The New Adventures of Army WOSpecs - July 2008

Transcription

July 2008
1st Edition
The Army Warrant Officer and Specialist Guidebook is for your reference only. Information/data contained
in the WOSpec Guidebook is not to be extracted nor posted (in its entirely or in part) onto personal
blogs or the public domain. No part of this publication may be reproduced, photocopying or otherwise
without the prior permission of the Ministry of Defence.
My Personal Guide
as a Leader
The New Adventures of Army WOSpecs
1
Let the
journey
begins!
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Foreword from Chief of Army
Message from SAF Sergeant Major
Note from Sergeant Major of the Army
Preface
Editorial Committee
Our Army Mission and Vision
Structure of Army
SAF WOSpec Vision and Mission
SAF Specialist Creed
SAF Warrant Officer Creed
History of the WOSpec Corps
WOSpec Roles and Responsibilities
WOSpec Training and Education Roadmap
The WOSpec Support Channel
WOSpec Leadership
Learning Organisation
Army Level Reading List
FOREWORD FROM
Warrant Officers and Specialists (WOSpecs) form the backbone of the SAF. In
the Army’s transformation into a 3rd Generation fighting force, the nature and
demands towards our WOSpecs will inadvertently change and escalate. Our
WOSpecs need to keep abreast to changes and be open to continual learning
and upgrading. This ensures the Army WOSpec, as part of the larger SAF WOSpec
Corps, remains relevant and ready for a spectrum of operations from peace to
war time.
As WOSpecs develop and deepen their specialisation in the various fields, there
are two issues that need to be addressed. First, it is crucial that the SAF core
values are ingrained in the WOSpec. Secondly, they must recognize that their
roles and responsibilities serve the bigger purpose of duty to the nation. The Army
Transformation acknowledges these key issues and develops the WOSpecs with
these issues in mind. In addition, the inception of the Specialists and Warrant
Officers Institute in 2004 is a significant milestone in WOSpec development,
where the ROA courses catered to all WOSpecs can now be administered
centrally for an effective and integrated SAF fighting force.
Equipped with a wide variety of managerial skill-sets that complement their core
competencies, the Army WOSpec is now better poised to lead its men to face
any present and future challenges on the ground.
The Army WOSpec Guidebook is thus a
crystallisation of the core business of WOSpecs.
It is also a trove of information aimed to sustain
the WOSpecs’ effectiveness and efficiency. Set
against the textured history of Non-Commissioned
Officers in the SAF, this guidebook provides
hardware in the form of course information,
software in the explication of ideology and
heartware in emphasising the importance of
journaling; all of which are necessary to develop
relevant, responsible and motivated WOSpecs. A
testament to the Army WOSpec’s rich experiences
and deep expertise, this guidebook should be
treated as the definitive manual of all things that
are related to the Army WOSpec.
MG Neo Kian Hong
Chief of Army
3
MESSAGE FROM
The SAF Warrant Officer and Specialist (WOSpec) Corps has always, and
will continue to play a vital role in the 3rd Generation SAF. As transformation
proceeds, the SAF WOSpec Corps must maintain its relevancy and position
at the cutting-edge of military skills and competencies. At the same time, our
WOSpecs must display a strong sense of commitment, passion and dedication
in partnership with the Officer Corps for successful mission accomplishment.
Clearly then, the Army WOSpec Guidebook is a vital tool for WOSpecs in the
Corps’ pursuit of excellence. The guidebook has three main aims.
First, it aims to educate our WOSpecs in the noble profession of soldiering. Through
this, WOSpecs will gain a deeper understanding of the various regulations and
manuals that govern their actions on the ground. This then ensures an increased
effectiveness in application of concepts and theory on the ground.
Second, it serves to engage WOSpecs holistically. By providing detailed
information on courses and explanations of concepts such as leadership models,
the book explicates the reasons why we do what we do.
It then comes as a natural extension that education and engagement will lead
to the WOSpecs being energized towards their purpose in the SAF. The book
opens with the rich history of WOSpecs in the SAF, and it is upon this solid
foundation laid by history that the book attempts to spur the present WOSpecs
to strengthen their drive and passion towards their profession.
This guidebook arrives at an appropriate temporal
juncture, as the Army WOSpecs seek to take
ownership in Force Preparation in partnering the
Officer Corps effectively as a World Class Fighting
Force. I am confident that this guidebook will be
an authoritative voice in the Army’s journey to
excellence.
SWO Francis Ng
SAF Sergeant Major
4
NOTE FROM
Introduction
Our Army has two Corps: the Officer Corps and the Warrant Officer and
Specialist (WOSpec) Corps. For an effective partnership between the two Corps,
it is essential that each Corps recognises their distinct roles and responsibilities,
and continually develop their people to the maximum potential. This inherently
benefits the SAF in its transformation efforts.
The Army WOSpec Guidebook is the standard that all Army WOSpecs must live
by and up to. It must be utilized not only as a means in establishing relevancy
and a high quality of soldiering, but also as an ends for every Army WOSpec
to attain. With its variety of information, this guidebook is a veritable knowledge
well that Army WOSpec must put to good use.
As all good books are, it must not only be read for the mere sake of reading.
Readers must transcend the word and grasp the principles and ideas that
have been explained in great detail in the book. This will enhance the Army
WOSpec’s understanding of their roles and responsibilities, thereby expediting
the processes of educating, engaging and energizing the Army WOSpecs. The
power of this guidebook does not stop here; as an ends, its content must be
appropriately applied.
In this guidebook, our history is traced and our achievements
highlighted. It must be used sensibly to value-add to our WOSpec
Corps, where we take pride in our history, take stock of our
present, and aspire to scale greater heights in the future.
In conclusion, I wish to extend my personal appreciation
to the Editorial Committee for their professionalism,
determination and perseverance in the publication of
this book.
Happy reading.
SWO Chung Jeffrey
Sergeant Major of the Army
5
It is of paramount importance for WOSpecs to understand that serving in the
Army requires them to be fully informed of the organisation requirements,
trends, as well as individual and unit’s Mission Essential Task List (METL). The
demands on the 3rd Generation SAF will be greater than before. The 3rd
Generation SAF will continue to acquire and deploy cutting-edge weaponry
and information technology; the need to work as an integrated force and to
network various systems and capabilities. This will allow rapid dissemination of
information and better situational awareness, better command and control and
the synchronisation of sensors and fires in the battle space.
How do our WOSpecs stay ahead,
relevant and effective in the many different
facets of information available?
WOSpecs become competent and
confident WOSpecs by using their time
productively to study, and learn about
their profession and themselves. They need
to read, understand and apply the various
SAF and Army regulations, execute lesson
plans, and develop manuals, journals and
articles to effectively and efficiently perform
their business.
This guidebook is developed for
our WOSpecs. It sets the pace and
foundation for the WOSpec Corps. It
also aims to educate, engage, energise
and emphasise on WOSpecs as a
professional Corps.
6
Advisors
:
SWO FRANCIS NG
SWO CHUNG JEFFREY
(Infantry)
(Engineers)
Chairmen
:
SWO LIM ENG TEONG
SWO K. V. THALAPATHI
(Guards)
(Guards)
Dy Chairman
(Managing Editor)
:
MWO TAMIZH KANNAN V.R.
(Guards)
Secretary
:
MWO TEO SEE KEONG
(Guards)
Members
:
SWO TAMALINGAM
SWO TANG PECK OON
MWO K.CHANDRAN
MWO CHRISTOPHER NOEL
MWO WAN ENG BEE
MWO NG SIAK PING
MWO (NS) THOMAS LIM
MWO DEVENDRAN
MWO LIM SIANG YAM
MWO CHONG YONG KWANG
MWO CHUA SONG CHIANG
MWO (NS) KALAISELVAN
1WO RAYMOND KEE
1WO CHUA WAH YONG
1WO CHUA HOCK GUAN
1WO (NS) KALAISELVAN
SSG KENNY CHONG
(Armour)
(Commando)
(Guards)
(Signals)
(Infantry)
(Commando)
(Armour)
(Logistics)
(Armour)
(Infantry)
(Infantry)
(Infantry)
(Signals)
(Infantry)
(Engineers)
(Infantry)
(Signals)
In Consultation
:
National Service Affairs Department (NSAD)
Specialists and Warrant Officers Institute (SWI)
SAF Centre of Leadership Development (SAF CLD)
Control of Personnel Centre (CPC)
Centre for Heritage Services (CHS)
Army Information Centre (AIC)
Military Security Department (MSD)
G1 – Army
SAF Printing Centre (SAFPC)
7
Our Army is to deter aggression,
and should deterrence fail, to
secure a swift and decisive
victory. Our Army is to be ready
and capable of conducting a
spectrum of operations to
protect our interests and the
well-being of our citizens.
MISSION
VISION
A World Class Army – Ready, Relevant and
Decisive in service to our nation.
As part of an Integrated SAF, we are
capable of a full spectrum of operations.
As a Learning Army with Thinking
Soldiers, we uphold the highest standards
of professionalism and military values.
Our People are Our Edge, we engage
them to develop their fullest potential.
As an Institution that the Nation is proud
of, we forge the fighting spirit of our nation
to define our future and determine our way
of life.
8
9
Disciplined, professional and operationally ready.
VISION
MISSION
To be an
Exemplary and
Dynamic Professional
in a Corps of
Excellence.
To be dynamic WOSpec that is disciplined, professional and
operationally ready in defending our interests and sovereignty. A
subject matter expert embracing the SAF core values, harnessing
technology and cultivating the passion for continual learning.
10 The New Adventures of Army WOSpecs
I am a Specialist of the Singapore Armed Forces.
With pride I lead.
I excel in my field, ensure the discipline
of my men and their mission readiness.
I will overcome adversity with my fighting spirit.
I will defend Singapore with my life.
I always strive
to achieve the
best with my men.
Always ready, ready to strike!
The New Adventures of Army WOSpecs 11
I am a Warrant Officer of the
Singapore Armed Forces.
I embody the SAF core values.
I will discharge my roles and responsibilities
with passion, dedication and commitment.
I will be sterling in my performance,
working in partnership with the Officer Corps
in achieving mission success.
I am a dynamic leader ready for challenges.
I will defend Singapore with my life.
HISTORY OF THE WARRANT OFFICER AND SPECIALIST
THE NCO CORPS
When Singapore gained independence on 9 August 1965, our national leaders
realised that the next important task was to build a credible defence force that
would enable us to stand on our own to defend the land we call home.
