mental horizon. The leader should always keep an
eye on the latest happenings in the World by reading the newspapers and magazines
and attempt to analyse or evaluate current events objectively. Serious and useful
discussions and exchange of ideas with colleagues will also pay rich dividends.
12. Nothing will attract confidence and respect more quickly than demonstrated
knowledge and ability. A leader with limited knowledge will remain short sighted,
devoid of vision and may lose confidence and faith of his subordinates. If it ever
occurs, the leader should admit his lack of knowledge of the subject in question and
then take steps to acquire the knowledge or information in order to regain the prestige
lost. In a nutshell, a leader must not only train his troops well but should also train
himself and develop ability to apply his knowledge. The knowledge must act as a
springboard for thought process.
 36
Decisiveness
13. Decisiveness is the ability to grasp a situation and arrive at a logical solution in
time with conviction and ability to carry it to its logical end. Decisiveness is largely a
matter of training, knowledge and experience. To arrive at quick and accurate
decisions, it is essential, in the first instance, to get to the heart of the problem,
without unnecessarily prolonging or magnifying a simple problem. It then requires
sifting the essentials of the problem, weighing all possible solutions and finally taking
the right decision in time, communicating it to subordinates and ensuring its
compliance.
14. A leader who dawdles and keeps his men waiting in idleness and repeatedly
changes, without sound reason, the courses and methods he has once adopted, irritates
his subordinates. A spirit of grumbling is never caused in a unit by work alone. As a
matter of fact, good troops do not mind hard work once they are at it and have an idea
of its purpose; but waiting around for a leader to make up his mind is a potent source
of grousing. Perhaps only one other thing is worse, and that is when work once started
is repeatedly interrupted because of the leader’s inability to form a plan and follow it
through because of a faulty or hasty decision.
15. How to Develop Decisiveness. In order to develop decisiveness, the leader
should: -
a. Learn to be positive in his actions. Positive motives are based upon
rationale and not on emotions.
b. Obtain all the facts, learn to carryout dispassionate analysis of the
problem faced, then make up his mind and issue orders with conviction
and confidence.
c. Develop mental calmness, self-assurance and self-confidence by
increasing his knowledge.
d. Force himself to reach at decisions and practice decisiveness with all his
energy.
 37
e. Check the decisions made through information, feedback or knowledge
of results to determine if they were sound and timely.
f. Carryout an objective analysis of the decisions made by others; see the
reasoning it was based on, then determine if his reasons for disagreement
are sound and then make an honest and purposeful effort to benefit from
them.
g. Broaden his viewpoint by studying the viewpoints of others.
h. Take advantage of social and official conversations and discussions to
develop logical thinking and clear expressions of thought.
j. Learn from the experiences and mistakes of others.
Courage (Moral and Physical)
16. Courage whether moral or physical is a quality of mind, which recognises fear
but enables the individual to meet danger or opposition with calmness and firmness.
Courage is a leadership trait of basic importance and significance. No person can be a
leader who is not courageous.
17. Physical courage urges a man to risk bodily injury and even death. Moral
courage prepares him to stake every thing for what he considers to be correct and
worthwhile. Of the two, moral courage is a rare and higher quality. It demands a
deeper search into one’s soul and conscience and invariably implies greater sacrifice.
A leader with moral courage will pursue his goal even in the face of popular
disapproval and disfavour, and enforce his decisions. Moral courage, though of a
superior form, must be backed with requisite physical courage while the latter without
the former is virtually meaningless. A commander should be courageous enough to
accept his fault and to react positively and constructively to criticism. He should have
the moral courage to express his views in a forthright manner in accordance with his
conviction, even when he knows such views to be contradictory to the one held by his
superior(s). However, once a final decision has been given, he should carry it out
faithfully and without any reservation.
 38
18. Courage is an expendable quality and one should not overdraw on it
unnecessarily. Some people overdraw and exhaust themselves more quickly and
rapidly than the others. Heavy demands of moral and physical courage should be
placed on the men only when the situation warrants it. To rebuild the courage capital,
a period of respite is always needed. To attain and apply courage, a leader should: -
a. Look for and readily accept responsibilities.
b. Base his beliefs and ideas on sound logic and form the habit of standing
for what he believes to be right, even in the face of popular
condemnation, if the situation be so.
c. Form the habit of never ‘passing the baby’.
d. Should accept the blame whenever it is due.
e. Study and understand his emotion of fear.
f. Develop mental control of his physical self.
g. If he fears doing certain things in his daily life, he should make himself
do those things until he conquers the fear.
Patience and Perseverance
19. Patience and perseverance imply constancy, thoroughness, steadfastness and
firmness of purpose. It prohibits haste and envisions an organised and systematic
pursuit of the goal as opposed to spasmodic or chance actions. It calls upon a military
leader to maintain a cheerful attitude of hope, confidence, faith and understanding in
times of danger, setback and crisis. It demands from the leader the will, energy and
enthusiasm to keep pursuing his mission until its final attainment.
20. Patience is an aspect of courage which, in turn, is supported and nourished by
professional competence of the highest order. Professional competence and moral
courage combine together to prevent a military leader from taking hasty actions and
assist in conducting oneself in a cool, calculated, deliberate and thoughtful manner. In
war, hasty decisions, devoid of sound appreciation and logic, can result in dire
 39
consequences. They can, on occasions, tempt a commander to fall into the enemy’s
trap.
21. Patience should, however, be distinguished from inactivity or lack of
aggressiveness. It is, in fact, a mean of enabling a leader to fulfil the mission assigned
to him in a cool, calculated and sure manner. In war, human and equipment casualties
will occur; plans will be upset and will need modification; the friction of war will
upset the movement plans; positions will be over-run by the enemy and attacks will
be halted, even repulsed. It will take patience, born of professional competence and
moral courage, to face these situations and yet persevere towards the attainment of the
goal in a confident manner.
Dependability and Loyalty
22. Dependability implies doing one’s duty to the best of one’s ability, even when
no one is watching or checking and irrespective of how unpleasant, distasteful or
exacting the duty is. It also means strong, sincere and truthful support to one’s
superiors, subordinates and colleagues and to the State. Dependability and loyalty go
together. A dependable person is the one who is loyal to the team, cause and what is
right. Loyalty is in no way merely a blind and servile obedience to an instruction or
order. It is an active, intelligent and willing effort to carryout the intent of the
commander to the best of one’s ability. A military duty is an obligation to be
performed and a task to be carried out. Thus, a high sense of duty results in a high
standard of performance, a constant and continuous effort to give the best a leader has
in him to the completion of the task in hand.
23. Dependability and loyalty amongst the leaders and their men result in a mutual
trust and respect for each other and draw their willing response. There is, however, a
danger of misinterpreting and misunderstanding loyalty. Thus, loyalty has to be
understood very vividly so as to ensure its benefits to the organisation. Some of the
mistaken loyalties could be telling lies, false reporting and covering up the mistakes
of fellows and unit etcetera. In the long run these will prove injurious to the set up.
 40
24. How to Develop Dependability and Loyalty. In order to develop
dependability and loyalty, the following are considered important: -
a. Develop within yourself a sense of responsibility and affection with your
outfit and people around you.
b. Give an honest advice and candid opinion whenever asked by higher
commander, irrespective of his likes and dislikes.
c. Implement orders promptly and correctly irrespective of your own
opinion and feelings and demand the same from your subordinates.
d. Teach your men to be loyal to their organisation and the cause for which
they serve.
e. Practice constant consideration for the lot and general welfare of your
men.
Justice and Fairness
25. Justice implies the rendering of reward and the meeting out of punishment in
accordance with the merits of the case. It involves fairness, firmness and consistency.
It also means providing equal chances and opportunities to all subordinates to prove
themselves in their spheres of responsibilities.
26. Justice and fairness should not be confused with laxity, leniency, or kindliness;
or with harshness, bullying or tyranny. Justice must be impersonal and absolutely
impartial. There is no place for personal likes or dislikes in the administration of
justice. Anger, prejudice of race or creed, or any other emotion must be avoided. Few
things will disrupt the morale of an organisation more quickly than unfairness or
partiality of a leader towards a certain man or group of men. Firmness without
favouritism is an essential quality of a leader.
27. It must be remembered that it takes a long time to build up a reputation among
your men for being fair. One thoughtless error on your part, or one injustice, can
destroy a good reputation, which may have taken time to establish and will take even
more to re-establish. Therefore, every decision you take should be carefully weighed
 41
to see that justice has been done without prejudice. In rendering justice, a leader must
understand human behaviour. Study your men with the idea of learning why some of
them behave the way they do under certain conditions and why others act differently
under the same conditions. This will help you in giving a fair treatment to all.
Analyse the cases that have been decided, either correctly or incorrectly, and
determine what you would have done had you been the one to make the decision.
Recall the manner in which you felt or reacted when you were treated unjustly.
Rectify the injustice done to you by being just and fair to your subordinates.
28. How to Develop Justice and Fairness. To develop this important trait, you
should: -
a. Be fair, consistent, prompt and impersonal in all your actions,
particularly when awarding punishment.
b. Develop the habit of analysing and deciding each case on its own merit.
c. Display a high degree of human understanding and ensure, even when
awarding punishment, that the dignity and respect of the man is not
hurt.
d. Search your mind for any prejudice and get rid of it by a deliberate
effort.
e. Ensure that equal opportunities and chances are afforded to all.
f. Do not award collective punishment to your men; it is unfair to punish a
group for the sake of an individual.
g. Balance your punishments and commendations; do not be the one who
dispenses only punishment but always be on the look out for awarding
merit as well.
h. Do not have favourites or practice favouritism.
J. Always let the individual feel that the punishment was temporary and it
was meant to help him improve himself.
 42
k. Do not seek cheap popularity; instead, build your reputation on the firm
and durable grounds of justice and fair play that will win for you the
everlasting respect and willing co-operation of your men.
l. Recognise, praise and reward outstanding performance.
Initiative
29. Initiative is the ability to comprehend a situation and initiate or direct a course
of action even in the absence of orders. It is the direct product of self-confidence and
will power. The development of this quality is essential not only for a leader but also
for all ranks and file. It must, therefore, be fostered amongst all subordinates. Soldiers
unite quickly behind a leader who meets a new and unexpected situation with prompt
action. Initiative can be developed only through constant practice. Closely allied
with, and in its broader sense really a part of initiative, is resourcefulness, i.e. the
ability to deal with a situation in the absence of orders or normal methods and means.
New situations and the absence of means due to enemy action or any other cause
demand resourcefulness in a leader. Military training, organisations and logistic
systems are designed to meet all normally expected situations but they sometimes fail
or respond sluggishly when confronted with unusual situation(s). Inactivity or passive
acceptance of an unsatisfactory situation, because of lack of resources, is never
justified and calls for resourcefulness and ingenuity on the part of the leader.
30. How to Develop Initiative. In order to develop initiative: -
a. It is essential to stay physically and mentally fit and alert at all times.
b. Train yourself to recognise the necessity of accomplishing a job and
doing it even in the absence of instructions from your superiors.
c. Learn to anticipate likely contingencies and situations in advance and
have plans ready to meet them.
d. Accept responsibility readily and train yourself to utilise all available
resources in the most effective manner in the accomplishment of your
mission.
 43
e. Develop a sound understanding of higher commander’s mission in order
to accomplish the task as desired by the commander even in the absence
of orders.
f. Always encourage the exercise of initiative by your subordinates by
assigning them tasks commensurate with their ranks and experience.
Give them maximum latitude to accomplish those tasks, then analyse
their actions objectively and provide them advice or guidance, if
required. Remember, your subordinates may make mistakes at least in
the initial stages of their training but you should not take an action that
curbs or kills their initiative. It is a part of your military duty to train your
subordinates in the exercise of their initiative in the correct manner.

During 1971 War, an infantry battalion was tasked to capture Mandiala

Heights (North and South) with two companies and a squadron of tanks. The
Commanding Officer led the attack with the tanks in support. The attack initially
progressed well but due to accurate enemy fire the attack virtually came to a halt.
At that moment an energetic and young company commander (Captain) quickly
took the initiative and led his platoon adopting a most difficult approach in which
he by-passed Mandiala North and attacked the enemy from the rear. This
maneouvre enabled him to achieve surprise. The enemy abandoned their positions
and the objective was captured swiftly, thereafter. An operation, which was likely
to fail, was accomplished successfully just because of the INITIATIVE displayed
by a junior leader.
 44
Endurance
31. Endurance is the mental and physical stamina measured by the ability to
withstand pain, fatigue, stress, and hardship. As such, it is related to courage and will
power. Endurance implies the ability to stick to a task and see it through. Lack of
endurance in a leader could therefore be taken as a lack of courage by his
subordinates especially if he is in a poor physical condition. Physical endurance is
much easier to achieve than mental endurance. The manner in which a leader retains
the details of his training is a test of his mental endurance.
32. How To Develop Endurance. In order to develop endurance, it is essential
to: -
a. Avoid excesses, which will lower both physical and mental stamina.
b. Cultivate physical training habits that will strengthen your body.
c. Increase your endurance by undertaking difficult physical tasks.
d. Test your endurance frequently by subjecting yourself to strenuous
physical and mental exercises. Force yourself to continue on occasions
when you are tired and your mind is sluggish.
e. Always finish every task to the best of your ability.
f. Test your physical fitness against those of your men to see if it is, atleast,
at par with that of theirs.
Tact
33. Tact is the ability to deal with others without creating offence or friction. In the
field of human relations, tact is the ability to say and do the proper thing at the right
time in such a way that a responsive chord is touched. Tact involves the
understanding of human nature and considerations for the feelings of others.
34. Tact is important in all personal relationships. Criticism must be clear, yet
constructive. It should not cause discouragement or detract from the drive and energy
of the subordinate. Every leader needs to be tactful when advising those who come to
him with embarrassing personal matters. Avoid passing judgement on those matters;
 45
your role is primarily that of a counsellor. Sometimes the highest degree of tact is
simply to listen with interest and understanding and permit the soldier to arrive at his
own solution. You may confirm his solution or suggest a different one.
35. An important aspect of tact is courtesy, which works from the top to bottom as
well as from the bottom to top. To demand courtesy and failing to return it in full
measure indicates either arrogance or a lack of interest. The in experienced leader
sometimes feels that politeness in a military command implies softness; this is not
true. Courtesy stems from one’s mental attitude and is expressed in both words and
actions. One leader may bark out his orders impersonally and abruptly. Another may
give his orders in a tone tinged with a courtesy that implies the expectation of
obedience. Either method may get obedience, but the second of the two will get more
willing obedience and co-operation. Remember that the men you command are
sensitive to barks and shouts but would react with understanding and willing
obedience to orders when approached with understanding and consideration.
36. In times of emergency, or when training, abrupt and rapid orders become
desirable because they save time and there is no need to imply expected obedience.
On such occasions, there is a need to make yourself perfectly plain, clear and forceful.
There are times, too, when a forced tone can well replace a courteous tone, but even
then there is no reason for outright discourtesy. At most other times a leader will find
that a somewhat calm, courteous, though firm tone of speech will bring a quick
response. Thus tact and courtesy are closely tied in with manner, language, and
hearing.
37. How to Develop Tact. To develop tact and courtesy it is essential to: -
a. Be courteous, cheerful and considerate to others.
b. Study the actions of successful leaders who enjoy a reputation for being
skilled in human relations.
c. Study also the different types of personalities to gain knowledge of
human nature and behaviour.
 46
d. Develop the habit of co-operating in spirit as well as in fact and maintain
a tolerant attitude.
e. Treat others as you desire to be treated and know also when to be seen
both officially and socially. Anticipate when your presence or absence
may embarrass yourself or others.
f. Avoid letting your personal likes and dislikes as well as passions and
emotions influence your thought and actions.
g. Always display a high degree of self-control and self-restraint when
dealing with others. Do not let your anger overtake your emotions.
Body Language
38. Body language implies creating a favourable impression in conduct, language,
carriage, manners, dress and turn out at all times. It is a true indicator of the state of
mind or emotional stability of the leader. To some extent, it determines the degree of
co-operation and response that will be aroused in the led.
39. The leader needs mastery over facial expression, control over voice and
gestures so as to be able to exercise a firmer and steadier influence, especially in
combat. In addition, his appearance and manners must express a genuine decision and
competence, and must often give out a degree of confidence beyond that which he
actually feels.
40. The leader must not adopt a patronising attitude for one or few individuals as it
would arouse resentment. He must look his men straight in the eye. He should inspect
or review his men with alertness and exactness, but showing pride if their overall
appearance deserves it. Too much severity, austerity and strictness of manners balk
the sympathy and confidence a leader must have from his men. Anger must be
controlled.
41. Language is an important outward yard stick by which a leader can be judged
and through which he can always influence his men. His words should be short, clear
in their meaning and understandable to his audience. He should speak plainly and
 47
simply and if he must use terms that may not be clearly understood, explain their
meaning. Sentences should be short, simple and incisive, positive and direct as they
produce confidence, self-reliance and determination.
42. It is the responsibility of the leader to make verbal corrections; when necessary,
these should be direct, dignified, and in moderate language. Immoderate language
invariably produces unfavourable results. To use profane or obscene language or to
permit its use by subordinate leaders, especially in giving orders, is to risk friction,
resentment, quarrels and even insubordination.
43. Criticism of a superior officer or a superior headquarters in front of
subordinates is fatal. Similarly, criticism or condemnation of an entire group should
be particularly avoided. Nothing creates resentment so readily in a subordinate as to
be included unfairly with others who may deserve disciplinary action. This is true not
only of verbal reproof, but of all general punishments. If violent language ever has
any basis for use, reserve it for an extreme emergency on the battlefield. A tongue
lashing at that time may have a stimulating and steadying effect, but it is lost if such
speech is habitual.
44. Sarcasm and irony seldom bring good results. Many men do not understand
sarcasm and irony and are never quite sure of what their leader means. Even a
bantering tone should not be used often. This does not mean that a joke can never be
used, but too much wisecracking by the leader inevitably results in similar replies
from his troops. On the other hand, familiarity with one’s subordinates, especially if
they are from the same village or area, must be avoided at all costs.
45. A leader should be dignified. Dignity implies a state of being worthy or
honourable. It requires the control of one’s actions and emotions. A leader who makes
a spectacle of his own self through loudness or lack of emotional control quickly loses
the respect of his men.
46. How to Develop Body Language. To develop positive body language, you
should:-
 48
a. Practice exercising control over voice, facial expressions and gestures.
b. Cultivate an attitude of calmness, sincerity and understanding.
c. Master your emotions so that you control them and they do not control
you.
d. Practice simplicity and directness of speech.
e. Avoid coarse behaviour, profanity and vulgarity.
f. Never make wholesale condemnations and never reprimand your
subordinates in the presence of their men.
g. Observe and study leaders who enjoy the reputation of having a good
impression.
h. Know and adhere to the customs of service, rules of conduct and dress
regulations etcetera. Require the highest standard in yourself as an
example for your men.
j. Avoid criticism of superior officers and headquarters in presence of your
subordinates.
k. Avoid familiarity without being aloof and inaccessible.
 49