The Singapore Armed Forces (SAF) was formed with
two Corps known as the Commissioned Officers and
Non-Commissioned Officers (NCOs). In 1966, the Singapore
Armed Forces Training Institute (SAFTI) was formed to serve
as a military training institution to train Officers and NCOs.
Back then, the rank structure of the NCOs was as such:
Lance Corporal (LCP), Corporal (CPL), Sergeant (SGT), Staff
Sergeant (SSG), Warrant Officer 2 (WO2) and Warrant Officer 1 (WO1). Warrant
Officer (WO) ranks were worn on the wrists and that of the NCOs were worn on
the sleeves. In September 1983, WO ranks were moved from the wrists to the
sleeves, taking alignment with that of the CPL, SGT and SSG.
On 1 June 1969, the gradual expansion of SAF led to
the establishing of the School of Section Leaders (SSL) in
SAFTI. SSL was mooted to train Section Leaders. It saw
the passing out of two batches of Section Leaders. On 1
October 1970, it was renamed School of Infantry Section
Leaders (SISL).
CPL Gucharan Singh
receiving an award for best
trainee from then Minister
for Interior and Defence,
Dr Goh Keng Swee
Nov 1967. After the passing
of the National Service bill,
the first Section Leader Course was
conducted. In April 1968, the passing
out event was graced by Mr Lim Kim San
In the 60’s and 70’s, regular NCOs were traditionally seen as stickler for
regimentation and disciplinarians. Their primary roles were conducting parades,
drills and performing administrative tasks.
Legendary RSMs: Ong Hui Pheng,
“Tiger” Hong Seng Mak and Shamshudin
In April 1976, direct commissioning was introduced for outstanding senior NCOs.
WO1 Shamsudin bin Shadan, WO1 Hong Seng Mak and WO1 Tan Lip Chiang
became the first senior NCOs to be commissioned as LTAs.
In April 1975, the SAF Boys’ School was established to equip students who
were less academically inclined with combat, technical or service skills. Later,
they became the bulk of SAF’s Regular Infantry NCOs (RINCO). RINCO scheme
was formalised in September 1978 with its training wing being set up in “Terror
Camp”, Sembawang. It moved its activities to the old Signal Wing at Pasir Laba
Camp in June 1980.
RINCO was a six-month intensive course that covered
aspects of physical fitness, field exercises, navigation
exercises, compass reading, raid missions, and escape and
evasion skills. The course effectively tested the soldiers of
their toughness and built their confidence.
RECOLLECTION OF RINCO
SWO Lim Eng Teong used to be an instructor in the Regular Infantry NCO
Course (RINCO). The RINCO course was conducted with the purpose of further
improving the NCOs in skills of jungle warfare.
“During the time, I was only a staff sergeant. RINCO was a six-month course that
covered aspects of physical fitness, field exercises, navigation, compass course,
raid missions and escape and evasion training. The course tested the soldiers on
their toughness and confidence. It was an interesting confidence building course
that sort of exposed them to an adventure type of training.”
My men’s
toughness,
confidence and
skills were put
to the test.
On 1 May 1982, SISL was renamed Singapore Armed Forces
Infantry NCOs School (SAFINCOS) with a new motto, “With
Pride We Lead”. The name was deemed more appropriate
as it was synonymous with the evolution of our NCOs. NCOs
are trained to be the experts in combat skills, especially in
weapon handling, combat battle drills and small-group
tactics. They were expected to be experts in
management and leadership, moulding the
younger national servicemen into effective
and disciplined soldiers.
On 1 July 1983, the SAF introduced Senior
Warrant Officer (SWO) as the pinnacle rank
of the NCO Corps. Three outstanding SAF
Warrant Officers Class One (WO1) were
promoted to the newly created rank. They
were WO1 Sng Cheng Chye , WO1 Ong Hui
Pheng and WO1 Wee Cheng Leong (RSN).
On 1 July 1987, WO1 Lai Mai Lan became
the first SAF woman to be promoted to the
rank of SWO.
16th Aug 1988,
First RSM Course
On 16 August 1988, 20 Warrant Officers
from the three Services graduated from the
first RSM course. In 1990, Warrant Officers
were appointed as Platoon Commanders and
Company Second in Command in SAFINCOS.
WO1 Richard, Ee Yew Kheng became the first
SAF Senior NCO to be selected to attend the
prestigious United States Army Sergeants Major
Academy (USASMA), Fort Bliss, Texas, in July
1989. Since then, our Army has been sending
deserving Warrant Officers to the academy
every year.
RESTRUCTURING
On 1 July 1992, SAF restructured NCO Corps into Warrant Officers and Specialists
(WOSpec) Corps. This move was announced by Dr Yeo Ning Hong, Minister for
Defence, when he visited SAFINCOS on 13 February 1992. This move provided
servicemen with better career prospects and a visible progression to higher
ranks. All basic vocationalists from the rank of Recruit to Corporal will be called
Enlisted Personnel for the Army, Ratings for the Navy, and Airmen for the Air
Force. The Specialist ranks range from 3rd Sergeant (3SG), 2nd Sergeant (2SG),
1st Sergeant (1SG), Staff Sergeant (SSG) and Master Sergeant (MSG).
These soldiers were expected to be experts in their respective vocation, having
graduated from the Section Leaders or equivalent courses. They were given
more authority to make decisions and be accountable to the management.
The Warrant Officer ranks were equated to Junior Commissioned Officers. The
Warrant Officer (WO) ranks ranged from 2WO, 1WO, MWO and SWO. Two
grades i.e. Grade 1 and 2 were introduced for 2WO, 1WO and MWO ranks.
The Warrant Officer will attain his Grade 1 upon promotion into the rank and
Grade 2 thereafter.
All WOSpecs donned their new
ranks on 1 July 1992. Warrant
Officers donned their ranks
epaulettes similar to those on
the Officers. Specialists donned
bolder rank insignias on their
sleeves. All Specialists and Enlisted
Personnel would address both
the Commissioned Officers and
Warrant Officers as “Sir”. This is to
recognise the Warrant Officers’
enhanced
status.
However,
Warrant Officers would continue to
salute Commissioned Officers and
address them as “Sir” as a mark
of respect for their commissioned
status.
1st July 1992. Restructing
of NCO Corps to the Warrant
Officers and Specialist Corps
All Specialists are commonly addressed as “Sergeants” in order to distinguish
them from the enlisted personnel. The reason for this change is to acknowledge
that the Specialists formed the backbone of the Army. With more ranks, each
promotion merits an increment. The new rank structure would give NCOs
something to look forward to every three to four years, instead of the usual
eight to ten years previously.
In the same year, SAF Warrant Officer School (SAFWOS) was set up in Pasir
Laba Camp to run the Army Warrant Officer Course (AWOC) and Joint Warrant
Officer Course (JWOC). JWOC was to prepare potential Warrant Officers to
assume heavier responsibilities.
As a result, Warrant Officers
began assuming more of the
role of a Platoon Commander,
Company Second in Command
and Officer Commanding
appointments
in
training
institutions across SAF.
SAFINCOS was subsequently renamed School of
Infantry Specialists (SISPEC) on 1 July 1992.
“What the SAF expects from you is what you do best: to take our young soldiers
by the hand and show them what the SAF is all about. This sounds so simple,
but yet is the most difficult thing to do. It requires leadership, dedication and
skill. It requires firmness and understanding. It requires you to draw on all the
experience that you have accumulated over the years. Do your job well so
that we can continue to build a SAF full of good, committed and well-trained
soldiers. This will make the difference between life and death, victory and defeat
for you and your men, the SAF and our country.”
RADM (NS) TEO CHEE HEAN
2nd Minister for Defence
July 1992, when SAFINCOS was renamed SISPEC
On 1 February 1998, SWO Richard Ee became the first SAF RSM and on
1 July 2000, SWO Gungadaran became the first Army RSM.
SWO Richard Ee
SWO Gungadaran
THE NEW PARTNERSHIP
The New Partnership was launched on 28 January 2000. The SAF Premium
Plan aims to promote a head-start in life for Specialists and a satisfying career
for Warrant Officers. MINDEF demonstrated clearly once again that they are
committed to creating a first class career for our servicemen and women. The
vision of a highly skilled Warrant Officer and Specialist as mentioned in the New
Partnership Review is as follows:
“Warrant Officers and Specialists are the repository of experience in the skills
of soldiering. They would have skill-based knowledge in specialised areas like
operations and maintenance of weapon systems, combat drills, regimental
procedures, training and administration. They would be the most experienced
personnel and subject matter experts. They must be the people to whom the
NSFs and NSmen would turn to solve the problems on the ground.”
RADM (NS) TEO CHEE HEAN
2nd Minister for Defence
January 2000 during Premium Plan Launch
Financial benefits under the Plan:
The financial benefits are offered in the following accounts which are
designed to reward you and provide financial stability.
STAGE 1
STAGE 2
START
SpecialisT Account to Reward Ten
Years Engagement at completion of
Stage 1
After 10 years of service, you”ll receive
a lump sum of approximately $25,000
- $35,000 (10 x last drawn salary).
CPF TOP-UP
Employee’s CPF
Contribution:
Your contribution rate is
lower compared to the
private sector.
(You”ll enjoy more
take home Pay).
Employer CPF
Contributions:
The Army’s contribution
matches that of the
private sector through
the CPF Top-up account
(which is invested for
better returns).
ENABLE
Employee’s Needs And Benefits for Life
Expenses.
Stage 1 : 6,000 points, after 4 years
of service
Stage 2 : 4,000 points for every
5 years of service
Launched on 28 Jan 2000
CARE
Career And Retirement Endowment
- When you proceed to Stage 2, you”ll
receive a lump sum of approximately
$25,000 - $35,000 (10 x last drawn
salary) deposited into an investment
account.
- Plus an additional 5% of your salary
every month into this account,
- By age 55, you”ll have about
$350,000 in your retirement account.
Total CPF Contributions:
The Army’s contribution
is pegged to the private
sector. (Your benefits are
always equal or better
than the private sector).
This flexible benefits system awards credits
points (1 point is equivalent to $1) that
you can use to pay for:
- Personal development/Education
- Personal and dental insurance
- Dental treatments
- Vacations
- Buying of leave
- Housing down-payment/Renovations
- Maternity-related expenses
- Children’s education/Day-care services
A SPIRITUAL HOME FOR THE WOSpec CORPS
On 10 July 2004, the Minister for Defence, RADM (NS) TEO CHEE HEAN officiated
the SISPEC Ground Breaking Ceremony at Pasir Laba Camp.