AN EXAMPLE OF COURAGEOUS DEFENCE

BATTLE OF HILLI – 1971 WAR

Hilli, a small town in former East Pakistan, was defended by a battalion of

Frontier Force Regiment. Enemy’s 8 Guards Battalion ex 202 Brigade attacked Hilli
on night 23/24 November, preceded by heavy bombardment for over seven hours.
After two successive attacks, lasting for five hours, the enemy managed to surround a
platoon position of the forward company. A daring 2nd lieutenant ably led his platoon
and faced these attacks courageously. Meanwhile, the company commander sent a
reinforcement of 20 men under a captain who counter attacked the enemy digging
around the platoon position, the defenders also joined the reinforcement and after a
hand to hand fight, drove the enemy away. A third attack on the platoon by a fresh
company was also beaten back. Another attack from a different direction also met the
same fate, with heavy casualties, 300 men including 5 officers.
Having failed to capture even a platoon position of that unit, the enemy
outflanked the defenders from north and occupied a complex of villages Bara
Chingram and Neopara. The defending commanding officer launched a counter attack
with his depth company and partially succeeded in evicting the enemy from these
villages. A second counter attack on the next night by another company succeeded in
recapturing Bara Chingram. In this process, the commanding officer was wounded
and evacuated. An ex commanding officer of the same Battalion, serving in Eastern
Command Headquarters volunteered and lead the Battalion in the next 10 days during
very critical moments till recovery of the injured Commanding Officer.
The enemy’s 5 Garhwals put in a fresh attack on 30 November, supported by a
squadron of tanks but felt contended by occupying an unmanned village on the
northern flank of the Battalion. The commanding officer launched another counter
 50
attack with a company on 3 December, the village was retaken and the enemy was
thrown back into her own territory.
On 5 December, the enemy resumed attack against Hilli. The attack again
floundered due to the tenacity of the company, which held on to its position inspite of
four consecutive attacks and heavy losses. The company commander destroyed three
enemy tanks with a 40 mm Chinese rocket launcher, by crawling upto 100 yards of
enemy tanks. He embraced Shahadat by a machine gun fire while attempting to hit the
fourth tank. He earned Nishan-e-Haider, the highest award of the Country due to his
extra ordinary bravery; but more than that he shall remain a shining example of
brilliant leadership in combat.
During the entire operation, the Battalion did not allow Indian 20 Infantry
Division to make any dent in his defences for eighteen days. The Battle of Hilli is a
testimony of a high class, well motivated leadership, that played a pivotal role for
superb achievements. Imaginative, spirited, bold and aggressive leadership always
seized initiative and proved very costly for the enemy.
 51

CHAPTER - 4
NORMS AND ETHICS IN LEADERSHIP
SECTION 8 – LEADERSHIP PROFILE
General
1. A leader’s personality is greatly influenced by his beliefs, values, ethics and
norms. A military leader is responsible for inculcating army’s values in his soldiers.
In his day to day dealings with his under command, the leader comes under constant
scrutiny and gets fully exposed. It is, therefore, imperative for him to hold high beliefs
and strictly follow and enforce values and norms. He should be extremely ethical in
his approach to all matters. This will establish his moral ascendancy over his
subordinates, which is essential for gaining and retaining credibility of his leadership.
2. The motivating force for a soldier may be his religious belief, faith in the cause
he is serving for, his personal honour and safety and well being of his unit, home and
country. Inculcation of positive beliefs, high values and military norms will transform
the soldiers in to a cohesive and effective body of men, capable of achieving the
mission.
Importance of Beliefs, Values and Norms
3. Beliefs are assumptions or convictions one holds as true about some thing,
concept, or person. They may range from the very deep rooted beliefs held,
concerning such things as religion and the fundamentals upon which the country was
established to recent experiences which affect the perception of a particular person
about a concept or thing. The important point to recognise is that people generally
behave in accordance with their beliefs. The beliefs of a leader impact directly on the
leadership climate and cohesion, discipline, training, and combat effectiveness of a
unit.
4. Values are attitudes about the worth or importance of people, concepts or
things. Values influence one’s priorities and behaviour because one uses them to
 52
decide amongst alternatives. Strong values are what you put first and defend most,
while the weaker ones are given up. Individual values can, and will, conflict at times.
If someone incorrectly reports an activity, does he have the moral courage to correct
the report even though he knows that the leader will never discover that the report was
wrong. In this situation, the values of truth and self-interest will collide. What one
values the most will guide one’s actions. In this example, the proper course of action
is obvious. However, at times, it may not be so clear.
5. Norms are the rules or laws, normally based on the agreed upon beliefs and
values that members of a group follow to live in harmony. Norms can fall into one of
two categories. Formal norms are official standards or laws that govern behaviour.
Army Rules, Dress Regulations, Mess Rules, Standing Orders and the Geneva
Convention etcetera are formal norms that must direct the behaviour of soldiers. They
dictate what actions are required or forbidden. Informal norms are unwritten rules or
standards that govern the behaviour of group members; for example, conduct with
respect to women, conduct at places of public crisis (outside the domain of duties),
conduct in society etcetera.
6. Important Army Values. All soldiers (leaders and led) are expected to
possess four important values: courage, candour, competence, and commitment.
These four values are considered essential for building the trust, which must exist for
a unit to operate at peak efficiency. Details of these values are:-
a. Courage. Courage is already covered in Chapter 3, Section 7.
b. Candour. Candour is being frank, open, honest, and sincere with
soldiers, seniors, and colleagues. It is an expression of personal integrity.
If handled properly, disagreeing with others and presenting one’s own
point of view are not wrong. Remember these three important points: -
(1) Select the right time and place to offer criticism or advice.
(2) Do not criticise a plan without giving a constructive alternative.
 53
(3) Recognise that when the leader has made the final decision one
must end discussion and support legal and proper orders even if
one does not personally agree with them. Candour is equally
important in peacetime. It must be demanded from your
subordinates and expected from the superiors.
c. Competence. Competence is proficiency in professional knowledge,
judgement and skills, which builds confidence in one’s own self and his
unit or group. Each leader must have it to train and develop a cohesive,
disciplined unit, with all the required individual and collective skills to
win on the battlefield.
d. Commitment. Commitment means the dedication to carry out all unit
missions and to serve the values of the country, the army and the unit.
This is reflected by doing your best to train and develop units and to help
soldiers develop professionally and personally.
Influencing Factors
7. Role of Leaders in Building Norms and Values. Leaders must understand
the importance of nurturing and shaping beliefs and values in their subordinates, as
these are fundamental motivating factors. The leader must endeavour to influence the
beliefs and values of soldiers through the following:-
a. By setting the personnel example and through motivation.
b. By recognising behaviour that supports professional beliefs, values and
norms.
c. By planning, executing and assessing tough and realistic individual and
collective training.
8. Impact of Realistic Training. Tough and realistic training occurs when
leaders and soldiers mutually experience realistic and exhausting conditions that
prepare both for the stress of combat. This kind of training builds cohesion, positive
respect and trust among soldiers and between leaders and soldiers. It builds a feeling
 54
of shared hardships and teamwork. It contributes to the respect and comradeship that
help the leader to influence beliefs and values of soldiers. Tough training will achieve
higher standards and will teach the soldiers to do things as individuals and as a team
that they did not believe possible. It will give soldiers confidence in themselves, in
each other and in the leader. As a leader, one must respect soldiers and must earn their
respect. If soldiers respect and admire a leader, they naturally tend to adopt the
leader’s professional beliefs and values as their own. Then, one can reinforce this
behaviour with positive feedback and by praising them for their good deeds.
9. Character. Character describes a person’s inner strength and is the link
between values, beliefs and behaviour. A soldier of character does what he believes
right, regardless of the danger or circumstances. A soldier’s behaviour shows his
character. Character can be strong or weak. A person with strong character recognises
what he wants and has the drive, energy, self-discipline, will power and courage to get
it. A person with weak character lacks courage, will power and purpose and will not
be able to pursue his objective. A person who admits he is wrong exhibits strong
character. Some believe that apologising is a sign of weakness and causes a leader to
lose power. On the contrary, admitting mistakes exhibits humility and moral courage.
Although, placing blame on someone or something else, when a mistake is made, may
be tempting yet it indicates weak character, which the soldiers will readily recognise.
The army needs leaders of strong and honourable character who posses integrity and
loyalty to the nation, the army and the unit.
10. Impact of Character on Leadership Environments. The soldiers assess the
character of their leader as they watch him very closely. They know if the leader is
open and honest with them. They also see whether he is indecisive, lazy or selfish.
They will quickly determine whether he knows and enforces the rules or standards.
The soldiers’ perceptions of the leader’s actions combine to form a continuing
assessment of the leader’s character. They want to be led by leaders who provide
strength, inspiration and guidance and will help them become winners. Whether or
 55
not they are willing to trust their lives to a leader depends on their assessment of that
leader’s character, courage, competence and commitment. Future wars will be won by
leaders with strong and honourable character.
11. Character Building. Building one’s character demands the honesty to
determine one’s weaknesses. The character, which one wants to instil in his soldiers,
must be exhibited in the daily example one sets and should be consistent with the
established values and norms. For this reason, leading and training soldiers well must
begin with their induction into the service. When they begin their training,
individuals are prepared for change, and since most of them want to do well, they are
willing to adopt the army values. A strong and honourable character is built by hard
work, regular study and challenging experiences. Therefore, one must develop habits
that force him to continually develop his mind and character. The better one
understands himself, the easier it is to exercise his will and self discipline, and the
more he strengthens his character. One must be open to feedback and advice.
However, a leader takes the responsibility for continually building and strengthening
his character. To build a strong and honourable character, one should: -
a. Assess the present strength of values and character.
b. Determine which values must be promoted.
c. Seek out missions and situations that support developing such values.
d. Select a role model that demonstrates the values and character one is
trying to develop.
Influencing Character of a Problematic Soldier
12. In military life, one encounters all types of personalities, including some
problematic soldiers that become a challenge for the leader. How much can one
change or influence the character of a problematic soldier, especially if he comes from
an environment with bad social values? What about a soldier who lies and steals?
These norms may have been instilled as values while he was growing up. Lying to
authority, pretending and taking advantage of the system are normal behaviours in
 56
such cases. He, therefore, becomes undependable and irresponsible; he lacks self-
discipline. Can this soldier change? What is one’s responsibility towards this soldier?
For this, one must understand human nature.
13. Every individual has good and bad values and beliefs instilled in him. A leader
must bring out the good in each soldier and try to eliminate counter-productive
beliefs, values and behaviour and thus help a soldier develop his character influencing
it positively. Many soldiers want to improve, but they need a disciplined organisation,
a good role model and a positive set of beliefs, values, and habits to pattern
themselves after. As a leader one must demonstrate by example and assist in
establishing the conditions for that individual which will encourage the change. A
leader will not be able to influence the beliefs, values and character of all soldiers, but
he can influence most of them. A leader’s job is to make good soldiers out of all the
people in his unit, even the problem soldiers.
14. Gaining the respect of soldiers is important. A respected leader influences
soldiers by teaching, coaching, counselling, training, disciplining and setting a good
example. Respected and successful leaders create a leadership climate that causes
most soldiers to develop the right professional values and character. Their belief that
their leader sincerely cares about them and wants them to develop the correct values
and behaviour gives them the confidence to build a strong and honourable character.
If a soldier does not adopt soldierly values and behaviour after the complete chain of
command has done their best, he must be removed from the army so that he may not
have a negative impact on his colleagues and unit.

SECTION 9 – ETHICS IN THE ARMY

General
1. Ethics are the principles or standards that guide military personal to do the
moral or the right thing that ought to be done. Military and especially Islamic history
is replete with examples that successful military leaders were extremely ethical in
 57
every domain of their leadership. In this modern era, well defined traits and values are
essential to guide the behaviour of personnel in uniform. These can be divided into
two categories: the Army’s Ethics which are common and the Work Ethics which are
job specific.
The Army’s Ethics
2. The most valued norms in the Army are Loyalty, Duty, Selfless Service and
Integrity.
3. Loyalty. The oath every soldier takes requires loyalty to the nation and
involves an obligation to defend the country. For details, refer to Chapter 3, Section 7,
Paragraph 4g.
4. Duty. A duty is a legal or moral obligation to do what should be done,
without being told to do so. Duty means accomplishing all assigned tasks to the best
of one’s ability. Duty requires willingness to accept full responsibility for one’s
actions and for the performance of one’s subordinates. It also requires a leader to take
the initiative and anticipate actions based on the situation. The loyalty to the army or
to his unit should be perceived in correct perspective. If one lies or tells a half-truth to
make the unit look good, he may think he is doing his duty and being loyal to his unit.
In fact, he is being dishonest, dishonourable and unethical, neglecting his duty to the
army and the nation. He is also likely to be held in low esteem by his subordinates. A
leader can not fully perform his duty without being the torch bearer of ethical values.
5. Selfless Service. It requires the leader to put the nation’s interests and mission
accomplishment ahead of his personal safety and that of his troops. The leader must
resist the temptation to put personal advantage and self-interest ahead of what is best
for the nation, the army or his unit. Selfless service is necessary to develop teamwork,
as the service demands the willingness to sacrifice. As a leader, one must be an
example of selfless service for his subordinates.
6. Integrity. Refer to Chapter 3, Section 7, Paragraph 4a.
 58
Work Ethics
7. These are the ethics which are job specific and vary from assignment to
assignment. Generally, a leader following other principles of leadership will be
adhering to work ethics of his appointment. However, it may not always be valid and
there may be situations where work ethics will have to be adhered to deliberately.
Therefore, the leader must identify, or spell out, work ethics of a particular
appointment and ensure these are adhered to. At the same time, it is also binding on
all his peers not to compel any of their colleagues and subordinates to do something
against the ethics of their office. Some examples of violation of work ethics are as
under: -
a. Providing an information to someone who is not required to know at all
or at that particular time.
b. Favouring someone at the cost of others by virtue of his acquaintance
with you or on any other pretext.
c. Getting favours from someone which one is otherwise not entitled, by
use of one’s office.
d. Disproportionate distribution of assignments or responsibilities to
subordinate headquarters, units and sub units, based on one’s feelings or
prejudices.
e. Victimising units, sub units or individuals due to personal dislikes or ill
feelings.
Ethical Responsibilities of a Leader
8. A leader has two main ethical responsibilities: first, he must be a good role
model; and second, he must develop his subordinates, ethically.
9. Be a Role Model. For a leader, display of personal example is more important
than words. Subordinates watch and tend to imitate behaviour of their leader.
Therefore, a leader must accept the obligation to be a worthy role model and should
 59
not ignore the effect his behaviour has on others. A leader must be willing to share the
dangers and hardships and do what he requires of his soldiers.
10. Develop Ethics in Subordinates. The leader must shape the values and beliefs
of his soldiers to support the values of the nation, the army and the unit. He must
inculcate ethical values in his subordinates through personal conduct and by teaching.
Thought process for a decision that has an ethical component must be shared with the
subordinates, when ever time permits. This will earn respect and willing cooperation
and enhance their learning process. The goal must be to develop a shared ethical
perspective so that the soldiers act properly in confusion and uncertainty of combat.
Unless they have learned to think clearly through unethical situations, they may not
have the moral strength to do what is right.
Ethical Decision Making Process
11. A leader should always uphold and live by sound ethical values, disregarding
pressure(s), if any, to act unethically. If one has the right belief and values, the action
to be taken in most situations will be clear and one will do it. However, sometimes,
one will find himself in complex situations where the right ethical choice is unclear.
True ethical dilemmas exist when two or more deeply held values collide. In such
situations, using a decision making process can help identify the course of action that
will result in the greatest moral good. The steps required for an ethical decision
making process, to resolve ethical dilemmas are generally the same as in the case of
normal decision making process and are discussed in Chapter 7, Section 19,
Paragraph 2.
12. Influencing Factors. A variety of factors will influence the ethical decision
making process. Their relative importance may vary in each situation. Few pertinent
factors are: -
a. Basic Values. Religious and ethical values and traditions that provide
the foundation for desirable conduct and behaviour.
 60
b. Laws, Orders and Regulations. Formal orders contained in the
Constitution, laws, policies, regulations, and instructions that guide
behaviour and decision making.
c. Army Values. Values the army establishes as standards of required
behaviour for all soldiers: loyalty to the nation, the army, and the unit;
duty, selfless service, integrity, courage, competence, candour and
commitment etcetera.
d. Personal Values. Personal ideas and beliefs that influence the
behaviour.
How to Foster Ethics in a Unit or Outfit
13. In some organisations or set-ups, an unethical climate may get developed due to
the ignorance of the leader over a period of time. This, however harmless it may
seem, does have a very negative effect on the set up. The leadership, therefore, must
be sensitive to such environments and take quick and necessary measures to change
the climate. Following steps and guidelines will help in bringing a positive change:-
a. Step 1. Reinforce the unit leadership behaviour or attitude by setting a
personal example, as a role model.
b. Step 2. Assess the command climate to determine the prevailing level
of ethical behaviour or standard within the unit and sub units.
c. Step 3. Compare unit behavioural values with established moral
values of religion, society and army.
d. Step 4. Identify behavioural values that are inconsistent with the above
said established values.
e. Step 5. Determine leadership (personalities and their traits) that are
not in line with the desirable moral values and ethics.
f. Step 6. Take actions or recommend to the concerned leadership the
action(s) that will have a positive effect on the ethical climate within the
unit.
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SECTION 10 - SOME ETHICAL PROBLEMS AND SYNDROMES