“The SAF has started on a journey of transformation. We are in the process of
building the 3rd Generation SAF. The 1st Generation SAF was a rather basic
military force which we built from scratch. Today, the 2nd Generation SAF has
capabilities which make it a strong deterrence. The 3rd Generation SAF will be
greatly enhanced by technology to be a leaner and even more potent force.
1960s
1990s
1st Generation
Building the Blocks
2nd Generation
Combined Arms
Present Onwards
3rd Generation
Full Spectrum Force
There are two key elements that we must develop in each and every one of our
soldiers. No matter how much technology may change the way we do things
and the way we fight, it is ultimately the soldier who makes the difference.
The first element is values and attitudes, courage, ingenuity and professionalism.
That is what will determine victory or defeat for the SAF. The leadership,
motivation and professionalism of our commanders at all levels will make the
difference in battle. So SISPEC has a critical role, for it is here that the SAF’s firstline commanders are moulded and developed. Any successful fighting army
depends on its first-line commanders to lead its men in battle, to motivate them,
to rejuvenate their spirits and lead them onto final victory.
The second element is professional and technical competency. The hightech nature of the 3rd Generation SAF will place greater demands on the
professionalism and technical competency of the 3rd Generation Specialist. He
will have to thoroughly understand and make optimal use of the variety of
weapons and network systems in the 3rd Generation SAF.
Our soldiers must be able to exploit technology to give them a sharp edge
over their adversaries. The 3rd Generation Specialist will
have to lead his soldiers in a demanding and complex
battlefield. With better situational awareness and reach,
the 3rd Generation Specialist will have to exercise his
leadership and command over a wider expanse of the
battlefield. He will also be expected to take on higher
levels of responsibility as he is given greater latitude
and more training.”
RADM (NS) Teo Chee Hean
Minister for Defence
10 July 04,
Groundbreaking Ceremony for SISPEC Development
10 Jul 2004, Minister for
Defence, RADM (NS) Teo
Chee Hean, officiated at the
groundbreaking ceremony for
SISPEC at Pasir Laba Camp.
17 September 2004 marked a new era for the WOSpec Corps with the
inauguration of the Specialists and Warrant Officers Institute (SWI). SWI is formed
from the merger of SAFWOS and the School of Infantry Specialists (SISPEC), under
the umbrella of 9th Singapore Infantry Division/HQ Infantry. Through the merger,
syllabus and trainings for our WOSpecs were knitted more effectively. This would
help the WOSpecs to learn and acquire the skills and knowledge required in a
3rd Generation fighting force.
“The SWI will be the place where we groom and develop Warrant Officers
and Specialists. It will be the analogue to SAFTI Military Institute next door. This
will promote a deeper sense of belonging and motivation for all our Warrant
Officers and Specialists to bring out their best qualities”
RADM (NS) Teo Chee Hean
Minister for Defence
17 Sept 04, Inauguration of SWI
The inauguration of SWI symbolises the recognition and emphasis in promoting
continual learning to our WOSpec Corps.
Embodying the core values, culture, heritage
and pride, SWI will strengthen the backbone of
our Army with a “sense of belonging.”
17 Sep 04
Inauguration of
the Specialists and
Warrant Officers
Institute (SWI)
A review in addressing Warrant Officers was done in January 2006.
All Sergeant Major appointment holders would be addressed as
“Sergeant Major” and the general population of Warrant Officers
would be addressed as “Encik” for the men and “Cik” for the
women.
1 June 2006, 1WO Jennifer Tan became the first female to be
appointed as a manoeuvre battalion RSM in 46 SAR.
WAY AHEAD
The WOSpec Corps serves as the backbone of the SAF.
WOSpecs need to be ever ready to adapt and meet
new challenges as we surge towards the 3rd Generation
SAF. The WOSpec’s vision, mission and creeds provide clear
direction for the Corps as it rises to meet future challenges.
There will be much demand and competencies required of
the WOSpecs. The spirit of continual learning must be firmly
etched into the hearts and minds of every WOSpec.
CHRONOLOGY OF
HISTORY
9 Aug 1965
1966
Singapore Gain Independence.
SAFTI formed.
1 Jun 1969
SSL formed.
1 Oct 1970
SSL Renamed to SISL.
Apr 1975
SAF Boys’ School established.
Apr 1976
Direct Commissioning Introduced.
Sept 1978
Jun 1980
RINCO scheme formalised.
RINCO moved to Pasir Laba Camp.
1 May 1982
SISL renamed to SAFINCOS.
1 July 1983
Senior Warrant Officer rank introduced.
1 July 1983
First SAF woman promoted to SWO.
16 Aug 1988
Jul 1989
1990
20 Warrant Officers graduated from first RSM Course.
First SAF Senior NCO selected to attend USASMA.
Warrant Officers appointed as PC and COY 2IC in
SAFINCOS.
1 Jul 1992
NCO Corps restructed into WOSpec Corps.
1 Jul 1992
SAFINCOS renamed to SISPEC.
July 1992
1 Feb 1998
28 Jan 2000
1 Jul 2000
10 Jul 2004
17 Sept 2004
1 June 2006
Formation of SAFWOS.
SWO Richard Ee became the first SAF RSM.
SAF Premium Plan Launched.
SWO Gungadaran became the first Army RSM.
SISPEC moved to Pasir Laba Camp.
Inauguration of SWI.
1WO Jennifer Tan became the first female
manoeuvre RSM in 46 SAR.
ROLES AND RESPONSIBILITIES
Backbone of the Army, WOSpecs are taught to train, lead, and take care of their
soldiers. They direct soldiers, take actions required to accomplish the mission, and
enforce good order and discipline. They also make sure that their subordinates
and they are prepared to function as an effective unit. While commissioned
Officers command, establish policies, and manage resources, WOSpecs conduct
the Army’s daily business.
As leaders, WOSpecs must make sure that our soldiers clearly understand their
responsibilities. While the Commanders set overall policies and standards, all
the other leaders must provide guidance, resources, assistance and supervision
necessary for soldiers to perform their duties. Mission accomplishment demands
that Officers and WOSpecs work together to advise, assist and learn from each
other. The mentioned responsibilities fall into two categories: command and
individual.
Command Responsibility refers to collective or organisational accountability
and includes how well the unit performs on their missions. For example, a
Company Commander is responsible for all the tasks and missions assigned to
the company and his superiors will hold him accountable for completing them.
WOSpecs are not only responsible to fulfil their individual
duties, they also have to make sure that their team and
unit emerge successful in the missions assigned. The
amount of responsibility delegated to the WOSpec
depends on his mission, the position he holds and
his own willingness to accept the responsibility.
Individual Responsibility requires a WOSpec
to be accountable for his personal conduct
and lead by example. As soldiers mirror
the WOSpec’s conduct, they are equally
accountable for their actions to their
fellow soldiers, leaders, unit and the
Army.
Sect Comd
(3SG-2SG)
Pl Sgt
(1SG-SSG)
CSM
(MSG-2WO)
Bn RSM
(1WO)
Bde SM
(MWO)
Fmn/Div SM
& above (SWO)
SME in own vocation
(Technical and Tactical, Behavioural, Managerial, Instructional and Staff Competencies)
Operational Discipline
Force Preparation
Fitness Trainer
NA
NA
Enforce Standard (Safety, System, Practices and Leader Behaviour)
Trainer
Trainer
Trainer
Coach
Trainer
Coach
Teach, Coach
and Mentor
Administration
Custodian of Culture & Values
Situational Awareness
(Operational – Full Spectrum. Administration- ACE, NE, L.I.V.E. etc)
Continuous Learning
Formal (ROA Courses) and Informal (TNMS, COPs, Seminars, Interaction, Mess Life)
Self (Individual reflections, Group [Learning Pair] and Team AAR)
Catalyst for Positive Army Experience
Role Model (Demonstrate SAF Core Values, Technical and Tactical
Competencies, Curiosity, Creativity, Courage and Continuity)
NA
NA
Grooming WOSpecs
NA
SME in Parade and Ceremonies
A WOSpec leads by example, trains and enforces standards, maintains discipline,
takes care of soldiers, continues to improve, and learns and adapts to changing
environment. His responsibilities are divided into 14 broad categories:
1. SME in Own Vocation
A WOSpec must be a specialist in his own vocation. He provides combat power
to help win battles. He must know his job well, be able to train his soldiers in
individual fieldcraft, minor tactics, and weaponry and equipment training. He will
gain technical proficiency through formal Army training programmes, self-study
and on-the-job experience.
Tactical competence requires him to know war fighting doctrines so that he
can understand his leader’s intent - to win battles by understanding the intent,
mission, enemy, terrain, troops and time available. Technical and tactical
proficiencies are attributes of an effective WOSpec.
2. Operational Discipline
The ultimate outcome of military discipline must be the product of achieving
combat effectiveness and the ensuring of mission accomplishment. WOSpecs
manifest and enforce emphasis on punctuality, equipment and weapon
maintenance, accuracy, realistic and tough training, smartness, safety and
physical fitness.
See Further
Precision Fire
Battlefield
Networked
Lean and
Lethal
Fully Mobile
Unstoppable
Force
Nowhere to
Hide
Conventional Defence
Humanitarian Aid &
Disaster Relief
Peacekeeping Operations
Homeland Security
3. Force Preparation
WOSpecs are the custodian in Force Preparation. They must be competent to
ensure weapons, equipment, vehicles etc. are serviceable and are equipped
to soldiers according to respective unit’s Mission Essential Task List (METL).
They are also required to inspect and check their subordinates’ proficiency
and competency prior to any mission or task. WOSpecs execute tasks in force
preparation for any missions and deliver the desired outcome in partnership
with the Officer Corps.
4. Fitness Trainer
Combat fitness is a cornerstone of every military
organisation. All WOSpecs must be fit to fight, train
soldiers and lead them in combat. He is required to
conduct, supervise, monitor and provide corrective
action on physical fitness training and development of
our soldiers. An example is for all the soldiers to pass
the Army’s IPPT and BMI standards. This will greatly
enhance the “Lean and Fit” image of our WOSpecs
and soldiers.
5. Enforce Standard
WOSpecs will set, maintain and enforce high standards
in training, operations, administration, safety, soldiers’
behaviour, systems and practices within established
policies and regulations.
6. Trainer
WOSpecs must be skilled trainers and leaders
that demonstrate technical and tactical
proficiency, show confidence in the tasks they
undertake and have a sense of responsibility.
They must possess good teaching methods,
techniques and skills. They should also possess
training skills such as grasping of subject
matter, effective communication skills for formal
and informal instructions, innovative, ability to
motivate others, and awareness of soldiers’
abilities, personal and professional needs.
7. Administrator
WOSpecs must be effective administrators in
managing resources and running the daily
business of our Army. They will ensure smooth and
effective administration in training and peacetime
operations, and provides the best form of welfare
for our soldiers and organisation.
8. Custodian of Cultures and Values
WOSpecs are responsible for directly communicating the
Army’s culture and values to our soldiers, making sure
that they understand them entirely. They will deal directly
with the soldiers and should have immediate influence in
moulding junior servicemen and women; teaching them
the tradition, culture, practices and heritage of the Army.
9. Situational Awareness
WOSpecs are required to have high situational
awareness at all times. This will require them to
read widely and keep abreast of the political
and military situation in the
potential area of operation.
In
short,
the
Army
needs
WOSpecs are also expected
to know higher HQ policies. Examples are the ACE Framework,
L.I.V.E., National Education, etc. They must fully internalize them
and communicate these policies to their subordinates.
Lethal and Precise
Greater Survivability
Urban Capable
Agile and Mobile
10. Continuous
Learning
Due to the constantly changing
demands, WOSpecs should possess
a positive attitude towards continual
learning. Knowing themselves allows
them to take advantage of their
strengths and work to overcome
their weaknesses. They should be
seeking means to self-improve and
to continually develop their strengths.
To be a competent leader, they must
continue to learn new doctrines,
equipment, technology and policies.
Continuous learning will create the
determination, will, confidence and
desire needed to lead effectively.
11. Catalyst of Positive Army Experience
Our Army is constantly looking into ways
to improve the quality of our soldiers’
experience and WOSpecs play a pivotal
role in managing this aspect of the training.
Strong leadership from WOSpecs must be
shown and felt at all levels. As our soldiers
pass through the National Service (NS) system,
they will encounter numerous administrative
and support touch-points. These touch-points,
when implemented professionally and efficiently,
will leave lasting and positive experiences on
our soldiers.
12. Role Model
Our soldiers will look upon WOSpecs as a role model. If a
WOSpec expects courage, competence, candour, commitment
and integrity from his soldiers, he must first demonstrate them
himself. His soldiers will then mirror his behaviour. He must set
high, but attainable goals and standards. WOSpec will always
be at the forefront to instruct, guide and groom his soldiers. It is
important for him to be exemplary at all times be it in behaviour
or professional skills. He also needs to know his men well and be
mindful of their welfare.
13. Grooming WOSpecs
WOSpecs must guide and groom fellow WOSpecs. They must
assume ownership in ROA development and career management
of the WOSpec Corps.
14. SME in Parade
and Ceremonies
WOSpecs must be
proficient in executing
all regimentation matters,
including drills, uniforms and
ceremonial procedures.
The increasingly dynamic and ever-changing environment creates much impetus
to continuously re-examine the training and military education of SAF WOSpecs.
As the nature of the operating environment changes, new demands will be made
to our WOSpecs. This implies the need to ensure WOSpec training and education
remains relevant.
In the new learning paradigm, learning can and must take place at anytime and
anywhere, even beyond the official curriculum hours. The need to acquire skills
quickly both on and off the actual job becomes crucial in maintaining its relevance.
As learning has begun to transcend the geographical confines of classrooms and
lecture halls, continuous learning and personal upgrading has become part and
parcel in meeting the challenges of the next generation environment.
Residential ROA courses would continue to be central of WOSpec career
advancement. A clear set of pre-requisites and the product specification at every
different rank will be determined to guide and motivate WOSpecs to realise
their fullest potential and stay relevant in the next generation environment.
This realignment of pre-requisites is designed with the intention to raise the
professionalism and image of next generation WOSpec.
GROOMING SYSTEM
The grooming system consists of two components: Route of Advancement and
Training and Education roadmaps. This is designed to groom our future Warrant
Officers (WO) to gain sufficient experience and knowledge to serve as subject matter
experts/specialists, innovators and decision makers accountable to the management,
and taking on bigger role in Warrant Officers leadership and managing WOSpecs.
The grooming system can also be broadly differentiated into two stages: the
Specialist Stage and the Warrant Officer Stage.
Specialist Stage
Specialist Stage focuses on operational appointments like Sect Commander,
Platoon Sergeant and Company Sergeant Major equivalent, and taking on
instructional and staff tours. Specialists will also attend Specific Progressive
Development Courses according to their vocations. The end state is to equip them
with the right level of professional knowledge, leadership skills and experience to
prepare them to effectively hold the various appointments.
Warrant Officers Stage
The second stage of the career emphasises on developing and realising the full
potential of our Warrant Officers. Warrant Officers will develop their skills to apex
level, such that they will become effective trainers, coaches, stewards, instructional
designers, theory builders and teachers. They will serve in appointments like
Battalion Regimental Sergeant Major, Brigade/Institute Sergeant Major, Senior Staff,
Instructional Designer and pinnacle appointment based on their vocations.
General Military Education (GME)
All WOs and Specialists will have five GME programmes at various stages of their
careers. Conducted at Tri-Service levels, they are Specialists Enhancement Programme
(SEP), Joint Warrant Officers’ Course (JWOC), Advance Leadership Programme (ALP)
Senior Leadership Program (SLP) and SWO Enhancement Programme (SWO EP).
CSM/Staff/Instr
Bn RSM
Senior Staff/Instr
Bde RSM
Apex Appt
Age
Ground Tour
(Sect Comd/Instr/PL Sgt/Basic Staff)
Grooming Stage/Subject Matter Expert/
Role Model
Appts
Grounding Stage/
Operational Role
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55
3SG
2SG
1SG
SSG
MSG
Ranks
2WO
1WO
MWO
SWO
TRAINING & EDUCATION ROAD MAP
BASIC
CSE
AWOC/JWOC
SEP
ALP
PL SGT or equiv
SLP
CSM Cse or equiv
RSM Cse
SWO EP
CLASS
Centre for Management Development (CMD) Courses
Centre for Management Development (CMD) Courses
CMD courses are developed in alignment with SAF Leadership Competency
Model. The concept of CMD is that subscription to training courses will be driven
by demand based on the Professional Development Roadmap of individuals that
will be translated into to a Personalized Training Roadmap. This will ensure all
Warrant Officers and Specialists will receive his/her training on-time and on-need
throughout his/her career.
Educational Upgrading
As the Army becomes more advance and technology becomes more sophisticated,
Warrant Officers and Specialists need to become highly skilled and nimble
by continually upgrading themselves. Enhancing academic qualification of the
Warrant Officers and Specialists will be key to a highly skilled workforce.
Every serviceman will have the opportunity for a mid-career education to carry them
over the long career. Additionally, the CLASS awards provide study sponsorship
for full and part-time studies. Candidates must meet the criteria which will include
academic and military performance, entry requirement of the various educational
institutions and demonstrated potential to be awarded the sponsorship.
ICT
Year
TOS
Age
Rank
Appt
Training
Bn Trg
Cycle
NSF
(1st year)
NSF
(2nd year)
0
1
2
3
4
5
6
7
21 22 23
2SG
1SG
24
25 26
SSG
PI
CSM
27
28
NSF
19
3SG
Sect
Comd
(BSLC,
ISLC)
20
2SG
Sgt
(PS Cse
CSM Cse)
NA
NA
L
H
L
L
H
8
9
NS
29 30
MSG
10
31
RSM Bn RSM
Cse (2nd Bn)
H
H
H
H
H
(ATEC II)
In line with our commitment to recognise the contributions of NSmen in key
appointments, the following privileges will be accorded to our Key Appointment
Holders (KAH):
KAH (NS) Allowance
KAH (Key Appointment Holders) will receive NS allowance of $1,880 (with an annual
increment from $95 up to a maximum of $2,545). Allowance will be paid on a
yearly basis and KAH will receive first pro-rated payment in May.
Self-development and Management Courses
Every work year, KAH will be entitled to enrol in two self-development and management
courses organised by MINDEF Centre for Management Development.
Feel free to check the latest course details posted at http://mcmd.www.ns.sg. If KAH
require assistance for NS Portal password, contact e-NSNSNS at 1800-3676767.
Invitation to Exclusive SAF Functions
MINDEF and SAF organise functions occasionally whereby KAH presence will be
greatly welcomed. These include functions such as SAF Day parades, NS Officers’
promotion ceremonies, etc.
Uniform for Special Events
At those afore mentioned special functions, appropriate uniforms (SAF No. 1, SAF
No. 2 and the SAF Service Dress) will be made available to KAH. They are entitled
to the No.3 Dress.
GP Car During ICT
KAH are a Major (or above) holding the appointment of CO or a 1WO holding the
appointment of RSM, KAH may use a GP car for the duration of his ICT (this is subject
to the availability of GP cars at KAH respective unit).
Recreational Tours
SAF Personnel Services Centre (SAFPSC) organises tours during school holidays with
concessionary rates for MINDEF/SAF personnel. These tours are also extended to
KAH immediate family members. KAH may apply directly to SAFPSC or call us at
6373 1158 for information on tours.
Various SAF Clubs Memberships
Membership application forms to the various SAF related sports and recreation
clubs: SAFRA Club House, National Service Resort & Country Club, SAF Yacht and
Temasek Clubs are available.
Newsletter and Defence News
KAH will receive monthly newsletter, and a bi-monthly e-newsletter Defence
News through e-mail. If KAH latest e-mail address has not been updated or
captured on the MINDEF website, log on to http://www.ns.sg and update at the
eSelf-Update portal. If KAH require assistance for NS Portal password, call
e-NSNSNS at 1800-3676767.
SAF Holiday Chalets/Bungalows
SAF Holiday Chalets/Bungalows in
Singapore, West Malaysia, Indonesia
and Western Australia are open to
KAH. Bookings (available at SAFPSC)
should be submitted to SAFPSC at least
two months in advance. For
more information on SAF Holiday
Chalets/Bungalows, visit SAFPSC at
http://mindef.gov.sg/dmg/des/psc
or contact SAFPSC at 6373 1158.
SAF Child Development Centre (CDC)
SAF CDCs are open to children aged 2-6 years old. Every year, a total of 15
places are reserved for children of NS KAHs on a first-come, first-served basis. For
further enquiry, contact the respective CDCs’ Principals at:
Depot CDC: 6373 1531/6373 1532
Gombak CDC: 6768 3259/6768 3163
Chevrons CDC: 6861 7371
In addition to childcare services for
pre-schoolers, Depot CDC also offers
before- and after-school care services
for primary school children. Two places
are reserved for children of NS KAHs. For
further enquiry, contact the Depot CDC
Principal.