General

1. The profession of soldiering demands of its leaders the highest standards of

moral values. Any decay in moral values or ethics will lead to poor leadership. As a
military leader, one bears the responsibility of creating an environment where not
only ethics and moral values flourish but also prevent ethical problems from creeping
into his organisation. Some of the important and most common ethical problems are
discussed in succeeding paragraphs, so as to maintain healthy ethical climate.
Misperceived Loyalty Syndrome
2. This is the practice wherein questions of right or wrong are subordinated to the
overriding value of loyalty to the senior or organisation. Loyalty, an admirable and
necessary quality in right perspective, can become all consuming. It also becomes
dangerous when a genuine, wholesome loyalty to the senior degenerates into covering
up for him hiding things from him or not differing with him when he is wrong.
Loyalty syndrome in a unit or formation leads to false reporting, covering up mistakes
or even results, in violation of military norms and discipline. What becomes important
is how things are perceived, rather than how things actually are. Thus, a dream world
of image or impression is created which is often different from the world of reality.
This misplaced loyalty syndrome is highly injurious and must never be tolerated.
Conformism
3. This may stem out of a misplaced concept of obedience, loyalty and discipline.
Difference of opinion is a natural phenomenon and should not be considered as an act
of disobedience or an undesirable virtue; rather it should be taken as part of the
junior’s role and involvement in decision making. It must be understood that a ‘yes
man’ can, at best, give back something, which is already known. The end product is
hiding information, giving incomplete and inaccurate information, ultimately
resulting in faulty decisions. As a leader, one has to guard against such habits and
 62
must train his subordinates that they develop a habit of frank and candid opinion at
the right place, right time and with right choice of words. A healthy discussion and
brain storming are such activities which will certainly breed analytical leadership in
army who will render the correct advice to their senior commander(s). However, once
a decision has been made then it must invoke the unqualified obedience of all ranks.
Hypocrisy
4. The word implies having dual standards. When, over a period of time, the led
find a gap between the leader’s thoughts, words and deeds, they begin to doubt the
leader. In other words, scepticism sets in and faith between the leader and the led gets
eroded. Hypocrisy is a major evil, which may deteriorate or degenerate the moral
fibre of any outfit. As a leader, one has to guard against this disease and try to be
upright and straightforward. A hypocrite leader will never be able to enjoy the respect
of his under command. At the same time, a good leader should always guard against
hypocrites in his outfit and create environments where double standards may not
survive. This demands a perpetual and consistent process of action in harmony with
the spoken words. If this is not done, subordinates tend to accept the demonstrated
double standards, since actions of leaders speak louder than their words. It is,
therefore, important that leaders must lead by precept and example.
Abuse of Authority
5. Over a period of time, a tendency of abuse or misuse of authority has crept in.
Whenever a leader thinks himself to be above law and his actions surpass check and
balance, it soon creates disharmony and distrust amongst his subordinates.
Resultantly, the moral ascendancy, with which one commands one’s outfit, is
jeopardised. Abuse of power by a leader has its fallout, which trickles down. It
weakens discipline and ultimately creates an atmosphere of ‘Might is Right’.
6. One of the most widespread and patently unethical uses of authority is the
exploitation and degradation of subordinates, a generally accepted institutional
practice, knowing fully well that it is wrong. At times, some commanders purposely
 63
intimidate and bully their subordinates to get their own ways through which may be
vicious and demeaning. The abuse of authority can take the following shapes: -
a. Bullying or ridiculing subordinates; hurting their ego and self-respect.
b. Misusing manpower and other resources.
c. Making self-serving decisions.
7. On the other hand, if a military leader fails to use authority to carry out his
responsibilities, his negligence is itself unethical. It is, therefore, imperative that
responsibility and authority be judged on the basis of uni-planner compatibility. As
one rises in rank, his subordinates, more readily, tend to assume that the senior officer
is using his authority legitimately and ethically, because of the high regard with which
juniors hold senior officers. It is therefore important for a leader to keep a watch on
himself as well as on his subordinates for avoiding or controlling misuse or abuse of
authority. When in doubt, one should re-evaluate his decision or action in the light of
established ethics and norms.
Creating Ethical Dilemmas for Subordinates
8. It is the tendency of human beings to please their superiors; therefore, they
should not be asked or obliquely hinted to do things that will cause them to behave
unethically. The situation in which subordinates are made to face the options to either
stick to their moral values or carryout a task assigned by a superior at the cost of
former, may become an ethical dilemma. This will either lead to an unethical decision
or an onset of frustration for annoying the superior. Both situations will not be good
for the command climate. These situations may emerge either through directly asking
or tasking subordinates or through implied means without clear orders and
instructions, leaving a situation or task open to interpretation.
9. Examples. Here are some examples that may cause ethical dilemmas for
subordinates: -
a. “I don’t care how you get it done – just do it!”
b. “There is no excuse for failure!”
 64
c. “You can do it!”
d. “I do not expect and tolerate mistakes” (Zero error syndrome).
e. Covering up errors to look good.
f. Telling superiors what they want to hear.
g. Making reports say what your leader wants to see or hear.
h. Setting goals that are impossible to reach (mission without resources).
j. Misinterpreting loyalty.
 65

CHAPTER – 5
PSYCHOLOGICAL ASPECTS OF BATTLEFIELD
AND ROLE OF LEADERSHIP
SECTION 11 - STRESS MANAGEMENT

General
1. In war, all leadership must be directed towards inculcating an inborn and
voluntary urge in every fighting man to engage the enemy soldier in combat.
Leadership principles discussed in the previous chapters together with the training and
skill, discipline, esprit-de-corps, morale and motivation of the fighting force combine
together to help the soldier attain this objective. Yet, it must be conceded that a
soldier’s willingness for combat is difficult to predetermine and assess or measure in
tangible terms. Numerous factors, including the physical and psychological stresses
and strains of war, the elements of fear and panic and the spread of rumours, exert an
adverse influence on the soldier’s offensive spirit. A good leader should, therefore,
strive to capitalise on the factors that contribute towards the individual’s willingness
for combat and be on a constant lookout and vigil to eradicate or minimise the effects
of adverse influences.
Stress a Normal Phenomenon
2. Stress is the body’s response to a demand placed on it. The demands may be
physical (cold, injury, disease) or mental (threat, conflict, pressure etcetera). It is a
psychological phenomenon, which occurs in every individual depending upon his
personality makeup and work environment. One of the main tasks of leadership is
decision making. The thought of consequence of decision itself is difficult, thus
making it a stressful process.
3. Military history reveals that many famous generals were at one time or another
unable to cope up with the stress and strain of the battlefield. Wellington wept
copiously; Frederick the Great had his surgeons bleed him during battle to relieve his
 66
tension; Rommel, for all his daring, suffered agonies of the stomach which twice took
him away from the front at moments of crisis; Guderian was invalided out of Russia
with heart failure and Ridgeway was advised to resign in 1945 after a severe black
out. Hitler was very vigorous and fairly healthy in 1939. However, the stresses of
taking big decisions, some of which proved disastrous in Russia, took their toll. He
became irritated, short tempered, and anxiety ridden. His left arm started having jerky
movements. He went onto a lot of medication. His miraculous power of decision
making became extremely faulty. These examples show that stress does exist at every
level. However, its knowledge enables an individual to cope up with it in a better
manner.
4. Stress is usually thought of as a destructive force that harms performance. This
is only partially correct. If the level of stress is not too high, it can be positive and
performance enhancer. It can actually help soldiers meet and overcome unpleasant or
painful situations. It can also be the positive force that motivates soldiers to act
selflessly and heroically in combat. Stress also occurs when soldiers think they can
not meet the demands they expect to face. Sometimes, soldiers overestimate the
difficulty of a task or mission and sometimes they underestimate their abilities.
5. Stages of Stress. There are three stages of stress (equally applicable to battle
fatigue): -
a. The Alarm Stage. At this stage (usually brief) the flight or fight
response is extremely active. Performance is likely to be impaired unless
the soldiers’ responses are well drilled.
b. The Resistance Stage. It is achieved if the individual successfully copes
with the threat. The over arousal moderates the stress and the person
begins to actively try to overcome or escape the cause or to adapt to it.
Performance is often enhanced in the resistance stage.
c. The Exhaustion Stage. It may occur if the victim of stress is unable to
escape, overcome or tolerate a causing factor. Performance deteriorates
 67
and may cease altogether. The victim may develop a stress related illness
and can even die of stress.

An infantry battalion was employed on Internal Security (IS) duties in

Karachi. One of the sepoys was constantly being teased by his colleagues about
the feminish contours of his body. In the barrack life, he took the harassment due
to normal rest, sleep and recreation. Once the unit moved on IS duties, stress
multiplied manifold and alongwith it, the teasing continued unabated. He reported
the matter to his superiors, but it was taken lightly and every leader in the chain of
command failed to notice the tell tale signs of irritability in the soldier. The soldier
waited for a week. His last hope of legally restraining his tormentors vanished.
The stress of IS duties added to his personal woes and a state of helplessness
overtook the soldier, taking him to the stage of no return. Overstressed, he shot his
tormentor point blank resulting in his death. Apart from putting the whole unit to
stress, two trained soldiers were lost. This could have been averted had the leaders
at the appropriate levels sensed the stress and taken heed to the signals, which
were too conspicuous to miss. Did the unit leadership err somewhere ?

6. Indicators of Combat Stress. High stress reduces combat strength by

lowering soldiers’ performance and increasing battlefield stress casualties. The
symptoms of stress in an individual and a group are reflected in different manners. An
alert and intelligent leader will always pick up early warnings and take remedial
measures to avoid these.
a. Stress Indicators at Individual Level. A stressed individual is a
dangerous person. He can get himself killed or result in serious
causalities to his group. Following are the indicators of stress in an
individual:-
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(1) Physical. The physical symptoms include ulcer, diarrhoea,
constipation, allergies, migraine, headaches, tension, sleeplessness,
palpitation, mental illness and general tiredness.
(2) Psychological
(a) Inability to relax properly at any time.
(b) Intolerance to noise or other disturbing stimuli.
(c) Irritability and short temper.
(d) Poor memory.
(e) Inability to concentrate.
(f) Lack of confidence.
(g) Leaving jobs unfinished.
(h) Over reacting on minor issues.
(j) Impulsive behaviour.
(k) Uncontrolled emotions particularly frequent crying.
b. Unit or Group Level Indicators. Following are the indicators of stress
in a unit or group: -
(1) Refusing to obey an order.
(2) Increase in number of malingerers.
(3) Increase in number of absent without leave (AWOL) or desertion
cases.
(4) Cases of self-inflicted wounds.
(5) Threatening to kill or killing unit leaders or other soldiers.
(6) Drug and alcohol abuse at group level.
(7) Behaviour of fraternisation.
(8) Acts of looting, pillage, and rape.
(9) Killing non-combatants or civilians.
(10) Torturing of prisoners, using excessive force or brutality.
(11) Decision not to take prisoners and killing enemy prisoners.
 69
(12) Mutilating enemy dead bodies.
How to Deal with Stress
7. Stress Management Process. Stress can be controlled in the same ways as
other complex problems are dealt with. Following guidelines will help in controlling
stress: -
a. Monitor the Signs. Monitor the signs of stress and recognise when and
if they change. To be effective, this recognition should be well before the
stress becomes disruptive and harms performance.
b. Identify Causes of Stress. Identify and monitor the causes of stress, i.e.
the stressors.
c. Classify the Stressors. Classify the stressors into those which can be
controlled (increased, decreased, avoided, or otherwise changed) versus
those which can not be controlled.
d. Control the Stressors. Control the stressors which can be changed by
focusing the stress in the desired direction. Try to minimise the effect of
those stressors which are beyond control or can not be changed by
helping soldiers to adapt to those stressors.
e. Learn and Teach. Learn and teach how to lower the stress level within
each individual as needed, at specific times and in specific situations.
Soldiers must be taught to relax. They must be offered opportunities and
be even given planned breaks to overcome the continuos pressure of
stressful situations.
8. Measures to Control Stress. Uncontrolled combat stress causes erratic or
harmful behaviour that disrupts or interferes with accomplishment of the mission and
can impair mission performance. It may bring disaster and eventual defeat. Stress in
leaders may result due to wrong decisions and prove to be disastrous. Therefore,
dealing with combat stress may at times become the deciding factor i.e. difference
 70
between victory and defeat. Following measures will help in controlling stress at unit
or group level: -
a. High Unit Cohesion. A cohesive unit functions smoothly and
performs well under stress. It results in building mutual trust, confidence
and understanding. Therefore, all efforts be directed to achieve and
maintain commitment of all ranks towards each other and their
willingness to fight together and sacrifice personal safety for the
accomplishment of mission.
b. Tough and Realistic Training. Tough and realistic training prepares
each soldier and unit for combat missions. Tough training occurs when
leaders and soldiers mutually experience realistic and exhausting
conditions that prepare both, as individuals and as a team, for the stress
of combat.
c. Rest. A well planned rest by individuals and groups has resounding
result in overcoming stress. Periodical rest must be given to a unit to
refresh, refit, reorganise and recoup energies to take on new challenges.
d. Information. Leaders should keep the troops informed of the
objectives of the operations of war (including psychological operations
and diplomatic, political, and moral objectives). Well informed troops
can cope with the combat stress in much better manner than ill-informed
troops.
e. Debriefing. Leaders should conduct debriefings to defuse resentments
and tension. This is most important for soldiers who return from special
operations, patrolling or counterinsurgency missions and get the chance
to speak to their leader.
f. Religion as a Healer. Our soldiers’ inner feelings are often based on
religious and spiritual values, which have a very soothing and healing
effect. In combat, soldiers show more inclination in religious beliefs
 71
which must be encouraged to enable them to withstand the challenges
and the accompanying stress.
g. Sound Leadership. A sound leadership will be able to avoid, reduce
and control the stress to a great degree thorough knowledge and efficient
management. Following actions on the part of a leader will enable him in
managing stress: -
(1) A leader should be competent, committed, courageous, and caring.
(2) He should plan to accomplish the mission with as few losses as
possible.
(3) Make sound decisions and establish a positive, healthy atmosphere
in his outfit.
(4) Serve as an ethical role model.
(5) Make the staff work for the troops.
(6) Provide resources to take care of the troops.
(7) Be visible to troops during stressful situations.
(8) Maintain discipline and promptly punish all cases of misconduct to
set deterrence.
9. Stress Control Measures at Individual Level. Individual measures to
avoid and control stress are given at Annex C.

SECTION 12 - BATTLE FATIGUE

General
1. Fatigue means weariness and/or decreased performance due to hard or
prolonged work. It reflects the stage where the energy of an individual begins to run
down; and if continues, it can reach to the point of exhaustion. The level of fatigue
experienced depends on work intensity, task difficulty, duration of effort and general
health of the individual.
 72
Causes of Battle Fatigue
2. Physical Overwork. A well-known example of physical fatigue is muscle
tiredness. This can be limited to specific muscles, which have been overworked.
Another example is aerobic fatigue where the whole body is short of oxygen and
blood sugar is overheated and demands rest.
3. Lack of Sleep. Sleep loss produces a different kind of fatigue, which is
primarily mental. The sleep deprived person has trouble in keeping his mind focused.
People with sleep loss fatigue usually appear tired and slowed down, or they may be
speeded up, hyperactive and irritable.
4. Mental Activity. Continued mental effort on a specific task, whether it is a
task requiring much thinking or constant attention, produces mental fatigue, i.e.
performance keeps lowering with the passage of time. In such situations, even a few
minutes of break substantially relieves mental fatigue and improves performance.
5. Physical Illness. Physical illness can also bring in fatigue, e.g. prolonged flu
or even just a cold can exhaust an individual.
6. Intense Emotions. Intense emotions also produce fatigue. This is especially
true of anxiety and fear because they arouse the fight or flight reflexes.
Signs and Symptoms
7. Signs. Fatique or shell shock can be physical or emotional and is often produced
by lack of food and sleep and is magnified by fear, grief and horror. The main signs of
fatique are physical exhaustion, irritability, snopishness, over reaction, flare up, use of
vulgar or foul language and inability to sleep or take rest. Indicators of battle fatigue
may differ from individual to individual. An older soldier is more susceptible to
fatigue than the younger; the less educated more than the educated. One must
constantly watch for these indicators and take steps to help the individual before he
becomes combat ineffective.
8. Indicators and Symptoms. The indicators of battle fatigue include the
following: -
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a. Physical Exhaustion. Physical exhaustion is normally the most
common form of battle fatigue. It involves tiredness, loss of initiative,
indecisiveness, inattention and in its extreme form, general apathy.
b. Anxiety. The symptoms include verbal expressions of fear, marked
startle responses, tremor, sweating, rapid heartbeat, insomnia with
nightmares etcetera. This form is often seen when the soldier is close to
some danger.
c. Depression. It may result in slowed speech and movement or
restlessness and startled responses. It is also displayed through self-
doubt, self-blame, hopelessness, grief and bereavement. The soldier may
be pessimistic about the chances of victory or survival. The self-blame
and guilt may be about perceived or actual failures in the combat or
mistakes made. It may also be related to his home front.
d. Memory Loss. Memory loss is usually less common, especially in its
extreme versions. Mild forms include inability to remember recent orders
and instructions. Serious examples are loss of memory for well learned
skills or a terrible event or period of time. Extreme forms include
disorientation and regression to a pre-combat (for example, childhood)
state.
e. Physical Function Disturbance. Disturbance of physical functions
includes disruptions of nervous, sensory and speech functions. In this
case physical injuries or causes are absent or insufficient to explain the
symptoms. Some of the physical disturbances are:-
(1) Nervous Disturbances, which include: -
(a) Weakness or paralysis of hands, limbs or body.
(b) Sustained contractions of muscles (for example, being
unable to straighten up or to straighten out the elbow).
 74
(c) Gross tremors, seizures (sometimes with loss of
consciousness).
(2) Visual Disturbance. Visual symptoms may include blurred or
double vision, tunnel vision and total blindness.
(3) Auditory Disturbance. Auditory symptoms may involve ringing
(or other noises) in the ears, deafness or dizziness.
(4) Skin Problems. Skin effects include loss of sensations, abnormal
sensations, such as feeling of ‘pins and needles’.
(5) Speech Disturbance. It may involve stuttering, hoarseness or
muteness.
g. Disruptive Symptoms. Disruptive symptoms are uncommon forms of
battle fatigue which include disorganised, bizarre, impulsive or violent
behaviour and total withdrawal etcetera.

An infantry unit was performing border security duties. At one of the places,
a guard of two non commissioned officers (NCOs) and six other ranks (OR) was
detailed. One OR was detailed on guard for five consecutive nights. On the 5th night
he was very tired and feeling sleepy. He requested his guard commander to give
him duty at the end of the night so that he could have uninterrupted sleep. However,
the dumb guard commander did not agree to him and put him on guard duty from
2300 to 0100 hours. At 2330 hours the individual overwhelmed with fatigue, stress
and strain shot dead the rest of the seven persons on the post. The soldier then went
to his Subedar Major and handed him over his rifle. The unit leadership failed to
exercise proper control over this guard and the guard commander failed to
understand the fatigue caused by continuos sleepless nights, which finally broke
down the soldier and caused an extreme reaction. Was there any way to avoid this
incident?
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How to Treat Battle Fatigue
9. Tough and Realistic Training. Tough, demanding and realistic training will
increase the physical stamina and mental endurance. It will inculcate confidence of
soldiers in self, the unit, their leadership and equipment and enable them to withstand
the rigours of battlefield.
10. Rest. The sustained stress of fighting and waiting to fight wears down soldiers
mentally and physically and can lead to battle fatigue. Therefore, develop and enforce
a sleep plan to provide each individual opportunity to rest. Remember that leaders too
need sleep so that they can make sound and timely decisions. Moving the unit to an
area of lower risk or resting the unit for about 48 hours can significantly reduce the
most serious effects of sustained stress.
11. Knowledge. It must be remembered that battle fatigue is normal. Talk about
it; make sure soldiers understand it and are able to recognise it in themselves and
others. Keep men informed to guard against rumours, get the facts and do not jump to
conclusions. Reduce your soldier’s anxiety and increase their peace of mind by
keeping them informed.
12. Leadership. The most powerful thing one can do for his soldiers in tough
situations is to look calm and cool, as it will have a very soothing effect on them.
Soldiers normally key on to the behaviour of their leader. In addition, take following
actions when the tactical situation and safety permit: -
(a) Make the troops drink plenty of water.
(b) Make the troops eat normal quantity of hot food.
(c) Continue to conduct training.
(d) Ensure soldiers carry out clean ups (wash, shave and change).
(e) Keep the soldiers busy productively when not resting (carry out
recreational activities, equipment maintenance and training etcetera).
13. Battle fatigue symptoms are a non verbal way for soldiers to communicate to
their leaders that they have had all they could stand up to. Leaders must ensure that
 76
battle fatigue casualties are given timely attention to restore the combat effectiveness
and morale of the outfit.

SECTION 13 – FEAR AND PANIC

General
1. Fear and panic are unpleasant emotions and responses to a danger. If intense,
these involve the whole physiological pattern induced by the action of the
sympathetic nervous system. Fortunately, the energy can be diverted from flight to
attack; thus, fear may come to have a military use. It persists and grows when danger
impends, especially if there is nothing the fearful man can do to lessen the threat
against him. Action, on the other hand, always lessens or may even abolish fear,
resolving the frustration and eliminating it.
2. The presence of fear and panic fluctuates in accordance with the condition of
troops, the degree of success in battle and physical conditions of the battlefield. The
greatest susceptibility to fear and panic usually exists during baptism of fire,
withdrawal or when a unit is dispersed or isolated. Under such conditions, leaders are
required to play their role to counteract these elements.
Symptoms
3. Analysis reveal that following symptoms may occur in a fearful individual: -
a. Violent pounding of the heart.
b. Sinking or tense or sickness feeling in the stomach.
c. Trembling and shaking.
d. Cold sweat.
e. Feeling of weakness and faintness.
f. Vomiting.
g. Losing control of the bowels.
h. Urinating in the pants. .
 77
How to Fight Fear and Panic
4. Keep the Men Busy. In the suspense before combat, when men are ready
for action and waiting for the start, fear is at its height. It will disappear for many of
the men when action commences. Troops waiting for starting signal must be
committed in some positive activities, e.g. maintenance, improvement of defences and
religious or recreational activities etcetera.
5. Keep the Men Informed. The unfamiliar is always more fearful than the
familiar. The soldiers need to be kept updated about the progress of war even when
the news is bad. The informed man, who knows that he can depend on the information
that comes to him from his superior, is well guarded against lies and rumours. He can
fight his battle without the fear that is engendered by inadequate or incorrect
information. If he knows the worst, he can prepare himself accordingly. If he is left
guessing he imagines the worst and can become panicky; or hopes for the best and
takes inadequate precautions. Therefore, men in combat should be told as much about
the enemy as possible, i.e. where the enemy is likely to be met, in what strength, with
what kinds of weapons and his likely tactics etcetera.
6. Discipline Reduces Fear. Fear is disorganising. It makes men less alert,
takes their attention away from important matters and causes them to act for
inadequate reasons. That is how panic starts but discipline controls them and gets
them started on the right actions. Then, in action, the mind clears up as the fear
disappears. Discipline is soldiers’ friend in emergency.
7. Calm Behaviour Lessens Fear. Fear and self-possession are contagious. For
this reason each man has a responsibility to control the signs of his own fear. The
successful leader is a man who can remain calm in danger. He finds his pride working
against panic, therefore inculcates calmness in his soldiers.
8. Humour Fights Fear. In trying times and tense moments a laugh can be a
lifesaver. Develop a habit of humour in troops (time and situation permitting).
 78
9. Companionship Decreases Fear. Men should, whenever possible, be
within sight or hearing of other men in times of battle or other danger, although not
bunched together so that they do not make a common target. The sight of another man
who seems not to be panicky is reassuring. Roll calls also help; they remind the men
that they are not alone, that each is part of a closely knit organisation in which he has
an important position.
10. Religious Faith Diminishes Fear. Our religion Islam gives us great
strength in this regard. Our belief in philosophy of Shahadat and Life Thereafter
greatly reduces the common fear of death. This strength must be fully capitalised
upon in overcoming the fear of battle. Many leaders encourage prayers among their
troops before and during the combat.
11. Loyalty Works Against Fear. The fear can be controlled by inculcating in a
soldier a deep sense of loyalty and responsibility to his comrades, to his unit or to his
leader. Resultantly, men will crawl out of trenches under shellfire to evacuate a
wounded comrade or retrieve the dead body of a colleague.
12. Good Physical Condition – an Antidote to Fear. Tired, sleepy and hungry
men are much more likely to be fearful than men in good physical condition. The
tired man does not think clearly; he is more prone to illogical fears than the rested
man. The healthy man can do something about fear whereas the ill man lacks the
energy to combat it.
13. Knowing About Fear Reduces Fear. Many inexperienced soldiers are afraid
of being afraid. They wonder whether they will be able to stand the test. These men
are potentially the strong men whose pride will make them responsible and brave if
they know about the fear. Following must be told to the soldiers:-
a. They should know what fear is like.
b. Why it comes to all normal men.
c. It is inevitable because it has a psychological basis.
d. Knowledge and experience overcome it.
 79
e. It generally disappears in action, that it is not incompatible with bravery
but is a natural antecedent to a courageous action.
f. Bringing their fears into the open helps most men to control or overcome
it.
g. It is good to know that others are afraid too, including their enemy. When
soldiers know that fear in combat is natural, highly contagious and
almost inevitable, but that the courage is also contagious, then part of the
battle against fear is won. It is good to know for them that the enemy is
also afraid, may be more than them.
14. Support for Isolated Units and Groups. Furnish every possible support,
both physical and moral, for units or groups which are isolated. Do not permit such
units to feel that they are neglected, abandoned or fighting for a sacrifice mission.

SECTION 14 – RUMOURS
General
1. Rumours are generally anonymous communications that are easily and speedily
spread. These are basically non-authentic and often tainted pieces of information,
which are spread by Rumour Mongers without verifying its accuracy. Those which
seem plausible under existing conditions circulate more rapidly. Rumours destroy
mutual trust and confidence and create uncertainty. In combat, when soldiers may be
uncertain and insecure, rumours may create an illusion that a critical situation exists;
whereas, in reality none does. Thus rumours create a condition of high susceptibility
to emotional and irrational behaviour. Individuals may get excited and may react in an
unreasonable manner even to a weak suggestion or minor provocation.
2. Over a short range period, rumours satisfy a need for information, which troops
experience in a state of expectation. In a longer range, rumours erode the confidence
of troops in their chain of command and in themselves. In this way, rumours affect
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both ways, increase the stress level of individuals and decrease the potential
effectiveness of the unit.
3. Totally irrational rumours are generally short lived. However, rumours based
on half truth and those which are later on found to be true exist for longer periods and
cause more harms.
Causes of Spread of Rumours
4. Following are some of the main reasons or causes for spread of rumours:-
a. Communication gap or lack of two way communication and passage of
information between the leader and his subordinates.
b. Enemy propaganda or misuse of media by individuals having vested
interests.
c. Delays in passage of information or provision of inaccurate information
to the troops.
d. Lack of mutual trust and confidence and the leader’s failure to restore
and retain trust and confidence.
e. Tendency of Rumours Mongers to pass on information gathered or
fabricated without establishing its authencity.
f. Injustice, partiality or favouritism.
Control Measures
5. Due to comparatively low education and lack of wider comprehension of major
issues and tactical picture in war, our soldiers are more susceptible to rumours and get
easily influenced by them. Effective rumour control requires an attentive ear to detect
and identify rumours and specific action to discredit and eliminate them at the earliest.
All efforts must be geared to locate the source(s) and the cause(s) of the rumours. This
will greatly help in redressing the root cause, if any, and taking effective remedial
measures. Rumours originated by the enemy necessitate counter intelligence measures
and keeping the men well informed.
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6. Specific Control Measures. The following measures can significantly help in
controlling or reducing the spread and effect of rumours: -
a. An effective information programme will nullify enemy’s psychological
operations.
b. Disseminating maximum information on current issues, plans and
operations within the limits of security. Give the troops as many facts as
possible.
c. Finding out and attempting to eliminate the basic conditions creating
uncertainty and frustration before they accumulate.
d. Knowing about current rumours and finding their sources. In order to
curb rumours, timely and accurate information be provided to the troops.
If factual information is not timely supplied by the chain of command,
then the ‘Rumour Campaigns’ take over. The obvious disadvantage of
not replying directly to rumours is that rumours generally get reinforced
and earn credibility. However, a long range programme of instilling faith
in the information passed by the leadership is better than a point for point
rebuttal of rumours.
e. Developing confidence in the individuals towards their leaders.
f. Keeping the men informed assumes a major role, both in peace time and
in the battlefield. A soldier who is well informed about the situation and
his mission is more effective than the one who is ill informed. The men
must know what is expected of them and what means or resources they
have at their disposal for accomplishment of the mission. Troops who are
aware before hand of the enemy’s capabilities perform better and exert
positive influence towards achievement of the mission. Besides, the
soldiers who have confidence in their leader are less prone to rumours
than the ones who lack it.
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CHAPTER - 6
RESPONSIBILITIES OF MILITARY LEADERSHIP
SECTION 15 – LEADERSHIP FUNCTIONS
General
1. There are many cases in military history where forces inferior in physical or
quantitative measures but superior in quality and/or moral values achieved success. In
such cases, the skill of leaders in adapting to the prevailing environment, applying
sound tactical or operational methods and providing purpose, direction and motivation
to their soldiers and subordinate leaders were always critical.
Provide Purpose
2. Purpose gives soldiers a reason why they should perform dangerous tasks under
stressful circumstances. It focuses soldiers’ attention and effort on the task or mission
at hand, enabling them to operate in a disciplined manner, even in the absence of their
leader. On the battlefield, soldiers must have a clear concept of the objective; they
must clearly understand the intent of their leader. It is only then that the soldiers will
be able to use their understanding of leader’s intent and take initiative to accomplish
the mission even in the absence of orders.
Provide Direction
3. Thinking skills are often referred to as directional skills because one sets the
direction or orientation of actions when one states what must be done in an
established priority. The direction a leader gives to his soldiers is often based on the
guidance from his leader. The key point to remember is that one must listen to the
leader and support and help him in accomplishing the mission.
Provide Motivation
4. Motivation is the cause of action. It gives soldiers the will to do what they think
must be done to accomplish the mission. If subordinates have confidence in
themselves, each other, the unit and the leader, and support the cause, they will be
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sincerely motivated. Training them to fight and win as a cohesive and disciplined
team will have a valuable motivating effect: Knowledge and skill reduce fear and
increase confidence. Confidence is a potent motivating force and gives rise to morale,
courage and the will to fight. One must keep a broad point of view on human nature
and motivation. A narrow view that soldiers are only motivated by fear of their
leaders may not be true. It is equally dangerous to believe the opposite – that all
soldiers are motivated to work hard and do the right thing. One can motivate his
subordinates by: -
a. Serving as the ethical standard bearer.
b. Developing cohesive teams.
c. Rewarding and punishing fairly, justly and promptly.
5. Serving as a Role Model. The soldiers need their leader to be the example, to
look up to and provide the moral force and the values our society demand. By being
the ethical standard bearer, one motivates his soldiers and helps them to develop the
self-discipline and will to fight courageously. It will also guide them to do the right
and brave thing, regardless of danger.
6. Developing Cohesive Teams . Caring for soldiers and working hard to make
soldiering meaningful for them help to develop cohesive teams. It takes a lot of work
to properly teach, coach, counsel and train subordinates. This creates bonds that lead
to cohesion, trust, and mutual respect. A soldier in a cohesive team is confident of his
colleagues, his leaders, his equipment and training. He will willingly fight to destroy
the enemy and keep himself and his comrades alive.
7. Rewarding and Punishing . The hope of reward and the fear of punishment
greatly affect soldiers’ behaviour. Rewards and punishments have different purposes.
Rewards promote desired behaviour; a punishment reduces undesired behaviour. If
used properly, rewards and punishments can have far reaching influences on the
behaviour of soldiers. Details are: -
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a. Reward. Praise, recognition, a certificate or a letter of commendation
means a great deal to a soldier. Napoleon marvelled at the motivational
power of a small piece of ribbon. He once said that if he had enough
ribbon, he could have conquered the World. Rewards are visible
evidence to the soldier that his leader, his unit and his country appreciate
his courage or hard work. Here are some ideas on applying this
principle:-
(1) Make judicious use of the established award system of certificates,
medals and commendation cards etcetera.
(2) Choose rewards that appeal to a soldier’s personal pride; they will
have the most motivational power. Praise before colleagues is
often more powerful than a few days leave.
(3) Present awards at an appropriate unit ceremony or occasion so that
others can see that the hard work is rewarded.
(4) Reward promptly the desired behaviour of an individual or group.
(5) Promote people who work hard, influence others to achieve
standards and show the capability for enhanced responsibility.
b. Punishment. One must also punish soldiers who do not try or
intentionally fail to meet standards or follow guidance. It is done to
change the behaviour and show others what they can expect if they
choose to perform in a similar manner. Soldiers learn from the results of
others’ mistakes. Seeing what happens to a person who is unwilling or
unmotivated to meet standards can have the same influence on behaviour
as first hand experience. Here are some principles one should understand
about punishing: -
(1) Let the soldier know that the leader is upset about his behaviour
and not about him. Let him know that he cares about him as a
person but expects more from him.
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(2) Make the soldiers know how they are performing.
(3) Do not punish soldiers who are unable to perform a task. Punish
those unwilling or unmotivated to succeed.
(4) Punish as soon as possible after the undesirable behaviour is
noticed.
(5) Ensure that soldiers being punished understand exactly what
behaviour led to the punishment.
(6) Ensure that punishment is neither excessive nor unreasonable. Do
not humiliate a soldier in front of others.
(7) Do not hold a grudge after the punishment. When a punishment is
over, it is over.
(8) Never lose temper.

As a leader, You Must Actions

Provide purpose. • Explain the “why” of the
mission.
• Plan.
Provide direction. • Maintain standards.
• Set goals.
• Make decisions and solve
problems.
• Take care of soldiers.
Provide motivation. • Serve as the ethical standard
bearer.
• Develop cohesive soldier
teams.
• Make soldiering meaningful.
• Communicate your intent.
• Teach, Coach, Supervise,
Evaluate, and counsel.
• Train soldiers and teams.
• Reward performance that exceeds
standards.
• Correct performance not meeting
standards.
• Punish soldiers who intentionally
fail to meet standards or follow
orders.

Knowing and Maintaining Standards

8. The Army has established standards for all military activities. As a leader one
has two responsibilities: first is to know the standards; and second, to implement and
enforce them. One must assist subordinate leaders by explaining the standards and
rules that apply to the organisation, giving them the authority to enforce them. He
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should then hold them accountable for ensuring that they and their soldiers achieve
the given standards. Soldiers will quickly recognise whether or not their leader knows
and can enforce standards and rules.
9. Setting Goals . Goal setting is a critical part of leadership. The ultimate goal is
to ensure that every soldier and unit is properly trained, motivated and prepared to
win in war. Achieving this objective will normally require that the leader and his
subordinates jointly establish and develop goals. When developing goals for one’s
unit, one must remember these key points: -
a. Goals should be realistic and attainable.
b. Goals should lead to improved combat readiness.
c. Subordinates should be involved in the goal setting process.
d. The leader must develop a programme to achieve each goal.
10. Planning . Planning is as essential for success in peacetime training as it is for
combat operations. Planning is usually based on guidance or a mission one receives
from one’s leader or higher headquarters. Involving subordinates in planning shows
that they are recognised and their abilities are appreciated. Recognition and
appreciation from a respected leader are powerful motivating forces. Subordinates’
ideas can help leader develop a better plan; their participation in the planning process
gives them a personal interest in seeing the plan succeed. If one uses common sense
and experience, this process will help eliminate problems, organise time and work out
details. Planning is a skill, and like other skills, it can be developed with practice. The
steps involved in planning are: -
a. Determine the basis: what, how and when. What is it to be done, i.e.
objective. How and when it is to be accomplished, i.e. method and target
date?.
b. Identify tasks to be accomplished and establish a sequence for them.
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c. Develop a schedule to accomplish the tasks. Start with the last task to be
accomplished and work backwards to the present time in order to set a
realistic time frame.
11. Making Decisions and Solving Problems. In combat, a leader will face
complicated problems and will have to make decisions with less information than one
would like. Decision making, as a leadership skill, is discussed in Chapter 7, Section
19.
12. Supervising and Evaluating. Supervising means keeping a grasp on the
situation and ensuring that plans and policies are implemented properly. Supervision
includes giving instructions and continuously inspecting the accomplishment of a
task. There is a hairline difference between supervision and over supervision which
stifles initiative, breeds resentment, and lowers morale and motivation. Under
supervision, however, can lead to frustration, miscommunication and the perception
that the leader does not care or know his job. The right level of supervision will
depend on the task being performed and the person(s) doing it. The factors which will
determine the level and degree of supervision are: -
a. The experience level of the subordinate(s).
b. Level of competence of the subordinate(s).
c. Confidence level of the subordinate(s) about his/their ability to do the
task.
d. Motivation level of the subordinate(s) to perform the task.
13. All soldiers benefit from appropriate supervision by leaders who have more
knowledge and experience. Supervision has a major effect on building trust within a
unit. A leader should ensure that his subordinates understand how and why he intends
to supervise as part of leadership or command philosophy. The soldiers can adjust to
many styles of supervision once they understand that the leader is checking to ensure
tasks are understood, to keep communications open, to teach and to learn himself.
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14. Teaching, Coaching and Counselling. Teaching and counselling are
fundamental responsibilities of every leader. Teaching involves creating conditions
for learning and developing. To influence the competence and confidence of
subordinates, one must be a skilled teacher. Coaching, counselling, rewarding and
taking appropriate disciplinary measures are all parts of teaching. A leader must be a
good teacher if he intends to plan and conduct effective training and help subordinates
develop professionally and personally. Understanding how people learn is
fundamental to being a good teacher. People learn: -
a. By the example of others.
b. By forming a picture in their minds of what they are trying to learn.
c. By gaining and understanding necessary information.
d. By application or practice.
15. Learning requires certain important conditions. The most important condition is
that the person should have motivation to learn. It is difficult to teach someone who
has no motivation to learn or feels no need to learn what one is being taught. Soldiers
often think counselling is negative, equating it to being told they are doing something
wrong. The leader should learn to use counselling as a positive tool to help soldiers
prepare for future responsibilities. Counselling is talking with a person in a way
which helps that person solve a problem, correct performance or improve good
performance. Counselling is a leadership skill that is a particular form of coaching
and teaching. It requires understanding of human nature – what causes a soldier to
behave in a certain way and what is required to positively influence his behaviour?
Counselling requires listening skills to learn about the situation and the soldier. When
one sees that a subordinate needs counselling, a leader should prepare himself by
reviewing the problem solving process. The aim of counselling should be to teach
soldiers new values, knowledge or skills that will change behaviour and help them
become better soldiers. Counselling is covered in detail in Chapter 7 Section 20.
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A CLASSIC EXAMPLE OF HOW NOT TO FIGHT A BATTLE