Certificate Of Appreciation And
Command Plaque
Upon completion of tour, KAH will be
presented a specially designed and
framed Certificate of Appreciation
signed by the Chief of Army at the
annual Appreciation Dinner for NS
Key Appointment Holders, ROVERS
and Volunteers. If KAH are holding a
command appointment, KAH will receive
a command plaque.
Responsibility (NS) Allowance Appointment holder are entitled to
attend two competency development courses organised by Centre
of Management Development (CMD) every work year between
1 April and 31 March of the next calendar year.
As a token of SAF’s recognition of the additional responsibilities and
contributions that come with the new appointment, Responsibility
(NS) Allowance will be paid from the date of appointment. The
allowance will be paid in May every year.
The concept of a bigger role for Warrant Officers leading and managing their
own Corps allows Warrant Officers to take ownership of the WOSpec Corps
cultivating their subordinates with the correct attitude, professionalism and
entrenching them firmly the SAF Core Values. The Support Channel adequately
addresses the professional work relationship at the various levels of command.
It also addresses the fundamental niche areas where the WOSpec Corps is
expected to train and guide his men to achieve mission success in partnership
with the Chain of Command.
WOSpec Support Channel is a useful learning and knowledge community,
where the hierarchy allows knowledge to be organised and disseminated. This
would build the WOSpec Corps to be a much stronger pillar of support for the
Officer Corps.
Objectives Of WOSpec Support Channel
The WOSpec Support Channel structure recognises the sacred principle of a
single Chain of Command. The Support Channel structure crystallises in the
area of accountability and ownership of the Corps. Besides spelling out the
roles and responsibilities of WOSpecs, the Support Channel also establishes
the relationship between WOSpecs and Officers at the various levels of
command. WOSpec Support Channel must build soldiers up in the areas
of mission capabilities in order to ensure mission accomplishment. Therefore
the Chain of Command and the Support Channel must co-exist to ensure a
professional partnership.
The Support Channel optimises the untapped resources of the WOSpec Corps
for the betterment of the organisation. It also reinforces the necessity of the
WOSpecs to support the WOSpec leaders, which is critical in allowing the
enhancements to take shape, hence bringing the Corps to the next higher level
of development.
CHIEF OF
ARMY
SGT MAJOR
OF THE ARMY
FMN/DIV
COMD
FMN/DIV
SGT MAJ
BDE
COMD
BDE SGT
MAJ
BN
COMD
BN
RSM
OC
COMPANY
SM
PC
PLATOON
SGT
SECTION
COMD
Existing Chain of Command.
Each level of SM is answerable to next superior SM; parallel to Chain of Command.
Each SM responsible for grooming & training of subordinate SM (1 level down), on WOSpec role
and responsibilities.
An important part of effective leadership is the ability of Officers, Warrant
Officers and Specialists to work together with soldiers. To develop effective
work relationships, they must know their respective roles and responsibilities.
The Support Channel establishes the professional work relationship between
WOSpecs vertically and with the Officers Corps both vertically and laterally. It is
incumbent on the users of this channel to ensure that the Chain of Command is
kept informed of actions implemented through the WOSpec Support Channel
and to eliminate the possibility of operating the WOSpec Support Channel
outside of command policy and directives. Emerging issues should be brought
to the attention of the Chain of Command and resolved through coordinated
effort.
The Chain of Command must reinforce this aspect for the WOSpec Support Channel
to function in harmony with the Officers Corps.
RELATIONSHIP
Some of the work relationships in a Battalion are as follows:
Platoon Commander And Platoon Sergeant (PC And PS)
Platoon Commanders must realise that they can acquire a tremendous source
of assistance through their learning from their Platoon Sergeant and Specialists.
As a Platoon Sergeant, his task is to convey his knowledge and experience with
tact and diplomacy so as not to be disrespectful to higher ranks. He should
also understand that learning from all areas of work is a life long pursuit. And
remember he is never so knowledgeable that he cannot learn something new
from the Platoon Commander.
Officer In Command And Company Sergeant Major
(OC And CSM)
A company is the reflection of the OC and the CSM’s ability to lead and perform.
It is thus vital that the OC and CSM work well together, and develop and
agree on the company’s goals, standards and objectives as a priority of their
cooperation for the benefit of the company. This partnership should be based
on mutual trust and respect. They must take each others’ role into consideration
and give honest responses. It is also essential for them to be open with each
other as openness leads to proper sharing and supporting between the team.
Commanding Officer And Regimental Sergeant Major
(CO And RSM)
CO and RSM must be dynamic, broadly experienced and dedicated
professionals. Their selflessness, personal integrity, moral values and courage
must be unassailable. More importantly, they cannot work as individual
or singly. They must be the ones incorporating the whole command level.
The CO’s relationship with the RSM is vital and it must be based on mutual trust
and respect.
It is their responsibility to make sure that everyone knows that the CO trusts the
RSM, so that RSM will operate from a position of strength. To minimize potential
conflicts, responsibilities must be clearly spelt out in order to establish focus
and efficiency. It will also serve to provide accountability. A good command
relationship is built upon honest communication and being able to disagree
without disrespect.
As the senior WOSpec of the Battalion, the RSM commands special respect. All
WOSpecs will look to the RSM as their role model and there is no substitute for
the influence the RSM exerts.
CONCLUSION
In the process of leading and training towards mission accomplishment, there
have to be teamwork and togetherness among Officers, Warrant Officers and
Specialists. This is a desirable outcome of close co-operation and should be a
source of complementary strength rather than a cause of conflict.
Ultimately, the tripartite partnership can be a powerful force multiplier in the
accomplishment of missions. It is thus important that the tripartite partnership
among Officers, Warrant Officers and Specialists be built with the framework of
a Shared Vision, Clear Roles, Clear Rules and Good Relationships.
A SHARED VISION
CLEAR
ROLES
CLEAR
RULES
GOOD
RELATIONSHIPS
Shared Vision – Partnership
Once a shared vision is established, the tripartite partnership will have a clearer
picture of the team’s objectives and purpose. This will help them understand why
certain results are desired and the need for them to effectively play their part.
Consequently, they will become more committed and responsible towards the
outcome of the team’s performance. A team’s success ultimately depends on
how each member takes on the team’s shared vision as their own. It is through a
shared vision that interdependence creates a strong bond in a team.
Clear Roles – Everybody Has a Part to Play
There must be a clear understanding of their roles and areas of responsibilities in
the tripartite partnership. This will help them to understand how each individual
fits and integrates into the team.
Clear Rules – Standard Operating Procedure
Every organisation must have well-defined rules and procedures governing
work standards and methods. Some of these include decision-making, conduct
of meetings, conflicts resolution, conducting meetings, standards of personal
behaviour, etc. Once everyone has a crystal clear understanding of how things
are suppose to work, problems can be resolved more effectively.
Good Relationships – Harmony Breeds Wealth
A relationship cannot be solely based upon work alone. Certain qualities like
openness, trust and respect are needed to maintain the bond. The tripartite
partnership must work out the kind of relationship the group should maintain
before committing to each other and to the group. In such an atmosphere,
confidences can be shared, difficulties will be worked through together and
members will learn to better cope with each other.
LEADERSHIP
The bedrock of SAF leadership lies in a strong foundation of values and
ethics. SAF Leaders possess a dynamic capacity for self-awareness, and
self-management as they employ a range of leadership competencies
and styles to influence and inspire people to accomplish the mission, while
building long-term commitment and also improving the organisation.
As military leaders, SAF Leaders influence people with a good
understanding of SAF’s mission and purpose, the SAF’s operating
environment and the desired outcomes of the SAF. All SAF Leaders, NS or
regular Officer, Warrant Officer or Specialist, are capable of influencing
and motivating effectively at their respective organisational levels. They
are well versed in the art of warfare as they are savvy in handling the
complexities of the world outside of the SAF. They are sought after as
part of the national talent pool.
A Leader in the SAF, A Leader Anywhere!
Leadership is defined as a process of influencing people to accomplish the mission,
inspiring their commitment, and improving the organisation.
Influence
• Accomplishment
mission
• Inspire commitment
• Improve the
organisation
to
People
The SAF Leadership Framework articulates that the
bedrock of SAF leadership lies in a strong foundation
of values and ethics. SAF Leaders possess a dynamic
capacity for self-awareness, and self-management as
they employ a range of leadership competencies and
styles to influence and inspire people to accomplish the
mission, while building long-term commitment and also
improving the organisation. As military leaders, SAF Leaders
influence people with a good understanding of SAF’s
mission and purpose, the SAF’s operating environment
and the desired outcomes of the SAF.
Self
OPERATING
ENVIRONMENT
(social, societal,
cultural,
temporal,
technological,
organisational)
Styles
DESIRED
OUTCOMES
Behavioural
Competencies
Values
Mission & Purpose
(e.g. will to fight,
engagement,
organisational
learning, etc.)
This triangle provides a framework for specifying “what SAF Leaders need” for
effective leadership. The hierarchy of “building blocks” says values must always
form the basic foundation, upon which competencies and a full range of
styles are best employed in leadership. The “Self” (consisting of self-awareness,
self-management and personal mastery) is most difficult to attain,and includes
a good understanding of one’s own values, competencies and styles. The
hierarchy does not prescribe a sequence for development or imply that some
“building blocks” are more important than others.
The circle emphasises that SAF Leaders must influence people with a good
understanding of the SAF’s mission and purpose, the operating environment
and desired outcomes. It is these three aspects of the “leadership context” that
shape the specific contents of the framework, i.e. the specific styles, competencies
and values desired in each Service or level of leadership in the SAF.
Together, the “building blocks” (triangle) and “leadership context” (circle) spell
out the scope of concerns of LD system in the SAF. In other words, when we
think of “leadership development in the SAF”, it includes education and training
in the domain of values, competencies, styles and “self”. All this must be done
in cognisance of the mission and purpose of the SAF, the SAF’s operating
environment, and the desired outcomes.
SAF LEADERSHIP COMPETENCIES AND SKILLS
Metacompetency
(For Growth/
Adaptability)
Core Competencies
(For Leader Performance)
Competencies
Skills
Conceptual
Thinking
Social
Mission
Developmental
Self
Critical
Thinking
Communicate
to Influence
Planning
Developing
People
Self Awarness
Creative
Thinking
Interpersonal
Effectiveness
Decision
Making
Developing
Team
Self
Management
Execution
Improving
Organisation
Personal
Mastery
Ethical
Reasoning
The SAF LCM specifies the leadership
behavioural competencies and skills
for effective leadership. It consists of
five competency domains, namely,
“Conceptual
Thinking”,
“Social”,
“Mission”,
“Developmental”
and
“Self”. Of which, the first four are “core
competencies” that directly affect
leadership performance on the job,
while the fifth competency domain is a
“personal meta-competency” required
for leader adaptability and growth.
DIRECT
ORGANISATIONAL
1. Understands rationale behind army regulations.
2. Gathers inputs or information to identify the critical issue.
3. Takes a logical approach to solving problems guided by
regulations and information gathered.
4. Proposes alternative options or solutions.
1. Visualises the future state of the organisation.
2. Reviews and questions the current status and thinks outside
the box.
3. Recognises and generates innovative solutions.
1. Thinks beyond emphasis on regulations and looks at
different ways to achieve intent effectively.
2. Considers new and unconventional ways to avoid a
recurrence of past mistakes.
3. Makes improvements to current processes. e.g. SOPs.
4. Brainstorms for ideas to solve problems.
5. Demonstrates an open mind to ideas and willingness to
incorporate new ideas.
ARMY
DIRECT
1. Shows sensitivity to the higher intent when analysing
situations.
2. Evaluates options and identifies the best solution when
faced with problems.
ARMY
ORGANISATIONAL
for the 14 Skills for Army
Warrant Officers and Specialists
DIRECT
ORGANISATIONAL
1.
2.
Inculcates a strong sense of civic mindedness and public
awareness among men.
Believes and lives principles through actions and
decisions despite external pressure.
1.
2.
ARMY
Respects authority and follows rules and procedures.
Takes responsibility for own actions and does not make
excuses or blames others for mistakes.
3.
Practises impartiality and does not abuse power and
authority when dealing with men.
4.
Supports rather than criticises unpopular but necessary
decisions made by superiors in their absence.
5.
Upholds discipline directly and appropriately on the
spot.
6.
Takes a stand for what is morally and ethically right and
does not wilt under pressure from peers and superiors.
7.
Discharges duty passionately through actions and
decisions without fear or favour.
8.
Exercises moral courage by standing up for what you
believe is right.
9.
Demonstrates fairness and objectivity in addressing
issues.
10. Does not intentionally act purely for personal gain and/
or to the detriment of others or the organisation.
11. Demonstrates core values to subordinates and peers
through words and actions.
12. Shapes command environment based on core values
through daily examples and training.
1. Adopts a consultative approach, seeking inputs from others.
2. Convinces sub-units by highlighting the higher HQ intent.
3. Establishes feedback with superiors, peers and subordinates.
ORGANISATIONAL
1. Adapts communication style to suit different audiences
and situations.
2. Communicates clearly the rationale and importance of
tasks, training and unpopular decisions.
3. Raises issues with superiors directly to prevent
communication breakdown.
4. Checks back with audience to clarify doubts.
5. Practices active listening to ensure clear understanding of
issues.
6. Provides clear and timely information to relevant parties to
aid them in completion of their tasks.
7. Influences others by articulating the impact of their
actions.
ARMY
DIRECT
ORGANISATIONAL
1. Liases and collaborates effectively with external agencies
by understanding their perspectives and concerns.
2. Handles issues, feedback and objections tactfully and
constructively.
3. Shares the learning points gained from the mistakes of
others without embarrassing those who make mistakes.
4. Anticipates needs of men and takes steps to address them
at an organisational level rather than taking action only
when there are complaints.
1. Demonstrates genuine consideration for the needs and
welfare of subordinates by looking into their well-being.
2. Refrains from reprimanding and challenging other
commanders in front of their subordinates.
3. Makes self approachable to subordinates by being around
and being patient, and attentive
when they bring up issues.
4. Does not use vulgarity and
insults
when
reprimanding
subordinates.
5. Uses non-work related activities
to build rapport and relationships
with others.
6. Provides constructive criticism
across all levels tactfully.
ARMY
DIRECT
ORGANISATIONAL
1. Provides an overview of higher intent and planning
guidance to sub-units to aid them in their action planning.
2. Addresses co-ordination issues between sub-units.
3. Leverages on past experiences to problem solve when
planning.
4. Identifies and briefs sub-units of possible problem areas.
5. Anticipates potential issues/problems and thinks ahead of
what may happen.
1. Seeks to clarify and understand higher intent when given
instructions.
2. Sets clear objectives and standards for tasks.
3. Develops feasible and detailed action plans systematically
including timelines, sequence of events and division of
labour.
4. Priortises tasks based on urgency and importance.
5. Plans concurrent activities to minimise preparation time.
6. Thinks through issues and implications of actions and
develops contingencies.
7. Highlights possible issues and suggests suitable solutions.
ARMY
DIRECT
ORGANISATIONAL
DIRECT
1. Makes prompt decisions at critical milestones
to facilitate sub-units in carrying out their tasks.
ARMY
ORGANISATIONAL
1. Makes difficult decisions when required
and stands by them despite pressure.
1. Operates based on guidelines to achieve outcomes.
2. Leverages on authority and influence to secure resources
to meet objectives.
3. Resolves ambiguity over responsibility and expectations
among subordinates.
1. Conducts preparation for mission.
2. Monitors and ensures timely execution of tasks and
achievement of standards.
3. Reacts to changes to the plan to ensure mission success.
4. Exercises initiative by taking appropriate action in the
absence of orders.
5. Maintains command and control over men on the
ground.
6. Mobilises resources effectively.
ARMY
DIRECT
ORGANISATIONAL
Fight with your head
Lead with your heart
Think on your feet
1. Sets high performance standards and stretches goals for
subordinates.
2. Provides continual constructive feedback to address
performance gaps of subordinates.
3. Encourages calculated risk taking and provides room for
learning from mistakes.
4. Identifies talent and provides them with learning
opportunities to develop them.
1. Provides guidance to subordinates to ensure that they are
adequately equipped to carry out their responsibilities.
2. Recognises strengths and weaknesses of subordinates
and conducts activities to help subordinates improve.
3. Demonstrates trust in the capabilities of subordinates and
provides adequate autonomy when delegating tasks.
4. Appreciates/recogniese efforts and accomplishments, and
rewards accordingly.
ARMY
DIRECT
ORGANISATIONAL
1. Inspires commitment towards a common goal/objective by
explaining why an activity is important.
2. Strives to build trusting relationships among team
members.
3. Forms effective teams and fosters co-ordinated team effort
across sub-units.
4. Resolves conflicts across teams effectively.
1. Establishes new roles, reponsibilities and relationships
between team members.
2. Aligns team members to the team goals/objectives by
involving team members in the development of team’s
goals/objectives.
3. Encourages co-operation and cohesion among team
members.
4. Inspires and motivates team members to meet challenges
or when faced with setbacks.
5. Builds morale among team
members by leading by
example.
6. Recognises and resolves
conflicts within the team.
ARMY
DIRECT
ORGANISATIONAL
ALL LEVELS
1. Establishes the rationale/purpose for change and acts as
a change agent to steer others to accept changes.
2. Manages challenges and adapts to changing
circumstances.
3. Identifies and overcomes potential obstacles to change
proactive.
1. Adopts an open mindset to organisational changes.
2. Demonstrates the will to change by accepting and
adapting to changes in the workplace including new ways
of doing things.
3. Displays and maintains flexibility in dealing with unfamilar
situations or ambiguity.
4. Encourages others to change by communicating the
rationale and benefits of change.
SAF
1. Attunes to own emotions and impact on self and others.
2. Recognises own conduct’s effect on others.
3. Demonstrates a deep understanding of one’s own
strengths, limitations and underlying drives.
4. Displays candour and assesses oneself accurately and
realistically.
5. Demonstrates humility and is comfortable to talk openly
about strengths and limitations.
6. Knows when to ask for support and guidance.
ARMY
DIRECT
ORGANISATIONAL
ALL LEVELS
1.
2.
SAF
Keeps disruptive emotions and impulses under control.
Demonstrates flexibility in adapting to ambigous or
changing situations.
3. Adjusts thinking in the face of new data or realities.
4. Generates a positive outlook and sees the upside in
situations when the odds are down.
5. Remains calm and focused under stress.
6. Develops a positive sense of one’s self worth and
capabilities.
7. Demonstrates an openness to self disclosure and
accepts feedback constructively.
8. Projects and maintains physical/mental alertness and
perseveres despite exhaustion, discomfort or monotony.
9. Multi-tasks effectively when faced with competing
demands.
10. Balances work and personal issues.
ALL LEVELS
1.
2.
SAF
Continually clarifies own beliefs and assumptions.
Challenges and sees current reality (“here and now”)
clearly and accurately.
3. Reflects and actively engages in personal visioning and
goal setting.
4. Manages the resolution between the interplay of
personal visioning and current reality.
5. Proactively solicits and values feedback.
6. Seeks to constantly upgrade and improve oneself to
keep current.
7. Pursues diverse knowledge beyond own specialist/
technical area.
8. Creates or seizes learning opportunities to develop self
and takes accountability for own development.
9. Demonstrates the drive and passion to strive for
excellence.
10. Displays a sense of commitment to personal and
organisational growth.
LEADERSHIP BEHAVIOUR
ARMY WOSpec COURSE MAP
Critical Thinking
Creative Thinking
Ethical Reasoning
Communicate to Influence
Interpersonal Effectiveness
Planning
Decision Making
Developing People
Developing Team
Improving Organisation
Personal Mastery
Other Relevant Courses For
Military Personnel
LEVEL 1
3SG - MSG
Fundamentals of Problem Solving
Creative Thinking Made Easy
Mind-Mapping Made Easy
Ethics at Work
How to Handle Difficult People
Essential Communication Skills
Grammar for Better Communication
Reports, Proposals & Minutes that Work
Proficiency in Letters and Emails
Speak with Confidence
Understanding and Using Body
Language Effectively
Partnering Your Boss at Work
Effective Working Relationships
Making EQ Work for You
Fostering Effective Interpersonal
Relationships: A TA Approach
Proiect Manaaement Appreciation
Time Management Skills - Working
and Managing Yourself
Decision Making Made Easy
Essentials of Leadership
Enhancing Performance through
Effective Supervision
Facilitation Skills for Instructors
Be a Team Player
Taking on a Challenging Team
Making Change Work for You
Process and System Improvement
Awareness Course IS0 9001 : 2000
Singapore Quality Class (SQC)
Awareness Course
Manager Course
The 7 Habits of Highly Effective People
Win Over Dissatisfied Customers
Superior Frontline Skills
Critical Thinking
Creative Thinking
Ethical Reasoning
Interpersonal Effectiveness
Planning
Decision Making
LEVEL 2
2WO - 1WO
Problem Solving With A Critical Mind
Problem Solving The Innovative Way
Edward de Bono’s Six Thinking Hats for Officers
Mind-Mapping® for Managers
Creativity - You can Unlock It!