KHAKI TEKRI – 1971 WAR

During 1971 War, a battalion of Azad Kashmir Regiment was tasked to defend
area Mandhar River including Satwal Ridge. A Company was tasked to defend Khaki
Tekri. The Company had deficiency in manpower, equipment and small arms. The
Company Commander deployed three platoons along the fringes of Khaki Tekri,
keeping a section plus strength along with artillery observer for the defence of the
feature itself. Company Headquarters was sited at the lower foyer of Tekri instead of
siting it on the top for effective command and control. The Company Commander did
not carry out any preliminary reconnaissance of the area and tasked the junior
commissioned officers (platoon commanders) to deploy their platoons according to
their own choice. He visited the most important tactical feature i.e. Khaki Tekri, only
once during the period from 2 to 10 December 1971. The defences prepared were in
deplorable state and no effort was made for their improvement. As the hostilities
broke out, line communication was disrupted on 5 December 1971 due to artillery fire
but no effort was made for its restoration. The only available wireless set with
artillery observer was used at regular intervals. Due to non-availability of charging set
the battery of the set was completely discharged in the process.
The enemy attacked Khaki Tekri on night 9/10 December 1971 with a two
pronged effort. The troops deployed on and along the Tekri fought back vigorously
and the attack was repulsed. Half of the ammunition was exhausted. Four personnel
were killed and another 5 wounded. Having received a wireless message about the
attack, the Company Commander considered it appropriate to remain in the Company
Headquarters and did not take any action to strengthen the main post, evacuate
casualties, replenish and restore the communication.
 90

The enemy launched second attack on Khaki Tekri a few hourse later with a
two pronged effort. The defenders fought back vigorously. The attack was again
repulsed and the situation was stabilised by fist light at the cost of 10 casualties.
However, despite having received wireless message about the second also, attack the
company commander remained in Company Headquarters and again did not take any
action.
During night 10/11 December 1971, troops deployed on the flanks were
withdrawn to home bank of River Punch. The Company Headquarters withdrew to
Dawarandi Ridge, on the home bank of River Punch. Only about a section plus
strength alongwith an artillery observer party was left to fight at the Tekri. Practically,
they did not have any communication with the Company Headquarters and the
Artillery Battery.
On night 10/11 December 1971, the enemy attacked from three directions with
a preparatory bombardment of two hours. The Section withdrew and Khaki Tekri was
lost by about mid night. No attempt was made to recapture this important tactical
feature.
This battle highlights the poor role played by leaders at all tiers of command.
The Company Commander did not accord due importance to the feature, as he did not
site the defence himself. The position was not replenished and reinforced in order to
augment the fighting potential of troops. During the conduct stage of the battle,
neither the Company Commander nor the Battalion Commander took suitable
measures to influence the battle. Overall, the incompetent and indifferent leadership
failed to prove equal to the task.
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SECTION 16 - DEVELOPING COMBAT READY GROUPS

General
1. In peacetime, one of the prime roles of leadership is to transform his soldiers
into an efficient team ready to undertake their mission during combat. The training
must aim at enhancing battle worthiness so as to enable soldiers to accomplish their
mission in desired time frame and with minimum possible losses.
Role of Leadership
2. The leader should play an active role in planning for training of his under
command. Training provides the leader an opportunity to identify potential leaders. A
crucial task for a leader is to instil confidence in his men. He must delegate
responsibilities and guide junior leaders to use their initiative with the sole purpose of
enhancing their battle worthiness. Through constant evaluation and progressive and
realistic training, the mission of creating combat ready groups can be achieved.
Training for Combat
3. Training Aims . Quality training is the key to sustaining a combat ready army
and reducing human error. Good training produces skilled and disciplined soldiers
who accept responsibilities willingly. Good training should aim at the following: -
a. Strengthen the morale of each soldier.
b. Build mutual trust and respect between the leader and the led.
c. Concentrate on war fighting skills.
d. Be performance oriented and should have realistic objectives.
e. Follow army doctrine to standardise actions.
f. Allow learning from mistakes and help in further development.
4. Challenging Training. Challenging and worthwhile training creates and
reflects unit cohesion. Through successful completion of challenging training, a
soldier gains confidence in himself, his fellow soldiers, his leaders and in his weapons
 92
and equipment. Such training results in shared experiences among unit members and
directly contributes to increased unit and personal pride. Soldiers need to know that as
a cohesive team they can carry the fight to the enemy and win.
5. Developing Courage. An important aspect of training for combat is to help
the soldier learn how to deal with fear. The leader should first teach the soldier about
the physical effects of fear. Each soldier must consciously think about what happens
to him when he is afraid so that when he feels fear in combat, he will know what to
expect. Second by, when planning training, the leader can develop training tasks that
require moral and physical courage. The soldier should face situations in training that
generate fear and anxiety so that he can learn to deal with them. Knowing what the
symptoms of fear are and when to expect fear makes the situation predictable.
Soldiers must be educated that fear is a normal human response that prepares the body
to respond to a threatening situation. Fear has been discussed in detail in Chapter 5,
Section 13.
6. Train as Small Teams or Groups. Combat requires co-ordinated action by
the unit as well as from the smaller teams that make up the unit. When such training
occurs, small unit leaders develop needed skills to ensure proper action in the absence
of instructions from seniors in the combat situation. On the future battlefield, the
successful accomplishment of a mission may very well hinge on the actions of
isolated teams, led by young, but inexperienced leaders. Therefore, in training, small
teams should be given as much responsibility as possible.
7. Train as a Unit. The only way to develop cohesiveness in team members is to
do things together. When the team works together to accomplish the mission, soldiers
experience a deepening sense of unit identity. As training standards are met, unit pride
develops. During training exercises, participation must be the first priority for all
soldiers and leaders. When the training is handled well, leaders and team members
become more involved in the effort, become more aware of the strengths and
competence of one another; and learn more about the particular needs, concerns and
 93
interests of each soldier. The unit should strive to enhance its standards through
meaningful training and evaluation. Performance of a unit should be assessed by its
ability to accomplish the mission. When it is good, the unit should be rewarded. When
the performance is below the mark, the leader should work together with the unit to
affect improvement. To this end, if required, the normal schedule may have to be
disrupted and more time devoted to achieve the training goals. Each training spell
should be followed by a deliberate evaluation and debriefing. This process will
identify weaknesses and provide basis for future training and progression.

SECTION 17 – ESSENTIAL GUIDELINES FOR THE LEADERSHIP

General
1. Leadership guidelines provide a general direction to a leader which, if
followed, will pay rich dividends. Their application may vary with the situation but a
leader who disregards them is risking failure. It must however be understood that the
application of these guidelines will yield optimum results only if the leader, who
applies them, possesses the essential leadership attributes. A leader who is deficient in
personal qualities can seldom apply them confidently and effectively.
2. Following are the essential guidelines for efficient application of military
leadership: -
a. Know your job.
b. Know yourself and seek improvement.
c. Know your men and look-after their welfare.
d. Set a personal example.
e. Keep the men informed.
f. Train the men as a team.
g. Make sound and timely decisions.
h. Develop a sense of responsibility in your subordinates.
j. Employ your command in accordance with its capabilities.
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k. Seek and accept responsibility for your actions.
l. Ensure that the task is understood, supervised, and accomplished.
Know Your Job
3. To know the job thoroughly, a leader must possess a wide field of knowledge –
tactical, technical, administrative, general, instructional and man management. He
should develop a sound understanding of human relations, which includes a working
knowledge of the duties, responsibilities and problems of his subordinates.
4. In order to attain knowledge, a leader should: -
a. Seek a well-rounded military education through attendance at army
schools of instructions and through reading, research and broad based
study covering several subjects.
b. Seek out and foster association with capable leaders of own arm as well
as other arms and services. Observe and study their actions and
application of leadership techniques.
c. Seek opportunity to apply knowledge through the exercise of command.
d. Keep abreast of current military developments. Study all aspects of war.
e. Familiarise himself with the capabilities and limitations as well as
relative development of all elements of his command by study, frequent
visits and inspections, especially to those with which his experience has
been most limited.
f. Learn and cultivate the use of at-least one foreign language.
g. Broaden his horizon by studying geography and military history and its
influences on people and military operations.
Know Yourself and Seek Improvement
5. Every person born in this World has certain weaknesses and strengths in his
character. It is, therefore, the duty of every leader to evaluate himself to recognise his
strengths and weaknesses. After recognition, he should try to build-up his strong
points and curb his weaknesses. An individual who does not know his capabilities
 95
and limitations is not a master of himself and can never hope to be a leader.
Likewise, an individual who realises his deficiencies but makes no effort to correct
them will fail as a leader.
6. In order to improve himself, a leader should: -
a. Analyse himself objectively to determine the strong and weak points of
his character (refer to the Self Analysis Guide at Annex B) and make an
effort to overcome weak points.
b. Solicit, when applicable, the candid opinion of others as to how he can
make the most of his desirable qualities and eliminate the undesirable
ones.
c. Profit by studying the causes for the successes or failures of other
leaders, past and present.
d. Develop a genuine interest in people and acquire a humane touch.
e. Master the art of oral and written communication.
f. Cultivate and maintain cordial relations with members of the other arms
and services and with civilians.
Know Your Men and Lookafter Their Welfare
7. A good military leader should make an honest, conscientious and determined
effort to gain a detailed and thorough knowledge of his men including their family
and socio-economic back-grounds, ethnic and racial affinities, habits and trends, likes
and dislikes, and strengths and weaknesses. Through constant study and observation,
the leader should develop an intimate understanding of how his men react and
function under various conditions so as to enable him to utilise and employ them
more effectively. At lower echelons of command, he should become personally
acquainted with his men, know them by their names, recognise their individual
differences and identify the capabilities and shortcomings of each. Through persistent
efforts, he should inculcate a feeling of oneness, association and belonging in his
men. Without knowing his men, he will not be in a position to lookafter their welfare,
 96
particularly their domestic problems which are a source of constant worry to our men
and can undermine their fighting effectiveness to a great extent.
8. The men’s desire to satisfy their physical, mental and spiritual needs is the
basis of their behaviour, which determines, to a great extent, the sum total of their
attitude towards the performance of their duty. A good leader should be in a position
to think and genuinely feel for his men and anticipate their needs and desires. He
should then take prompt and timely actions to provide for their welfare and help
remove their personal problems and difficulties. By satisfying the needs and desires of
his men he will be increasing the individual productivity and thus enhancing the
efficiency of his unit.
9. The welfare of his men is an official as well as moral obligation of a leader. He
can never afford to be negligent or indifferent towards it. The leader must: -
a. Ensure that his men have the best of living conditions, food and clothing
under the prevailing conditions.
b. Protect the health of his men by active enforcement and supervision of
hygiene and sanitation.
c. Ensure that the various personnel services and welfare organisations are
performing their jobs properly.
d. Attend to the domestic problems of the men, which are a source of
constant worry to them and are detriment to their combat effectiveness.
e. Administer justice in matters of awards, promotions and punishment
impartially and with out fear or favour.
f. Be fair and equitable in the distribution of passes, leave and other
privileges including educational facilities.
g. Provide the men with sufficient sports and recreational facilities.
h. Make provisions for their spiritual welfare and take a genuine personal
interest in it.
 97
j. Remain in touch with those men of his unit who have been invalided out
of service as a result of an injury sustained during war or otherwise and
ensure their welfare.
k. Lookafter the dependent(s) of Shaheeds of his unit and always remain in
communication with them.
l. Must remember that the welfare and needs of his men always take
preference over his own welfare.
Set a Personal Example
10. Men instinctively look to their leaders for patterns of conduct, which they may
either emulate or use as an excuse for their own shortcomings. The leader’s personal
appearance and conduct must bring forth, from his subordinates, respect, pride and a
desire to meet the standards set by him. By his outstanding performance of duty the
leader must set the standard for his entire command. The commander who appears in
an unfavourable light before his men destroys the mutual confidence and respect that
must exist between a leader and his men. The leader’s ideas and actions should be in
perfect harmony with each other and he should practice exactly what he preaches and
professes. The more difficult and dangerous the situation, the greater is the need for
the leader to inspire his men through personal example. His personal devotion to duty,
will power, determination, energy and spirit of sacrifice should always excel those of
his men. In combat, he should be available to provide direct and personal leadership
to his men in all dangerous situations. Commanders who issue lengthy directives and
make forceful speeches but fail to match them with personal deeds, actions and
examples earn the hatred and disrespect of their subordinates. In its ultimate analysis,
such an attitude amounts to disloyalty and hypocrisy.
11. In order to set the example, a leader must:-
a. At all times, be physically fit, mentally alert, well groomed and correctly
dressed.
 98
b. Master his emotions. The leader who is subject to uncontrolled bursts of
anger or to periods of depression will have difficulty in gaining respect
and loyalty of his subordinates.
c. Maintain an optimistic outlook and a cheerful countenance. The will to
win is infectious. It should be developed by capitalising on his unit’s
capabilities and successes. Display an attitude of calmness and
confidence. The more difficult the situation, the more important this
becomes.
d. Conduct himself so that his personal habits are not open to censure.
Coarse behaviour and vulgarity are the marks of an essentially weak and
unstable character. Failure to be punctual and self-indulgence in luxuries
not available to the command in general are resented by the troops.
e. Co-operate with your men in spirit as well as in fact. Co-operation works
in a two-way direction. It arises from a whole-hearted desire by all
members to further the effectiveness of the team.
f. Exercise initiative and promote the spirit of initiative in his subordinates.
g. Be completely loyal to his seniors and subordinates and support his
subordinates as long as they discharge their duties conscientiously. The
leader who seeks to protect an incompetent subordinate from correction
by a higher commander is being disloyal to himself and his command.
Loyalty is an important trait of a leader and demands unqualified support
of the policies of superior officers whether the individuals concerned
personally agree with them or not.
h. Avoid the development of a clique of favourites. It is difficult to avoid
being partial to subordinates with whom he has had personal association
and who have rendered loyal service over a period of time. However, the
temptation to show partiality should be vigorously resisted.
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j. Be courageous, the leader who fails to stand by his principles when the
welfare of his command is concerned or who attempts to avoid the
responsibility for mistakes of his command will fail to gain or maintain
the respect of his associates or subordinates.
k. Share danger and hardship. A leader who has a portion of his command
subject to danger or hardship of any kind should visit them as often as
possible to demonstrate his willingness to take his share of the
difficulties and dangers.
l. Administer justice impartially to all without fear or favour. When
punishment is necessary, the leader should:-
(1) Be fair, consistent and impersonal.
(2) Punish with dignity and human understanding.
(3) Award exemplary punishment when the circumstances warrant it.
(4) Always make the individual feel that the punishment is temporary
for the offence committed and that improvement is expected and
will be rewarded.
Keep the Men Informed
12. Everyone wants to know how well he has done and what is expected of him.
Within the limits of security requirements, a leader must keep his men informed
because this encourages initiative, improves teamwork and enhances morale. The
individual who knows the situation and his mission is more effective than one who
does not know. The well-informed soldier normally has a better attitude towards the
leader and the unit as a whole. He can better understand what is expected of him when
he understands the mission of the unit. With this understanding, the individual can
establish a goal and adjust his behaviour to attain it efficiently.
13. By proper application of an awards programme and use of an effective
information programme, the leader can favourably influence morale, esprit-de-corps,
discipline, and proficiency of his team. It is usually the unknown that men fear most.
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By keeping the men informed, the leader will reduce fear and rumours and will also
aid in the elimination of many conditions that cause panic during combat.
14. In order to carry out this principle, the leader should: -
a. Explain to the staff and principal subordinate(s) why any particular task
must be accomplished and how he proposes to do it.
b. Keep the staff and subordinate leaders informed of the plans for future
operations, subject only to security restrictions.
c. Assure himself by frequent inspections that the necessary information is
transmitted to the men.
d. Disseminate information concerning the capabilities of own weapons
compared to those of an active or potential enemy. Where an enemy has
an initial advantage, show how this can be overcome.
e. Inform the troops of the capabilities and limitations of supporting units,
arms, and services.
f. Be alert to detect the spread of rumours by replacing them with truth.
g. Build morale and esprit-de-corps by making the most of all information
concerning successes of the command.
h. Keep the men informed about current legislation and regulations
affecting their pay, promotion, privileges and other benefits.
j. Never bluff the men and paint a wrong or incorrect picture, whatever the
circumstances be.
Train the Men as a Team
15. The duty of every leader includes the thorough training of his command and
development of teamwork. Teamwork is the key to successful operations starting in
the smallest unit and ending with the largest formation. The modern military
organisation consists of many arms and services, all working together as a team
towards a common goal. Each part of the team must understand where it fits into the
common effort. The leader who fails to foster teamwork while training his command
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will not obtain the desired degree of proficiency. Effective teamwork requires a high
degree of morale, esprit-de-corps, discipline, and proficiency.
16. To promote teamwork, a leader should: -
a. Ensure by inspections and training tests that his command is being
developed in accordance with the training policy laid down by the higher
authority.
b. Make sure that the best available facilities for team training are provided.
c. Ensure that all training is purposeful and that the reasons for training are
stressed and understood by all members of the team.
d. Ensure that each element of the command is acquainted with the
capabilities and limitations of all the other elements, thereby developing
mutual trust and understanding.
e. Make sure that each subordinate leader understands the mechanics of
tactical control for his unit or group.
f. Base team training on current and realistic conditions and doctrines.
g. Insist that each officer and other rank knows the functions of those with
whom he habitually operates. Insist that each subordinate leader should
know and understand the traits, peculiarities, strengths and weaknesses
of each member of his team.
h. Seize opportunities to train with units of other arms and services.
j. Explain to each man his responsibilities and the importance of his role to
the overall effectiveness of the unit.
k. Demand a high standard of discipline and teamwork in all training
activities and operations.
Make Sound and Timely Decisions
17. The ability to make a rapid appreciation of the situation and arrive at a sound
decision is essential to a leader. He must be able to reason logically under the most
trying conditions and decide quickly what actions are necessary to take advantage of
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opportunities as they occur. The indecisive commander will not be able to employ his
command effectively. He will also create hesitancy, loss of confidence and confusion
within his command. Constant study, training and proper planning will lay the
groundwork for professional competence necessary to make sound and timely
decisions. The detailed guidelines to decision making are discussed in Chapter 7,
Section 19.
Develop a Sense of Responsibility in Your Subordinates
18. Proper delegation of authority commensurate with responsibility develops
mutual confidence and respect amongst seniors and subordinates. It also encourages
the subordinates to exercise initiative and to give their wholehearted co-operation.
The leader who, by proper delegation of authority, demonstrates faith in his
subordinates will increase their desire to accept greater responsibilities. Failure to
delegate necessary authority is poor leadership.
19. In order to develop a sense of responsibility in his subordinates, a leader
should: -
a. Tell his subordinates what to do, how to do it and then hold them
responsible for the results. He should delegate and supervise, but should
not intervene except when absolutely necessary.
b. Provide all potential subordinates with frequent opportunities to perform
duties of the next higher echelon.
c. Be quick to recognise accomplishments of his subordinates when they
demonstrate initiative and resourcefulness.
d. Correct errors in the use of judgement and initiative in such a way so as
to encourage the individual concerned. Avoid public criticism or
condemnation.
e. Never take any step that curbs the initiative of his subordinates.
f. Be liberal in openly praising the subordinates whenever it is due.
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g. Give advice and assistance freely when it is requested or required for the
accomplishment of the mission.
h. Ensure that his men are assigned positions and allocated responsibilities
in accordance with their demonstrated or potential ability and
performance.
j. Be prompt and fair in backing subordinates. Until convinced otherwise,
have faith in each subordinate.
k. Demonstrate willingness to accept responsibility and insist on
subordinates to live by the same standard.
Employ Your Command in Accordance With its Capabilities
20. To employ his command properly not only must the leader be thoroughly
familiar with what his command can reasonably be expected to accomplish, but he
must also have a thorough knowledge of their capabilities and limitations. He must
assign objectives that are achievable, properly evaluate time and space factors and
employ his command with sound judgement. To do less than this may spell failure in
accomplishing the mission, resultantly causing the loss of confidence; which, in turn,
lowers morale, esprit-de-corps, discipline, and proficiency. The leader should always
take stock of the environmental factors when assessing the capabilities and limitations
of his command. He can not lay down absolute standards for his men to be achieved
at all times. The state of their morale, their physical and mental fitness, living
conditions and other strains of war are vital factors that will affect their performance
and must be kept in view.
21. To be able to employ his command in accordance with its capabilities and
limitations, a leader should: -
a. Know, understand and be able to apply the established principles and
doctrines of war.
b. Keep himself informed as to the relative operational effectiveness of
various elements of his command.
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c. Be reasonably sure that the tasks assigned to his subordinates are
possible to be accomplished but he should not hesitate to demand their
utmost effort in an emergency.
d. Analyse all assigned tasks. If the means at his disposal appear
inadequate, inform his immediate commander and request for necessary
additional support.
e. Make every effort to equalise tasks proportionately among the several
elements of his command.
Seek and Accept Responsibility for Your Actions
22. A leader must be quick to take the initiative in the absence of instructions from
his superiors. By seeking responsibility, the leader develops himself professionally
and increases his potential ability. The commander of a unit or group is responsible
for all his men do or fail to do. The leader recognises and acknowledges his
responsibility on all occasions. Any effort to evade responsibility will destroy the
loyalty and respect of his subordinates. A bad leader takes all the credit and blames
others for shortcomings or failings.
23. To apply this principle, a leader should: -
a. Learn the duties and responsibilities of his immediate superior.
b. Seek diversified assignments which will give him responsibility and
experience.
c. Take advantage of any opportunity which offers increased responsibility.
d. Perform every task, large or small, to the best of his ability and be ready
to avail more opportunities to perform bigger and more important tasks.
e. Accept just criticism and admit his mistakes.
f. Adhere to what he thinks is right and have the courage of his convictions.
g. Carefully evaluate a subordinate’s failure before taking action and make
sure that his apparent shortcomings are not due to an error on the leader’s
part.
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Ensure that the Task is Understood, Supervised and Accomplished
25. The leader must give clear and concise orders and then ensure that his orders
are properly executed. The men will respond more quickly to orders, which are clear,
concise and easily understood. They may get confused if the orders are overstated or
too many details included. Commensurate with the level and experience of those who
have to implement the orders, the leader should always leave room for the exercise of
initiative, ingenuity and resourcefulness by his subordinates. Any commander of a
large unit or formation who fails to make proper and adequate use of his staff and
subordinates demonstrates a fundamental weakness in his leadership ability.
26. In order to implement this principle, the leader should: -
a. Thoroughly study and practice, develop the ability to think logically and
to issue clear, concise and positive orders.
b. When issuing orders, use the established chain of command.
c. Encourage subordinates to seek clarification about any point in his
orders, which they do not properly understand.
d. Question the subordinates to determine that they have understood his
orders.
e. After issuing his orders, make all possible means available to those who
have to execute them. Direct the staff to provide ready help and
assistance to his subordinates in the execution of their task.
f. Supervise the execution of his orders himself. While supervising, bear in
mind that over supervision stifles initiative and creates resentment,
whereas under-supervision will not get the job done.
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AN EXAMPLE OF PROBLEMATIC LEADERSHIP