Ethics for Military Commanders
Managing Difficult People with Ease
Effective Communication Skills for Managers
Grammar for Professional Communication
Impactful Reports & Proposals
Effective Negotiation Skills - Create a
Win-Win Situation
Presenting with Confidence & Ease
Making Meetings Work for You
Projecting a Professional Image
Effective Voice and Presentation Skills
Write with Customers in Mind
Effective Persuasive Skills at Work
Treating others with Tact and Diplomacy
EQ: The Manager’s Tool for Professional
Excellence
Interpersonal Skills at Work
Conflict Resolution
Networking for Success
Project Planning and Control
Planning and Managing Projects
Time Management Skills - Working and
Managing Yourself
Effective Decision Making
How to Prioritise and Make Decision
Under Pressure
Blue Hat
Black Hat
White Hat
Yellow Hat
Red Hat
Green Hat
Managing the
Thinking Process
Information Available
& Needed
Intuition and Feelings
Caution, Difficulties
and Problems
Benefits and
Feasibility
Alternatives and
Creative Ideas
Six
Thinking
Hats
Execution
Developing People
KPIs
IPPT
SOC
BMI
Shooting
AHM
USMS
UWMS
✔
✔
✔
✔
✔
✔
✔
Developing Team
Personal Mastery
LEVEL 2
2WO - 1WO
The Art of Delegation
Essentials of Crisis Management & Business
Continuity
Business Continuity Plan: Project Initiation
and Management
Writing KPIs Effectively
Enhancing Performance through Effective
Supervision
Developing High Performance Leadership
Effective Interview Techniques
Leadership Styles that Yield Results
Managing Performance for Better Results
Coaching Your Frontline Staff for Quality
Service
* Facilitation Skills for Instructors
The Allen Management Skills Programme:
How to Succeed as a Middle-level Manager
(NEW-Public Run)
Engaging Staff through Effective Feedback
Developing Effective Teams
Leadership: The West Point Way
Facilitation Skills for Managers
Managing Change Effectively
* Planning for Knowledge Management
Implementation
Process and System Improvement
Awareness Course IS0 9001:2000
Process-based Internal Auditor Training
Internal Assessor Course
Manager Course
Organisational Excellence Manager Course
Awareness Course
Organisational Excellence Awareness
Seminar for ISO, PDS, SQC Certified
Organisations
The 7 Habits of Highly Effective People
Critical Thinking
Creative Thinking
Interpersonal Effectiveness Planning
Decision Making
Execution
LEVEL 3
MWO - SWO
Critical Thinking: A New Paradigm for Peak
Performance (Public Run)
Tony Buzan: Good Thinking and
Mental Toughness (Public Run)
Mind-Mapping® for Managers
Edward de Bono’s Lateral Thinking
Application for Senior Managers
Positive Influencing Skills (Public Run)
Influencing, Persuasion and Empowering
Skills (Public Run)
Dynamics of Writing
Impactful Reports & Proposals
Effective Negotiation Skills Create a Win-Win Situation
Think on Your Feet®
Projecting a Professional Image
* Effective Voice and Presentation Skills
Effective Persuasive Skills at Work (NEW)
EQ: The Manager’s Tool for Professional
Excellence
Moving from an Operational Manager to a
Strategic Thinker (Public Run)
Decision Dynamics (Public Run)
Creative and Rational Decision Making
(Public Run)
Business Continuity Startegy Development
Crisis Leadership in Business
Continuity Management
Reasoning
Analyzing
CRITICAL
THINKING
SKILLS
Decision Making
Evaluating
Problem Solving
ARMY WOSE COURSE MAP
Developing People
Developing Team
Self Management
LEVEL 3
MWO - SWO
Writing KPIs Effectively
The Allen Management Leaders
Programme: How to Succeed at Leading
(Public Run)
Solution-Focused Leadership Coaching
Developing Your True Leadership Potential
(Public Run)
Leadership for High Performance Teams
Sponsoring a Cross-functional Team (NEW)
Leading Change in a Dynamic Organisation
Planning for Knowledge Management
Implementation
Fundamentals of Benchmarking (Public Run)
Fostering Systems Thinking and Personal
Mastery in your Organisation
Developing a Customer Focused Strategy
for Excellent Service
Embracing Change and Managing
Organisational Transitions
Process-based Internal Auditor Training
Internal Assessor Course
Singapore Quality Class (SQC) Manager Course
Organisational Excellence Manager Course
Awareness Course
Organisational Excellence Awareness Seminar
Managing Self, Managing Others (Public Run)
Definition of Learning Organisation
A Learning Organisation is one where people continually expand their capacity
to create the results they truly desire, where new and expansive patterns of
thinking are nurtured, where collective aspiration is set free and where people
are continually learning how to learn together.
- Peter Senge
Definition of Organisational Learning
Organisation Learning is the intentional use of learning processes at individual,
group and system level to continuously transform the organisation in a direction
that is increasingly satisfying to its stakeholders.
- N. Dixon
Why we should bother with organisational learning?
Besides the mission, purpose and operating environment, leadership in the SAF is
also unique because of the complex nature of the “desire outcomes” in the SAF’s
mission, SAF leaders are required to lead in a manner that not only leverages on
technology to get the job done, but also constantly builds and maintains their
followers “will to fight”. It is vital that our leaders are able to engage their followers
at work. Moreover, just like any organisation, the SAF leaders must lead people
in a manner that ensures constant organisational learning. Hence, the kind of
leadership required in the SAF is one that must balance a host of outcomes that
matter – not only to the SAF – but also to the individuals who serve with them.
- SAF LD Doctrine Directive 02-2004
Performance
This space
defines the
Quality of Work.
Experience
The fundamental results of WORK Performance, Experience, and Learning
- are interdependent. If individuals aren”t
learning, their performance will decline
over time; if their predominant experience
of work is boredom or stress, both learning
and performance will suffer.
The Systems Thinker, Volume 8, Number 6,
August 1997
Note the limited scope for
the Quality of Work to
grow if the predominant
preoccupation is only on
Performance.
Learning
Responsible leaders should ask themselves, “What good theories do we have
that provide practical guidance for ensuring our organisation’s future success?”
The more clearly you can articulate your organisation’s theories about what
leads to success, the more deliberate you can be about investing in the elements
that are critical to that success.
One such core theory would be based on the premise that as the quality of
the relationships among people who work together increases (high team spirit,
mutual respect, and trust), the quality of thinking improves (people consider more
facets of an issue and share a greater number of different perspectives). When
the level of thinking is heightened, the quatity of actions is likely to improve (better
planning, greater coordination, and higher commitment). In turn the quaIity of
results increases as well. Achieving high quality results as a team generally has
a positive effect on the quality of relationshlips, thus creating a virtuous cycle of
better and better results.
The most important point
about this kind of systemic
theory is that the success is not
derived from any one of the
individual variables that make
up the loop, but rather from
the loop itself. [This] ... forces us
to pay attention to how all the
variables are doing and how
each is affecting the others in
the loop.
Organising for Learning:
Strategies for Knowledge Creation and Enduring Change
S
Quality of
Results
(Vision)
Quality of
Relationship
(Communication)
REINFORCING
ENGINE OF
SUCCESS
S
Quality of
Actions
(Planning)
S
Quality of
Collective
Thinking
(Reflection)
S
As the quality
of relationship rises, the quality of thinking improves,
leading to an increase in the quality of actions and results. Achieving high-quality
results has a positive effect on the quality of relationships, creating a reinforcing
engine of success.
Source: Organising for Learning, Daniel H. Kim
• Personal Mastery
• Shared Vision
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Generative
Conversation
tion
Organisational Learning
Capabilities
Aspira
)
Capacity to Create
Your Own Future
• Mental Models
• Team Learning
• Systems Thinking
The stool is a metaphor for the core learning capabilities (aspiration,
generative conversation and understanding complexity) that will help an organisation
build the capacity to create the future or results it truly desires.
Source: The Art and Practice of the Learning Organisation
Mental Models
Personal Mastery
Systems
Thinking
Team Learning
Each discipline
Shared Vision
provides a vital dimension in building learning
organisations. Systems Thinking is represented in the center because it serves to
integrate the disciplines, fusing them into a coherent body of theory and practice.
Capacity to Create
Your Own Future
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Generative
Conversation
ASPIR
ATIO
N
Capabilities
Learning to expand our personal capacity to formulate
a coherent picture of the results we desire as individuals
and having a realistic assessment of the current state.
“The essence of Personal Mastery is learning how to
generate and sustain creative tension in our lives.”
Source: The Fifth Discipline, Peter M. Senge
Principles and Practices of
Personal Mastery
Personal Vision
Holding Creative Tension
Commitment to the Truth
Using The Subconscious
Seeing Our Connectedness
to the World
Compassion
Commitment to the Whole
Integrating Reason and Intuition
Focus is
on what
I want
Creating
Vision
Creative
Tension
Structural
Tension
Emotional
Tension
Generative
Orientation
Gap
Current
Reality
Focus is
on what
I don”t
want
Problem
Solving
Reactive
Orientation
Source: The Path of Least Resistence, Robert Fritz
Capacity to Create
Your Own Future
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Generative
Conversation
ASPIR
ATIO
N
Capabilities
Building a sense of commitment
in a group by developing shared images of the future,
we seek to create and the principles and guiding
practices by which we hope to get there.
Principles of
Building Shared Vision
Anchoring Vision to Purpose and Values
Personal Vision
Spreading Vision
– Enrolment
– Commitment
– Compliance
Area of Focus
Relevant Questions:
Other
Choices
Organisations tend to ask
all these questions – Who,
Why, What, How, Which
at Activities Level, without
first
determining
the
fundamental choice.
Tertiary Choice
– Which?
Activities –
Tactics –
Strategy –
Vision –
Purpose –
Identity –
Secondary Choice
– How?
Primary Choice
– What?
Fundamental Choice
– Why?
Core Values
– Who are we?
Source: Foresight as the Central Ethnic of Leadership by Daniel Kim
Capacity to Create
Your Own Future
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GENERATIVE
CONVERSATION
Aspira
tion
Capabilities
Mental Models are deeply ingrained assumptions,
generalisations or even pictures or images that influence
how we understand the world and take action.