CHAWINDA – 1965 WAR

During 1965 War, a battalion of the Punjab Regiment was deployed in general
area Chawinda. The Commanding Officer tasked a company to attack and capture the
enemy platoon locality 2 kilometres ahead. After making necessary planning and
arrangements, the company commander moved his company to forming up place
(FUP) and by sunset the troops crossed the start line. As the company covered a
distance of 200 yards from FUP and was about to assault, the company commander
got surprised and panicky to see stronger enemy than he was told in intelligence
reports. He lost his nerves and suddenly ordered the troops to withdraw.
The wrong decision of the company commander bewildered the troops and the
whole company started running back in a disorganised manner. On seeing this state,
the enemy opened up with its full firepower. The imbalanced troops, under the
command of a poor, panicky and ill-trained leader, suffered heavy casualties in men
and material without firing a single shot.
It is an established fact that the execution phase of an operation is as important
as planning, because success or failure hinges on it. In this respect the role of junior
leaders attains greater importance. An incompetent leader at execution level will not
only lose the battle regardless of a well thought out plan but will also contribute
adversely towards the final outcome of the war.
This example is a clear reflection of poor leadership at junior level. The
company commander could not take the right decision in a new and stressful
situation, which could be attributed mainly towards his lack of courage, will power
and perseverance. An incompetent, unmotivated and irresolute leader is likely to
perform poorly.
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CHAPTER – 7
MAN MANAGEMENT SKILLS
SECTION 18 - MILITARY MANAGEMENT
General
1. Management has been defined as a process of employing men and material in
the economical and effective accomplishment of a mission. A military leader has
diverse functions to perform. It is therefore imperative for a successful military leader
to be an efficient manager of human resources, weapons and equipment.
Functions of Army Management
2. Fundamental Skills of Military Leader. Empirical evidence reveals that
there are at least three fundamental skills necessary for carrying out the process of
military management, i.e. human, technical and organisational:-
a. Human Skill. Ability and judgement in working with and through
people, including an understanding of human behaviour and an
application of appropriate motivational techniques.
b. Technical Skill. It is acquired from education, experience and training.
It is the ability to use knowledge, methods, techniques and equipment
necessary for the performance of a specific task.
c. Organisational Skill. Ability to understand the nuances of the overall
organisation and one’s own role and position in it. This skill enables one
to optimise the objectives and productivity of the entire organisation.
3. Research has indicated that less technical skill is needed as one advances from
lower to higher levels in the organisation, but more and more organisational skill
becomes necessary. Hence, learning management skills is very important for all
military leaders, particularly at the higher level.
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The Army Management Process
4. The Army Management is a cycle of continuing inter related actions or
functions at all organisational levels for solving problems and achieving goals.
Basically, the job of a manager is to employ his resources in accordance with their
capabilities to accomplish the mission in most cost effective manner and with in the
given time frame. The management process involves five functions to complete the
cycle i.e. planning, organising, directing, co-ordinating and controlling. It should be
realised that different functions can and often do take place simultaneously at
different levels of the organisation.
5. Planning. Planning is the process of determining ways and means to
accomplish a mission. The basic and important action for any leader is to visualise the
objective in terms of when, what, where, who, why and how . It means the time frame
for the task to be completed; the actions required to be undertaken; place of action or
RV; number of persons, groups or units required to take part in the action; the reason
or rationale and methodology or a plan for the task to be accomplished. Detailed
analysis, thinking and reasoning leads to the most feasible and cost effective plan.
Every leader makes plans. Some are written, others are not. Some have prescribed
formats others are less formal. The complexity of reaching the objective will usually
determine the methods. In any event, the quality of the plan will depend upon how
accurately the leader weighs all the factors. The need for sound planning can not be
over emphasised. At times, planning alone will decide the outcome of the event or
mission. Therefore, it is imperative for the leadership to develop a habit of meticulous
planning. Steps involved in preparing a plan are:-
a. Analyse the situation.
b. Determine resource requirements.
c. Outline policies and procedures within which the plan will be
implemented.
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d. Time frame for each phase or goal and laying down urgency or priority
for its completion.
e. Review of the plan to evaluate its efficiency and remove bugs, if any.
f. Implementation of the plan.
6. Organising. Organising is the process of arranging the available men,
equipment and time to undertake the mission in most effective manner. Organising is
dividing and distributing work into separate and manageable tasks, and assigning
resources for accomplishment of desired goals. In other words, it is determining and
establishing the structure, the procedures and the resource requirements appropriate to
the course of action selected. It is a mean of simplifying the task of the commander or
the manager through logical arrangement of the work and the personnel. Clear
definitions and relationship of responsibility, authority and duties are essential.
Following are the essentials of organising: -
a. Essentiality. Every activity must contribute to the main objective.
b. Balance. Each activity must be effective in playing its role and be of a
size, which conforms to the strength and mission as a whole.
c. Cohesion. The structure must facilitate adequate and timely
communication and appropriate co-ordination.
d. Flexibility. The organisation must be flexible to respond to the
unforeseen changes.
e. Efficiency. Each individual must use the resources economically and to
their fullest capacity.
7. Directing. Directing is the act of propelling and focussing operations on
target. It is initiating and supervising actions to guide the execution of plans. It
consists of issuing instructions and indicating to subordinates what is to be done. The
act of directing varies according to the situation and ranges from issuing the broad
mission type instructions to the extreme of providing the minute details. It provides
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the guidance that ensures that the unit keeps working efficiently. A leader should
realise that:-
a. Making a decision in itself changes nothing.
b. Issuing instructions on how to carry out a decision does not necessarily
mean that it will be done that way.
c. Supervising is always a part of the day to day relationship between the
leader and his subordinates.
d. Directing is what puts the unit on a planned course and keeps it there.
8. The process of directing consists of:-
a. Determining the extent of guidance necessary to successfully accomplish
the mission.
b. Selecting the best means of communicating it.
c. Motivating concerned individuals and/or groups to ensure undertaking
the desired action.
d. Issuing timely instructions (including enunciation and amplification of
the procedures and policies out lined in the plan) which state the task(s)
and when, where and by whom they are to be accomplished.
e. Supervising the execution and keeping abreast of the latest situation so as
to react to developments and unforeseen situations.
9. Co-ordinating. Co-ordinating is uniting the efforts of individuals in a unit
or outfit to work in harmony with the efforts of others. Through co-ordination, the
efforts are directed towards a common purpose. Lack of co-ordination can often result
in a failure. Few examples of failure of attack or mission in previous wars due to lack
of co-ordination between combat and supporting arms are sufficient to highlight the
importance of co-ordination. It is the thread, which ties the whole organisation
together at every level of activity. It must be planned and directed. It is most effective
when it is spontaneous, automatic and voluntary. One of the pre-requisites is
promoting mutual understanding which is attained through knowledge of the
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objectives, how they are to be reached and how each unit and its individuals fit into
the total scheme. The objectives in the army find expression through the means of
directives, orders and instructions. Co-ordination is an important three directional
activity, which must work upward, downward and laterally. Conferences and personal
contacts serve as important tools for effective co-ordination within combat groups and
organisations.

During 1965 War, in Khem Karan sector, an armoured brigade was tasked
to advance forward from Khem Karan. An armoured and an armoured infantry
battalion were to undertake the advance with a recce regiment to act as flank
guard. After reaching Mehmudpura, advance was halted due to heavy enemy
shelling. The infantry battalion started readjusting its positions. In the meantime
the recce regiment reported heavy vehicular movement in the far distance not
taking into account the location of own forces, i.e. the infantry battalion. When the
unit reached in range, the recce regiment fired at its leading elements. The infantry
battalion retaliated in equal measures considering the recce regiment as enemy.
Resultantly, both the units suffered heavy losses in men and material. Both the
regiments did not know about the location and plan of each other. Thus, lack of
coordination at the division, brigade and unit level resulted into abandoning the
mission, in addition to suffering heavy losses. Was there a way to avoid this?

10. Controlling. Controlling is the systematic review and analysis of on

going operations. It bears a special relationship between plans and their execution.
The leader uses controls to learn if his operations are proceeding according to plans
and schedule. It also means to ensure that each step is carried out as planned by the
person, sub unit or unit to whom it was assigned, within the time limit allowed and at
the least possible cost, commensurate with the desired quality. It is dependent upon
the process of planning, organising, directing and co-ordinating. The more efficiently
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these functions are executed, the easier it will be to control the operation. The
effective feedback system (reports and returns – written or verbal) is one of the
important elements to establish effective control. It outlines the lessons learnt and
recommendations on how future plans can be improved. In small units or
organisations, controlling may be a simple matter of personal contact. The leader
should be able to personally observe the efforts of each individual, evaluate their
effectiveness in terms of laid down standards and direct any necessary corrections.
The larger the organisation, more and effective control measurers will be needed to
succeed.
11. The four essential steps involved in controlling are:-
a. Establish a basis for measuring performance, in accordance with the
progress and requirements of the plan.
b. Collect necessary data.
c. Review and analyse the data and pertinent information.
d. Determine the need for action, if any.

SECTION 19 - DECISION MAKING AND PROBLEM SOLVING

General
1. Decision making is a process that involves selecting the best course of action
from a set of alternatives available to a leader. Leadership requires solving of a
variety of problems. Delay in decision making or inability to decide can adversely
affect the efficiency of a unit or formation. Under trying environments, the leaders are
expected to make correct and timely decisions. Unless they are equipped and trained
in peacetime, it will not be possible for them to make rational and timely decisions.
There could be many situations when a leader will be confronted with a problem to be
resolved or a decision to be taken. Most of the problems will be encountered:-
a. During combat.
b. At the time of the assumption of a new command.
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c. In the selection and development of subordinate-leader, senior-
subordinate and staff-unit relationship.
d. In matters of awards, punishments, promotions and in the administration
of justice.
Decision Making and Problem Solving Process
2. The decision making and problem solving process is a sound and analytical
approach that helps the leader in arriving at decision(s) for solution of leadership
problem(s). Time available, urgency of the situation and one’s judgement will affect
the approach to decision making. Timely decision is very important in an emergency
or when pressed for time. A good decision made in time is better than the best
decision made too late. In order to arrive at the best possible decision or solution,
following steps can be helpful: -
a. Identify and Define the Problem. The nature and severity of the
problem must be identified. A problem should be considered existing in a
unit when an incident occurs or conditions exist which adversely affect
one or more aspects of leadership indicators, i.e. morale, discipline,
espirit-de-corps and efficiency.
b. Collect the Facts and Make Assumptions. The critical factors be listed
along with their relative importance and relationship between them.
Cause of the problem will be an important factor, which must be
determined, i.e. why and how the problem arose. The good decision
makers undertake information gathering with deliberate efforts to avoid
prejudices and to overcome voids in facts, which may lead to a wrong
decision. However, at times, sound and rational assumptions will have to
be made in the absence of some information.
c. Develop Likely Solutions and Alternatives. After gathering all
possible information and facts, develop all likely solutions, which may
 114
emerge. Possible solutions must be formulated with open mind and
without personal prejudices.
d. Analyse and Compare Likely Solutions. All the possible solutions
must be analysed objectively and logically, using all available
information and experience. Avoid being influenced by fallacies and
personal preferences. Above all, remember that a rash leader who jumps
to conclusions often creates more serious problems than he is attempting
to solve.
e. Select the Best Solution. Identify and select the best course of action
which is viable and likely to succeed.
f. Implement the Decision. Finally make a plan and take actions to
implement the chosen solution with special attention to contingency
planning. Remember that a distinguished leader not only selects the best
course of action but also vigorously pursues its execution.
g. Evaluate Results. Assess result(s) and modify plan(s), if required.

During 1965 war, a team of Special Service Group was tasked to raid an
enemy airfield. While crossing a footbridge, the Company Commander heard
some noise in the rear, which prompted him to order the troops to remove their
rucksacks (containing rations and extra ammunition) and move towards the
objective.
At about 0530 hours on 6 September the group was in the vicinity of the
objective but again the Company Commander postponed the strike for night 7/8
September. As they moved to some hide out, locals spotted them. At 1500
hours, the enemy surrounded their position and after a fight of about two hours
they ran out of ammunition and the enemy easily captured all of them. The
repeated wrong decisions of the Company Commander resulted into failure of
the mission and ultimately surrender of troops.
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Barriers to Good Decision Making
3. There can be many characteristic errors or barriers, which affect negatively in
the decision making process. Some of them are explained in succeeding paragraphs.
4. Plunging In. This means drawing conclusions without taking even a few
minutes to think about the crux of the issue at hand.
5. Perspective Blindness. Failing to consciously define the problem in its true
perspective. This leads to a wrong situation because one has created a mental
framework for his decision with little thought having gone into it. This causes one to
overlook the best option or lose sight of important objectives.
6. Overconfidence in Judgement. Failing to collect factual information
because one is too sure of his assumptions and opinions. This is quite common in
military hierarchy. Overconfidence usually leads to wrong decision and disaster. Have
the need to seek accurate information that might not conform to one’s opinions.
7. Short-sighted Shortcuts. Relying inappropriately on thumb rules such as
implicity, thrusting the most readily available information or anchoring too much on
convenient facts often lead to wrong decisions.
8. Group Failures. Assuming that with many intelligent people and high
ranking officials involved, good decisions will follow automatically without
following an analytical approach. Therefore, failing to manage the group decision
making process objectively.
9. Misinterpreting the Feedback. Failing to interpret the evidence or
information because one is either protecting his ego or is tricked by hindsight.
10. Not Keeping Record. Assuming that experience will make its lessons
available automatically. Therefore, failing to keep systematic records disallows
tracking the results of decisions and analysing these results in ways that reveal their
key lessons. Some measures to improve with experience are: -
a. Regularly analyse what one has learnt recently and how one could learn
more.
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b. Conduct experiments to obtain feedback and seek truth from the
information available.
c. Learn not just from the outcome of past decisions but also by studying
the process that produced them.
11. Over Deliberation. Deliberation is necessary for making a decision but over
deliberation is counter productive as it delays the decision, thus defeating the purpose.
Guidelines for the Decision Maker
12. The essential guidelines for arriving at timely and correct decisions are given in
succeeding paragraphs.
13. A Stitch in Time, Saves Nine. It is always a timely action that works
wonders. One should not delay matters for reasons which may have no or little
relevance to the problem in hand, or defer them to a later time frame when they
demand immediate attention. The decisions must always be prompt and on the dot.
14. Do Not Infer Too Much. Assuming or jumping to conclusions without
supportive information is risky and dangerous, which must be avoided.
15. Get on the Right Frequency. Be clear in your communication with the
connected persons. Everybody should be on the same frequency.
16. Keep The Decision Flexible. Be prepared to modify the decision as the
situation changes and new approaches or alternatives are available.
17. Follow Through. One should check and recheck to ascertain how the plans
are working.
18. Initiative. One should not hesitate to take a calculated risk and should be
bold enough to make the choice, when its demands so.
19. Develop Sound Perspective. In order to develop right perspective, following
steps will help:-
a. Challenge yourself.
b. Seek opinions.
c. Play a role of your adversaries.
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d. Welcome diversity.
e. Undertake individual and, if possible, collective brainstorming.
f. Consider alternative metaphors.
f. Define boundaries of the problem, reference points for success or failure
and the yardsticks to measure these.

SECTION 20 - COMMUNICATION AND COUNSELLING

General
1. Communicating is the art of being understood and is an important aspect of
leadership. A leader must, by necessity, be able to communicate his thoughts clearly,
verbally and in writing. Unless he is able to unambiguously convey what he wants his
subordinates to do, he cannot expect them to carry out his orders perfectly. Hence, a
leader must have consummate verbal and writing skills to not only convey his
thoughts (orders, instructions, concepts etcetera) but also make his subordinates
absolutely clear on what he expects from them and how he expects them to get there.
Therefore, effective communication skills help in co-ordinating and controlling
various segments and ensure that the subordinates act in complete harmony for
accomplishment of mission.
Need for Effective Communication
2. Communication plays vital role in a number of important facets of co-
ordinating, directing, controlling and counselling etcetera. Lack of communication or
coordination has often resulted in failure and disaster. Effective communication is the
key to executing plans and solving problems etcetera.
Barriers to Effective Communication
3. Barriers in the communication process fall into two main categories: physical
and the psychological. Usually both classes are present and the leader must always
consider these to be existing.
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4. Physical Barriers. The most obvious physical barriers blocking or distorting
communication are: -
a. Distance. Increased communication distance has three effects that tend
to cut down on communication effectiveness: -
(1) It increases physical exertion to accomplish communication,
resulting in reduced communications.
(2) It introduces a time delay.
(3) It cuts down on feedback.
b. Size of the Group. As the group size increases, the leader has more
difficulty in controlling the communication process within the group and
in communicating with the other group members.
c. Distortion in Medium. Another physical barrier to listening is over
powering noise that may compete with the main topic of interest, which
makes it hard to listen, specially a soft-spoken speaker. In these
situations, separating the speaker’s voice from all the surrounding noise
can be exhausting.
d. Direction of Channel. The communication net is used primarily to
convey orders downward and to receive feedback upwards. In this
process, upward communication is relegated to a lower importance. It
also tends to fix attention of both parties on this vertical communication
chain at the expense of any lateral communication. The general result is
that downwards communications are excellent but those upwards tend to
be poor, while lateral channels are frequently non existent.
5. Psychological Barriers. Psychological barriers to effective communications
are present in both the communicator and the recipient. Even if the message could be
transmitted perfectly through the channel, some factors still produce distortion(s) in
the message. These factors can be divided into following categories: -
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a. Difference in Rank or Echelon. It is primarily due to the different
frames of reference of the communicator and the recipient. No two
persons ever have identical experience. Consequently, it is impossible for
an idea conveyed from one memory to be relayed and perceived in
exactly the same fashion in another memory.
b. Conceptual. The same words or concepts do not have identical
meanings for every one, mainly caused by differences in semantical
frames of reference.
c. Cultural and Social. These are barriers both to perception and to
conceptual formation due to cultural and social difference(s) between
that of the communicator and the recipient.
6. Miscellaneous Barriers
a. Lack of Feedback. Due to the non-existence of a proper feedback
system, the effective communication process doesn’t evolve. The
communicator will never be sure what the recipient has gathered from
the message and what has been missed out of it. A faulty feedback
system results into poor communication between the leader and the led,
which ultimately affects the smooth execution of orders or the
accomplishment of the mission.
b. All Well Syndrome. In order to gain realistic picture, a leader should
be open to receive any information or suggestion, i.e. one should not
display an over liking for “All Well” and a disproportionate disliking for
not well situation feed back. Willingness to receive only “All Well” will
impair a leader’s ability to identify and solve the problem in time. Also a
leader must accept and encourage the healthy criticism and critique,
which will help in improving a plan or its execution.
c. Time. Time is an important factor and can also be a barrier to listening
for a busy leader. “I just don’t have time to listen to this” is a common
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reaction by a leader at one time or another. When listening appears to
take too much time, leaders tend to stop listening. Hasty conclusion is
one way by which some terminate listening. The time pressure may lead
to the tendency to judge, evaluate, approve or disapprove a person’s
statement too hastily.
d. Importance of Information. There is a tendency to misjudge the
importance of information in combat, specially from the subordinates
point of view, i.e. to keep what one knows to one’s self, to dismiss the
idea that it will have any value to a colleague or subordinate or to a
higher authority. A leader must train his subordinates to recognise
important information and to ensure its communication.
e. Lack of Trust and Confidence. Trust and respect are fundamental to
candid and open communication. When two people do not understand or
trust each other, they lose confidence. An individual will then tend to
guard himself against another he mistrusts.
Overcoming Communication Barriers
7. A leader can communicate effectively if he makes an endeavour. The physical
barriers suggest their own solution if the leader is aware of their existence. The factors
that can greatly increase a leader’s effectiveness in overcoming these barriers are
discussed in succeeding paragraphs.
8. Interpersonal Trust. One of the aids to effective communication is the
establishment of a climate of mutual trust and confidence between the leader and his
subordinates. This is born out of a sense of sincerity and frankness between
individuals. Although it is important for the subordinate to trust the leader, it is more
important for the leader to trust his subordinates, and this is something over which the
leader has more control. When the leader does not have confidence in his
subordinates, he tends to conceal his attitude about an issue by evasive, compliant or
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aggressive communication. The leader also builds a barrier when his lack of trust
causes him to make his communications overly detailed and involved.
9. Develop Empathy. Develop an attitude of empathetic listening, i.e. one
should try to understand another person from the point of view of the speaker rather
than from his own point of view. The listener expresses empathy when he verbally
and non-verbally (through body language) communicates such messages as “I follow
you,” “I’m with you,” or “I understand”. A speaker who sees that a leader is really
trying to understand him will be more willing to talk and explore problems.
Empathetic listening can be such a powerful tool that, even when it is only partially
attained, can open up communication.
10. Listening. Paradoxically, the best listener is the best communicator. It is also
through listening that a leader develops a better understanding of his subordinates. To
listen well, the military leader should disregard the symbols of authority. In addition,
following points should be kept in mind to improve listening skills: -
a. Keep an open mind about what the speaker is saying, i.e. no prejudices
and fixed ideas.
b. Do not let the attention be diverted from what is being said; show interest
in the speaker. Don’t let your mind wander during a conversation.
c. Be patient in listening. Do not interrupt the speaker by saying, “I
understand;” give full chance to the speaker to explain his viewpoint.
d. Correctly interpret the body language of the speaker to understand him
well.
e. Support your interest by your body language and posture. Avoid gestures
conveying lack of interest or indifference.
f. Suppress your ego and don’t think only of what you want to say before
the speaker finishes.
g. Remember that feedback, an important element of communication,
depends on listening.
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11. Speaking Skills. In order to ensure that the listener understands what you
want to say, follow these principles:-
a. Be very polite but firm and confident.
b. Structure your sentences properly, duly supported by your pitch and
volume.
c. Let no barrier interfere with your communication. Listener should feel
free to request repetition if not understood. Remember repetition is
always better than a misunderstood order or instruction.
d. Maintain eye contact with the listener.
e. Support your words with positive body language (proper gestures and
posture).
f. As a communicator, one must check frequently to see that the recipient is
really listening to what one is trying to say.
g. To ensure that the message is rightly understood by subordinates, a
leader must develop an atmosphere and an environment of smooth
feedback.
12. Informal Communication Channel. The leader should endeavour to
maintain an informal communication channel with his troops and subordinate leaders.
Through it, the leader can gain a great deal of in-sight into his men’s attitudes and
their interests. This way, he can best determine effective incentives for motivation and
measures to affect overall improvement.
13. Feedback. In smaller groups an effective inter personal communication is
possible and thus a feedback is also easily established. But in larger groups, due to
impossibility of complete inter personal communication, a dedicated feedback system
is a necessity to establish an effective two way communication. Following measures
will help in improving the feedback in larger groups: -
a. Durbars.
b. Suggestion boxes.
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c. Frequent visits, inspections and contacts.
d. Informal chats.
e. Allowing free access to subordinates to convey any suggestion they may
have.
Counselling
14. Counselling is an important facet of leadership functions. It involves direct
communication between a leader and his subordinates, both at individual and group or
unit level. The main aims of counselling are:-
a. To provide guidelines by the leader for improving individual or group
efficiency and facilitate accomplishment of mission.
b. To acknowledge good work done so as to boost morale and thus act as
catalyst for enhanced performance.
c. A platform for subordinates to convey or seek clarifications or redress
grievances and issues affecting performance and progression in service
etcetera.
15. Counselling requires full use of communication skills. More often, counselling
produces such good results that neither punishment nor rewards can substitute these.
Counselling is essential at all tiers of leadership, but assumes greater significance at
junior level and group related activities. It greatly helps in carrier management.
16. Important Guidelines. Counselling is an art and an exercise which needs
careful thought process, planning, preparation and skillful implementation. Random
sermon and unprepared talk may at times be harmful instead of being fruitful. While
counselling, following considerations be kept in view:-
a. Guidelines for the counsellor:-
(1) Ascertain the level and extent or areas in which counselling is
required to be imparted.
(2) Careful and considerate planning to cover all areas and aspects.
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(3) Show complete concern for the individual being counselled,
particularly if it is being done on his request.
(4) Make direct (first person) communication and face the person
being counselled squarely.
(5) Avoid sermons and cold conversation. The counselling should aim
at tactfully conveying weakness(es) and acknowledging strengths
and achievements for bolstering performance.
(6) Remember every individual is different from the others and
requires to be handled according to his peculiarities. A set pattern
of generalised advises must be avoided.
b. Guidelines for the individual seeking counselling:-
(1) Should have clear aims and objections.
(2) If possible, should provide in advance a brief of the points on
which counselling is being sought and allow time for preparation
by the counsellor.
(3) He should convey his view point(s) in suitable words and manner,
listen carefully and accept the genuine criticism. He should listen
to the leader’s opinion and point of view with an open mind.
(4) If an individual feels that he has been wronged or a
misunderstanding has been created which has choked the two way
communication and confidence between him and his leader, then
he should immediately seek counselling to clarify and clear the
mistrust. At no stage, he should harbour any bias, grudge or ill will
for his superiors.
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SECTION 21 – DELEGATING
General
1. A good sign of an efficient organisation is the way authority is delegated within
it. The larger the organisation, the greater is the need to set up a clear and efficient
delegation system, which will enable the leader to exercise his overall influence.
However, it should always be borne in mind that while AUTHORITY can be
delegated, RESPONSIBILITY cannot be. The responsibility for the successful
completion of a task always rests with the leader irrespective of whether or not he has
delegated authority to his subordinate(s) to carry it out on his behalf. It is for this
reason that a commanding officer is responsible for everything that goes on in his
unit. As a junior leader, when a task is delegated to him, he should evaluate whether it
should be carried out by him personally or some or all of it can be delegated further
down the line to his subordinates.
Reasons for Delegation
2. The reasons why delegation is necessary in successful task management are: -
a. As an organisation grows, it is impossible for one leader to cope with its
various problems at every level. He needs the help of others.
b. Subordinates must be taught how to accept and cope with the
responsibility to prepare them for higher posts in the organisation.
c. Delegation requires subordinates to make a more personal contribution to
their work and, therefore, provides motivation for a better performance.
d. Delegation of routine tasks to subordinates enables the leader to spend
more time on some of the more important functions of management, such
as planning and decision making.
Principles of Delegation
3. Whom to Delegate. It is important to delegate to a suitable subordinate. In
this regard following guidelines are helpful: -
a. Delegate to your immediate subordinates, not to theirs.
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b. Delegate to those with the most unused time but have the capability to
perform the given task.
c. Delegate to those needing the experience.
d. Delegate to those whose ability you wish to test.
e. Avoid the temptation of always delegating the maximum to the most
capable.
4. What to Delegate. A leader should delegate the following to his subordinates:-
a. Routine and minor tasks.
b. Tasks that others can handle as well.
c. Tasks where specialised skills of subordinates are required.
5. What Not to Delegate. The leader should not delegate the following:-
a. Matters of exception to general policy and routine procedure.
b. Important matters that have serious consequences.
c. Tasks requiring his personal input, experience and position.
6. Guidelines of Delegation. While delegating, the following guidelines be kept
in view:-
a. Define clearly the amount of authority that is delegated. Explain carefully
what may be done, and what may not be done without reference to the
delegator.
b. Set a target date for the completion of the task.
c. Setup a system of progress reporting, if the task is likely to be lengthy.
d. Let the subordinate do his own thinking, unless the task has to be done in
a particular way.
7. While Delegating. While delegating one should ensure that the subordinate: -
a. Clearly understands the objectives of the task delegated and the standard
by which his performance will be assessed.
b. Fully appreciates the amount of manpower and resources put at his
disposal to perform the task.
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c. Recognises that he is accountable to the leader delegating the task, to
whom he should report if he meets difficulties or needs further guidance.
Why Some Leaders are Reluctant to Delegate
8. Few reasons which inhibit some leaders to delegate authority are: -
a. They suffer from feelings of personal insecurity and wish to retain the
authority and decision making process in their own hands.
b. They feel more competent than their subordinates.
c. They are unable to define objectives clearly.
d. They are afraid of being thought incapable of providing the answers to
problems themselves and being considered incapable of giving firm
directions without help from their subordinates.
Why Some Subordinates are Reluctant to Accept Delegation
9. The average worker likes to have responsibility delegated to him because it
satisfies his ego. There are some, however, who prefer responsibility not to be
delegated to them because: -
a. They fear criticism if they fail.
b. They lack confidence in their ability or do not want to shoulder
responsibility.
c. They find it easier to ask the leader for a solution rather than think it out
for themselves.
d. They believe leaders are paid to accept responsibility rather than delegate
it. They feel that while they do the work, the leader gets the credit.
e. They lack identification with the organisation.

SECTION 22 - TIME MANAGEMENT

General
1. Some people are able to meet their responsibilities in the stipulated time while
some can not. Why do some people look back at the end of the day with a sense of
accomplishment and others see only frustration, series of interruptions and a wasted
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day? Part of the answer lies in matching abilities with job demands. But even more
critical is a skill that all can develop - the management of time. Effective time
management is an essential component of leadership.
Importance of Time
2. The importance of time, like the presence of air, is often neglected until there
doesn’t seem to be enough of it. A leader must recognise it and be prepared to face an
ever increasing demand on his time. He must remember that he can not do all things
and must decide how he can spend his time so as to yield the greatest pay off to his
outfit and himself. He must plan and zealously guard his time. His effectiveness, and
often enjoyment, is increased by carefully preparing for commitments. An indicator of
the passage of time in a life cycle is given at Annex D.
Time Management
3. Time Consciousness. To some people, time is every thing while to others
it may be simply a measure or yardstick of seconds, minutes, hours, months and
years. The latter is the shallowest concept of time. No masterpiece was ever created
by those who followed this concept. On the contrary, successful leaders are those
individuals who give due importance to their time. The proper use of time often
determines the failure or success of an individual, even more than the knowledge of
one’s profession. Therefore, a successful leader must make himself conscious of time
to ensure its useful management.
4. Goals. The first step in effective management of time is determining goals;
what one plans to achieve immediately and with the passing days, months and years.
These goals provide a basis for decision and criteria for measuring efficiency. The
time should be spent in meeting the organisational demands and personal needs in
such a way that a mutual benefit is derived. A goal worksheet is placed at Annex E
for guidance.
5. Time Analysis. In order to manage time effectively, an honest and open-
minded time analysis of existing activities is a prerequisite. Initially there may be
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some self-consciousness when one starts to analyse his time. It may be difficult to
admit that one has been wasting time, or atleast has been spending it on activities that
did not contribute significantly to his job responsibilities. Such feelings are not
dissimilar to those that all experience when learning a new skill; we feel awkward and
uncomfortable. Following guidelines will help in analysing time utilisation: -
a. Prepare a Time Scale from the time you wakeup to the time you go to
sleep.
b. Insert the time spent on all activities in blocks of 15 or 30 minutes each
(as convenient) for a complete day.
c. At the end of the day, classify these into blocks as given below: -
(1) Must do activity.
(2) Should do activity.
(3) Could do activity.
(4) Wasted time and to be avoided activities.
(The classification of activities into above categories will vary from
individual to individual, keeping in view his goals or objectives and
priorities).
d. Sum up the total time spent on each activity.
e. Take a sample for minimum one week and sum up the total time spent on
each type of activity.
f. Make a comparison in terms of percentage of time spent on these
activities.
g. Allocate an honest self-grading to yourself in time management.
h. Identify the mismanaged time for future realisation and reference.
6. Setting Deadlines. Set a deadline for each decision and stick to it. The
imposition of due date and time is mandatory for effective time management. Also set
dead lines when delegating a task or scheduling the steps to be taken towards
achieving an objective. No delegation is complete until the assignment has been
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defined, the person(s) responsible nominated and the deadline set. A project will
almost always be completed sooner if it has a deadline date than if it hasn’t.
7. Guidelines for Time Management. The proper organisation of time is
certainly one of the first items on any formula for success. This is why every
individual must spend some time on planning, in detail, the exact schedule of his days
and weeks. Here are few guidelines on using time more productively: -
a. Be critical of own performance; always analyse your time spent during
each day’s work.
b. Use a time log; memory may be treacherous. Allocate time to activities
according to their importance.
c. Make a plan for the day, jot it down and follow it; keep some allowance
for unforeseen.
d. Remember self discipline is a prerequisite for time management without
which even the time spent on time analysis and planning is a waste of
precious time and efforts.
e. Set aside a solid block of time each day for creative work: during this
hour, refrain from visitors, avoid telephone calls and disallow
interruptions.
f. Concentrate on doing one thing at a time.
g. If you have an important task that is worrying you, do it first. Get it out
of your mind by completing it so that you can think and act
constructively on other matters.
h. Make intelligent and efficient use of telephone. Have it work for you and
not against you.
j. Whenever possible, make appointments with your higher commander,
colleagues and subordinates. Never visit a friend without informing or
calling him by telephone. When you make an appointment, be sure that
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both parties understand the exact time. This will not only save your time
but also theirs.
k. Hold regular staff conferences. These meetings could be a useful tool for
communication, motivation, co-ordination and control.
l. When going through your ‘In Tray’, avoid handling a letter, document,
report or other piece of paper more than once.
m. Find the time wasters and avoid them (parties, meetings, unnecessary
telephone calls, avoidable travels, etcetera).
n. Save minutes whenever you can and see if you can consolidate them into
large chunk of time to be able to do something substantial.
o. Determine the nature and size of problems on which you should or
should not spend your time.
p. Avoid people who are thoughtless and selfish enough to steal your time.
Time Wasters
8. Research has shown that a lot of time is wasted by individuals in non
productive activities. These activities, if identified and taken note of, will enable the
leader in saving a lot of time and using it productively. Some of the time wasters at
different stages of management, which must be avoided, are: -
a. Planning. While planning, having no objectives, unfinished tasks,
shifting priorities, no dead lines, day dreaming, unrealistic time
estimates, attempting too much at once and too many conferences
generally result in wasting time.
b. Organising. Personal disorganisation and piled up ‘in trays’,
duplication of efforts, confused responsibility and authority etcetera
contribute to wastage of time.
c. Directing. Lack of initiative, ineffective delegation, involvement in

routine details, lack of co-ordination, not coping with change, and ‘do it
myself syndrome’ waste a lot of precious time.
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d. Controlling. Unnecessary telephones and visitors, no standards or
progress reports, mistakes or ineffective performance, overlooking poor
performance, incomplete information, inability to say ‘no’ when required
and over control may waste a lot of time while managing an activity.
e. Communication. Excessive and unnecessarily lengthy conferences,
under or over communication, failure to listen and over socialising may
consume sizeable precious time.
f. Decision Making. Snap and impulsive decisions, indecision or
procrastinating and wanting all the facts or excessive information before
taking a decision will eat up much time.
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Annex ‘A’
COMPARATIVE TABLE OF LEADERSHIP TRAITS OF OTHER
ARMED SERVICES

US Marine US Army Royal Navy Royal Military Australian Army

College Canada
Integrity Integrity Integrity Honesty Dependability

Knowledge - Knowledge Professional Knowledge

Competence

Courage Courage Courage Courage Courage

Decisiveness Decisiveness - Decisiveness Decisiveness

Initiative Initiative - Initiative Initiative

Tact Tact - Tact Tact

Justice Justice - Justice -

Enthusiasm - - Enthusiasm Enthusiasm

Bearing Bearing - - Bearing and

Appearance

Endurance Endurance Physical and Energy Endurance

Mental Fitness

Unselfishness Unselfishness - - Unselfishness

Loyalty Loyalty Loyalty Loyalty Loyalty

Judgement Judgement Good Good -

Judgement Judgement
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- - Tenacity Perseverance -

- - Faith - -

- - Sense of Duty Honour Sense of

Honour
- - Humanity -

- - Common-sense Common-sense -

- - Fortitude - -

- - Self Control Self-Control -

- - Cheerfulness - -

- - - Confidence -
- - - Personal Example -

- - - - Sense of
Respon-
sibility
- - - Intellig-
ence
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Annex B
SELF ANALYSIS
1. Commenting upon the performance of a brigade group during three
separate campaigns, its commander made the following remarks about
leadership:-
“The strange thing is that every officer thinks he is a leader. It is seldom
understood that lack of leadership in the military profession is like a foul
breath - even your best friend won’t tell you. The young officer always
waits for someone to tell him that he is not a good leader, and never
realises that this will never happen. What we lack, and need more of, is
the worm’s eye view of leadership”
2. Do you wait for someone to tell you that you are not a good leader? Do
you wait for someone else to tick off the essential qualities of good leadership
for you and to tell you wherein you are lacking? This will rarely happen. Only
you can analyse yourself and find out your strong points and your failings, and
recognise your capabilities and limitations. Knowing his deficiencies, a leader
can make a plan for correcting them. No man reaches his full stature unless he
knows himself and strives for improvement.
3. If you will recall the men you have known who have been really
successful, you will find them to be those who have known their weaknesses
and have worked to improve upon them. They had decided where they wanted
to go in the business or professional world and had worked out a plan of study
and development to attain that end. This business of planned study has paid
dividends to many and it will keep paying in future as well. Benjamin Franklin
at one period in his life checked upon himself every week.
4. Take the twelve essential traits for leadership and rate yourself on them.
Honestly decide where you excel, where you are passable, and where you are
deficient. You might use the standard Officer’s Evaluation Report (OER)
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grading, viz. Outstanding, Well Above Average, Above Average, High
Average, Average, Low Average and Below Average.
5. Listed below are some qualifications for top and bottom gradings. You
can fill in the intermediates yourself:-
a. Integrity. Adherence to the recognised moral principles:-
(1) Outstanding. Irreproachable.
(2) Below Average. Unscrupulous; dishonest.
b. Devotion and Sacrifice. A righteous and just cause and the
leader’s passion to serve it.
(1) Outstanding. Devoted and prepared to sacrifice all for the
cause.
(2) Below Average. Selfish; places self before every thing.
c. Knowledge. Professional, technical, and general.
(1) Outstanding. Possesses unusual learning and
comprehension.
(2) Below Average. Lacking in information; inclined to bluff.
d. Decisiveness. Ability to make prompt and correct decisions.
(1) Outstanding. Exceptional ability to think clearly and to
make wise decisions quickly and consistently.
(2) Below Average. Dawdles in making a decision; makes
faulty decisions hastily; indecisive; shifty.
e. Courage. Mental control of fear.
(1) Outstanding. Unusual ability to meet danger and
opposition and to accept responsibility with great calmness
and firmness.
(2) Below Average. Poor control of fear; evades danger,
opposition and responsibility; dubious.
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f. Patience and Perseverance. Consistency, thoroughness,
steadfastness and firmness of purpose.
(1) Outstanding. Imperturbable; mature.
(2) Below Average. Unreliable; disloyal; lacking in a sense of
duty; evasive; insincere.
g. Dependability and Loyalty. Certainty of proper and loyal
performance of duty.
(1) Outstanding. Never fails to discharge duties in a
thorough, loyal fashion.
(2) Below Average. Unreliable; dis loyal; lacking in a sense of
duty; evasive; insincere.
h. Justice. Giving every man his due.
(1) Outstanding. Always renders just rewards and
punishments even at the risk of great personal sacrifice.
(2) Below Average. Partial in decisions and awards; unfair,
biased.
i. Initiative. Ability to originate and carry through an action.
(1) Outstanding. Exceptional ability to think, plan and act
immediately on own responsibility.
(2) Below Average. Requires guidance in his work; evades
responsibility; diffident; dull.
k. Endurance. Physical and mental stamina.
(1) Outstanding. Can withstand extraordinary amount of
physical and mental strain.
(2) Below Average. Tires or breaks down easily.
l. Tact. Ability to handle human relations.
(1) Outstanding. Unusually adaptable and courteous;
talented in handling relations with others.
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(3) Below Average. Irritates, opinionated; creates friction
consciously or unconsciously.
m. Body Language. Suitability of conduct and appearance.
(1) Outstanding. Outstanding dignity (with animation) of
demeanour and appearance, with exceptional control of
voice, expression, and gesture.
(2) Below Average. Careless in personal appearance; loud-
mouthed; enjoys making a spectacle of self; unimpressive;
clumsy.
6. How do you weigh up? How do you rate yourself, in all honesty and sincerity?
Now that you know what your strengths and weaknesses are, plan to increase the
former and eliminate the latter by developing and practising these qualities in the
ways discussed in Chapter 3, Section 7.
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Annex C
STRESS MANAGEMENT – INDIVIDUAL MEASURES

1. Some of the important measures which will help in avoiding and controlling stress
are given in succeeding paragraphs.
2. Think Positively. Always count your blessings and think positively on your
failures. This will certainly lower your stress level to a greater degree and you will
feel contented. Remember, self-pity has a devastating effect on one’s personality,
avoid it at all cost.
3. Maintain a Balance. Balance your work, rest and leisure activities and
schedule your time according to priorities. Avoid being a workaholic. It stresses you
and the organisation your work in. Late sitters in the office do more harm to
themselves and the organisation than producing any positive effects.
4. Know Yourself. Know your strengths and weaknesses; consider what you
like to work for and what you must avoid, given the obligations of the service.
5. Physical Activity. Avoid a sedentary life style. Daily morning exercise and
evening games will be helpful in this regard. If there is no exercise or games
organised by the institution then you must do it for yourself.
6. Adequate Rest. Sleep is a natural renewing system. Even under extreme
stress, some rest quite often helps as it enables to recoup energies.
7. Delegate Effectively. Delegate work both at home and at office. Avoid over
centralisation, this will lessen the number of problems and enhance work efficiency.
8. Organise Your Time. Organise your time. Learn the art of time
management. It will allow proportional distribution of time to each activity. You can
not stretch 24 hours but you can properly organise your activities in a manner to get
maximum out of these 24 hours.
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9. Share Problems. Share problems with friends and colleagues who are
trustworthy and loyal. Sharing stressful moments at work with colleagues and at home
with spouse and or friends reduces stress.
10. Take Strength from Religion. Regular prayers give strength, inner peace and
tranquillity. Islam is a complete code of life and provides guidance at all moments on
all possible aspects of life. Religion is a great healer and a tremendous source of
solace. Individuals must draw strength from it.
11. Hobbies. Have a hobby, which gives you more pleasure. It can distract
one’s mind from worrying thoughts and can be extremely relaxing.
12. Leave. Take a break. A change of place, no matter how short, gives a new
outlook to your work environment. Even a weekend away from work can do wonders.
It will break the stressful routine and you will be fresh on return. As a superior if you
find signs of stress in one of your under command, sending him on leave is likely to
have a very positive and relaxing impact on him.
13. Communication between Juniors and Seniors. Most of the job related
stresses could be averted or reduced by effective communication between seniors and
subordinates. Never allow a communication gap between yourself and your juniors. A
mutual trust will not only create tension free environment but also increase efficiency.
14. Lead a Simple Life. Lead a simple life. It will save you from many
stressors. Especially be very careful on financial matters. Many worries will stem out
of your financial dealings.
15. Relaxation Techniques. Relaxation training, obviously, is a widely used
and successful therapeutic tool. A variety of techniques are commonly used,
individually or as a regime. The techniques have in common the use of muscular
relaxation as a means of facilitating psysiological controlling or conditioning some of
the activity of the automatic nervous system. Some of these techniques are given
below in order to help the leaders and soldiers remove or reduce stress level.
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a. A Relaxation Regime for Main Body (Lower Trunk). These
exercises be conducted in a reasonably warm but airy room, without
strong light. A bed or a sofa or the floor with cushions or a comfortable
armchair can be used. Shoes and tight clothing should be removed:-
(1) First of all, screw the toes up. Do this in a slow and controlled
manner, without snatching the muscles. Let the tension build up
slowly, hold it briefly, then let all that tension go and relax.
(2) Next, move the toes the other way; pull them up towards your
head. Do not move the rest of your feet or legs. Once again, let the
tension build up slowly, hold it, then relax and feel all the tightness
flow away.
(3) Now, tighten the calf muscles by stretching your legs away from
you. Make your legs feel half an inch longer. Hold it for a while,
now relax again and rest.
(4) Next, push your knees together. Keep pushing slowly till you feel
the big muscles in your thighs begin to tighten up. Hold it, then
relax and let all the pressure flow away.
(5) Tighten the muscles in your bottom. Pull them in, hold it and
relax.
(6) Now, the muscles in your abdomen. First, push out and make your
abdomen as round and firm as you can. Hold it, then relax. Now,
pull the muscles in and make yourself as flat as you can. Hold it,
then relax.
(7) Now, tense and then relax the muscles in your back. Keep your
bottom and shoulders on the bed, arch up the middle of your back
gently but feel the pull on the muscles. Then let yourself relax
again.
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c. Relaxation Regime for Hands
(1) As with the toes, first screw your fingers into a fist, really tight,
then relax. Now pull your fingers back the other way, towards
your shoulders. Pull, then relax.
(2) Now, stretch your hands and arms out, away from you. Feel the
pull and the tension, right up to your shoulders. Then relax, just let
your arms flop gently back on to the bed.
c. Relaxation Through Breathing Exercises
(1) It is not necessary to breathe extra deeply when you want to relax.
In fact, it is not a good idea as it can make you feel unwell if you
over do it, but it is good idea to get a nice, steady and controlled
rhythm of breathing, to aid relaxation.
(2) One way to do this is to count as you breathe-in, two, three, hold
out, two, three. Keep on breathing easily and steadily to the count
of three. Breathe in a sense of calm and peace. Each time you
breathe, let it go and relax a bit more. Calm on the in-breathe and
relax on the out-breathe. Take ten to fifteen breathes in this steady
and easy fashion.
d. Relaxation of Shoulders, Neck and Head
(1) First, pull your shoulder blades together. Remember to move in a
steady and controlled way. Hold it and relax again.
(2) Next, shrug. Pull your shoulders up towards your ears, feel the
tension, then relax.
(3) Now, turn your head to one side and feel the pressure in the other
side of your neck, then relax. Now do it on the other side in the
same manner.
(4) Now, push your head back as if you were trying to burrow a hole
in the pillow, then relax.
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(5) Now, the muscles in your forehead and scalp. First push your
eyebrows up as if you were trying to look extremely surprised.
Now relax and let all that tension smooth away. Now frown hard,
pull all the muscles the other way; then relax.
(6) Now, close your eyes and screw them up tight. Hold it, then relax.
Keep your eyes closed if you want to. Do whatever you feel
comfortable with.
(7) Now, lift your tongue up to the roof of your mouth and push. Hold
it, then relax.
(8) Next, push your bottom teeth in front of your top teeth. Push, then
relax.
e. After having completed the above exercises, you should be feeling
relaxed and content to stay where you are for a while.
f. Relaxation Under Extreme Conditions. When under pressure and
there is no time to carryout elaborate exercises as mentioned above, a few
deep breathes with closed eyes are very helpful in relaxing. However, as
and when time permits, undertaking a set of relaxation regimes, as given
above, will do a lot good.
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Annex D

HOW TIME PASSES IN A LIFE CYCLE

Time Spent by an Average Person on Time

Tying one’s shoes 8 days
Waiting for traffic lights to change
1 month
At the barber shop
1 month
Dialling the telephone
1 month
Climbing Stairs (in big cities)
4 months
Brushing one’s teeth
3 months
Waiting for buses (in cities)
5 months
In the shower or bath room
6 months
Reading books
2 years
Eating
4 years
Earning a living
9 years
Watching television
10 years
Sleeping
20 years
Total
46 years 9 months 8 days
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Annex E

GOAL WORK SHEET

MY GOAL Completion Date

What is the first step? Target Date

What is the second major step? Target Date

What next . Target Date

Alternate Plan
(if necessary)
And then . . . . . Target Date

Finally . . . . . . Target Date

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Annex F
REFERENCE FOR STUDY
MATERIAL CONSULTED FOR PREPARATION OF THIS MANUAL
1. Besides the old leadership manual (Military Leadership – 1975), fol books and
manuals were consulted and extracts taken there of (from some of them) for the
formulation of this GSP: -
a. Military Leadership, FM 22-100.
b. Pakistan Army Green Book - 1990, Year of the Junior leaders.
c. Pakistan Army Green Book - 1992, Year of the Senior Field
Commanders.
d. Leadership - Basic Book, Command and Staff College Quetta – 2000.
e. Leadership - Management Phase, Command and Staff College Quetta –
2000.
f. Leadership – Self Study Package, Command and Staff College Quetta –
2000.
g. Thinking and Reasoning – Basic Book, Command and Staff College
Quetta – 2000.
h. Tragedy of Errors, Lieutenant General (Retired) Kamal Matinuddin,
Wajid Ali (Pvt) Ltd Lahore, 1994.
j. Military Decision Making Process, Lieutenant Colonel Agha Masood
Akram, The Citadel, Vol XVII, No 2/2000.
Suggested Readings
2. In addition to the above, a list of significant books and articles, which are
informative, generally well received and are relevant to the subj, is given in
succeeding paragraphs. The list is by no means exhaustive; rather, it represents a
suggested starting place for developing creative interest in Military Leadership and its
allied functions / subjects.
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3. Books. Suggested books are:-
a. Gabriel, Richard A and Paul L. Savage, Crisis in Command, Hill and
Wang, New York, 1978.
b. Hackett, Sir John. The Profession of Arms, Macmillan and Company,
New York, 1978.
c. Freeman, Douglas Southall. Lee’s Lieutenants A Study in Command,
Charles Scribner’s Sons, New York, 1942-44.
d. Hollander, Edwin P, Leadership Dynamics, The Free Press, London,
1978.
e. Hunt, James G. and John D. Blair, editors. Leadership on the Future
Battlefield, Army Education Press, 1988.
f. Manstein, Erich von. Lost Victories. Henry Regnery Company, Chicago,
1958.
g. Marshall, S.L.A, The Officer as a leader, Harrisburg Press,
Pennsylvania, 1966.
h. Moran, Charles McMoran Wilson, The Anatomy of Courage. Houghton
Miflin Company, Boston, 1967.
j. Nye, Roger, The Challenge of Command, A Very Publishing Company,
Wayne, N.J, 1985.
k. Quade, E.S, editor. Analysis of Military Decisions, Rand McNally,
Chicago, 1964.
l. Rahman, Atiqur, Leadership – Senior Commanders and Leadership
Junior Commanders. Ferozsons Limited, Lahore, 1973.
m. Smyth, John. Leadership in War, David and Charlie Company London,
1960.
4. Articles. The articles suggested below are a contemporary listing from the
premier professional magazine of the Pak Army, ‘The Citadel’. A study of these
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articles will facilitate the reader to comprehend the prevalent thinking on leadership of
the Pak Army: -
Serial Title of the Article Issue Pages
a. Stress and Challenges of Leadership in Combat, II, 1/85 24-36
Brigadier (Retired) Saadullah Khan.
b. Challenges for Military Leadership in the Coming II, 2/85 62-78
Decades, Lieutenant General Muhammad Iqbal
c. Training for Leadership. Air Commodore III,2/86 3 9-50
(Retired) Inam Ul Haq.
d. Challenge of Traditional Values, A Group Study III,2/86 92-120
e. Finding the Best of Leader; Commander M A Jan III,3/86 26-33
f. Mental Stability in Leadership, IV, 1/87 63-74
Dr Muhammad Ajmal
g. Morale, Mr S A Hameed. V, 2/88 57-61
h. Initiative: That Elusive Trait, Lieutenant Colonel V, 2/88 74-80
Ahmed Gul
j. Inculcation of Initiative, Brigadier Muhammad V’ 3/88 35-45
Arshad Chaudhry
k. Leadership Challenges in the Coming Decade V, 1/88 84-100
A Group Study.