The discipline of working with the mental models starts
with learning to unearth our internal pictures of the
world, to bring them to the surface so as to examine
and change them if necessary.
Managing Mental Models
Skills of Reflection
- Recognising Leaps of Abstraction
- Recognising Left Hand column
Inquiry Skills
- Balancing Inquiry & Advocacy
I take actions
based on my beliefs
The reflexive loop
(our beliefs
affect what
data we
select
next time)
I adopts beliefs
about the world
bstraction
s of o
p
Loo
I select “data”
I want
Observable “data”
and behaviour (as a
videotape recorder
might capture it)
creating loop
I add Meaning
(cultural and
personal)
igm
rad
I made assumptions
based on the
meaning I added
Pa
I draw
conclusions
MANAGING MENTAL
MODELS
Skills of Reflection
- Recognising
Leaps of
Abstraction
- Recognising Left
Hand column
Inquiry Skills
- Balancing Inquiry
& Advocacy
The Ladder
of Inference provides a framework for exploring
mental models. The reflexive loop illustrates how our mental models
can influence the way we view reality. We make leaps up the Ladder
of Inference from data to values and assumptions, and then operate
based on those assumptions as if they are reality. It can also be called the
paradigm - creating loop, because it is the process through which, over
time, we develop a shared set of cultural assumptions and values about
how we view reality.
Source: Organising for Learning, Daniel H. Kim
Capacity to Create
Your Own Future
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GENERATIVE
CONVERSATION
Aspira
tion
Capabilities
Team Learning is the process of learning
how to learn together. It is also the process of aligning
and developing the capability of a team. Central to
Team Learning is use of reflection and inquiry skills and
the practice of dialogue.
Discipline of Team Learning
Dialogue and Discussion
Dealing with: “Current Reality”
Practice
To provide time & space for everyone within a group to have an
opportunity to reflect out on a common subject.
To improve the quality of collective thinking by hearing and making
more explicit the individual perspectives/assumptions within the
group.
To prepare the way for more reflective, dialogic conversation.
CHECK-IN PROCESS
Take one minute to “center” yourself
Someone starts off by holding an object that physically symbolizes the
“right to speak”.
The speaker takes some time to say whatever he or she wants, with
no constraints.
While the speaker is talking, no one interrupts.
When the speaker is done, he or she says, “I’m in”. The rest
acknowledge by saying, “You’re welcome.”
The speaker passes the talking object to adjacent person.
The process is repeated until everyone has had a chance to speak.
CHECK-OUT PROCESS
Follow same process as check-in.
Only difference is each person finished by saying “I’m out.”
Listen and learn with a spirit of inquiry.
Suspend judgements and assumptions.
Treat each other with respect.
One conversation.
Be present. Be here now.
ve
ei
Observe
Re
f
c
le
t
Pe
rc
“Concrete World”
Assess
ce
na
io
Co
n
lise
Act
p
se
a li
tu
Design
O
p
er
at
“Conceptual World”
INSIGHTS
Curiosity
Clarity
Inquiry
Criticism
Advocacy
Depth of
Listening
Competition
INQUISITION
Balancing Inquiry
and Advocacy
Goals
Set Goal
What’s
Next
Determine
Next Steps
Assess
Current Reality
Reality
Brainstorm
Options
Goals
What would you like to talk about? Achieve? Resolve? Solve?
What would you like to accomplish in the time we have available?
Reality
What is happening now? What have you tried so far?
Options
If you had unlimited resources, what might you do?
What’s Next
Of these options, what are your most powerful next steps?
Source: Partnership Coaching, Rebecca Bradley
Capacity to Create
Your Own Future
ING
AND
ERST XITY
UNDOMPLE
C
Generative
Conversation
Aspira
tion
Capabilities
Systems Thinking is the discipline concerned
with shifting minds from seeing parts to seeing wholes. It
is a framework for seeing inter-relationships rather than
things, for seeing patterns of change rather than static
“snapshots”.
Sources: The Fifth Discipline, Peter M. Senge
In the most basic sense, a system is a group of interacting,
interrelated, or interdependent parts that form a complex and unifield
whole that has a specific purpose.
CHARACTERISTICS OF SYSTEMS
Systems have purpose.
All parts must be present for a system to carry out its purpose
optimally.
The order in which the parts are arranged affects the perfomance of
a system.
Systems attempt to maintain a certain “balance” (in pursuit of its
purpose) through feedback.
Source: Introduction to System Thinking, Daniel H. Kim
Most people find themselves stuck in the reactive (events) and
adaptive (patterns) action modes. Although these action modes have
their usefulness, they do not have lasting effect and greater leverage to
influence one’s future. Managers need to learn to operate at higher levels
of perspective (systemic structures, mental modes and vision) and develop
their capacities to be more creative, reflective, and generative.
LEVERAGE INCREASES
Source: Introduction to Systems Thinking, Daniel H. Kim
Levels of
Understanding
Action
Mode
Vision
Generative
Mental Models
Reflective
Systemic Structures
Creative
Patterns
Adaptive
ƒ
ƒ
ƒ
ƒ
Events
Reactive
Time
Orientation
Present
Source: Organising for Learning by Daniel Kim
Writing journals, diaries, or daybooks is a method of keeping track of what
happened during your day, from mere facts (like what the thermometer
at the airport read at noon) to details of
personal psychological growth you perceived
as a result of some encounter. Facts, events,
and moments of insight are equally valid
subjects of journal entries.
To get the most from textbooks and the
course it accompanies, you need to actually
apply the concepts it describes. Journaling is
a basic tool to accomplish this goal.
A journal is a personal record used to keep track of experience whether
that experience becomes the basis of a public history or science, or is a
record of self, for the self-only. The term journal had its origin in the French
word jour, or day. A journal is a record, a daily record if one adheres
carefully to the defined meaning. Like trying to do any chore once a week
when it should be done daily, one cannot enter into a journal for a whole
week by opening the journal for a whole week by opening the journal just
once. (You don’t eat one big meal each week or try to read a week’s worth
of newspapers in one sitting-instead you engage in those activities daily.)
The point is that you should make entries in your journal daily.
As a result of your journaling efforts,:
Reflect upon processes and strategies
to support your learning and
development.
Reflect upon processes and strategies
to support and effect organisational
change.
Endless drama in a group clouds
consciousness. Too much noise
overwhelms the senses. Continual
input obscures genuine insight. Do
not substitute sensationalism for
learning.
When group members have
time to reflect, they can see
more clearly what is essential in
themselves and others.
Allow regular time for silent
reflection. Turn inward and digest
what has happened. Let the
senses rest and grow still.
Teach people to let go of their
superficial mental chatter and
obsessions. Teach people to pay
attention to the whole body’s
reaction to a situation.
* Individual Level
* Reflect on “PAST” lessons learnt
* Determine Mission & Learning
* Team level
”OBJECTIVES”
* Commander Level
(Operational Military Knowledge,
Leadership Behaviour, Values)
+
* Team Level
* Planning & Preparation
* Team Level
Reflection
AARs
Conduct Supplementary Training
Before Activity Review (BAR)
“Learning from EXPERIENCES“
PRINCIPLES:
During Activity
“Learning IN
Moving forward by looking back
Resource and support learning
SAF Knowledge
Management System
Reference: LD Doctrine Directive 6/2007 dated 20 November 07
Operational Military
Knowledge
& Leadership
Development
ity
(Self-Reflection)
(Facilitation)
(Coaching)
* ”INDIVIDUAL” & “TEAM” levels
(Operational Military Knowledge,
Leadership Behaviours, Values)
ORGANISATIONAL
*”
” level
(SOPs, Doctrine, Leadership Stories & Case Studies)
(Conceptualise)
(Application)
/ Coaching
Review Practices
Redesign Training
Review (DAR)
/ ON ACTIONS“
Post Activity Review (PAR)
“CONSOLIDATE Learning”
Begins with an end in mind Multi-level Learning
Capitalise on memory and recency effect
Select
Transfer
Systems
Translating
Lessons
Learnt into
Heuristics
e.g. SOPs, Doctrines,
Leadership stories,
Case Studies.
1. This list is to be used in conjunction with those from units and courses. Some
of the items may overlap with the Vocation-level and Work Performance
Reading Lists. This list is not exhaustive. Please refer to 9th Division/Infantry
website to view the detail publications and resources.
MUST
COURSES (21)
Infantry/Guards Bn Manual
Vol 1 (95)
Rifle Platoon and Sect
Manual Vol 1 (05)
Rifle Platoon and Sect
Manual Vol 2 (05)
Aggressor Regiment & Abv
(03)
Aggressor Supplement 04
Aggressor Manual (BN and
below) (99)
SO & P Manual (01)
Rifle Company (prov) (07)
Military Symbols (99)
JSP 10 (94)
CSS Precis (2nd Edition)
Artilley Precis (Prov) 06
Engr Precis
Armour Precis (01)
Signal Handbook (05)
Infantry/Guards Bn Manual
Vol 2 (01)
SAF Planning Norms (01)
TSR
Infantry Platoon Manual
Provisional (07)
Infantry Battalion SOP (01)
Battalion RSM Handbook
(05)
READ
SELF-READ (27)
Manuals
The Army Manual
The Soldier Manual
The Army Safety System Manual
The Army CSS Manual
Foundation of 3rd Gen Army (UC)
LOAC Handbook 04
Bn UO Manual 1,2,3 [Bn Doct,
Manual (Bn), LL from past Ops]
ASO Manual (02)
PT Manual (96)
Military Law (87)
SAF Core Values
SAF Leadership Competency
Development Handbook, 2005
SAF Leadership Framework (04)
Our Army Customs and
Traditions (06)
Political/Social
Kwa Chong Guan (ed),
Defending Singapore
(1819 - 1965 ),
POINTER Supplement
Tan, Andrew, Southeast Asia,
Treats in the Security Enviroment
Huxley Tim, Defending the Lion
City: The Armed Forces
of Singapore
Founding Fathers,
Great Singapore Stories
MUST READ
SELF-READ (27)
Military
Jon E Lewis (ed), The Mammoth
Book of True War Stories
United Nations Peacekeeping:
A Decade of SAF Participation.
POINTER Supplement, July 1999
POINTER Monograph No
1, Creating the Capacity
to Change: Defence
Entrepreneurship for the 21st
Century
POINTER Monograph No 4,
Spirit and System: Leadership
Development for a Third
Generation SAF
James D. Pendry, The Three
Meter Zone
Three Block War Article
(Refer to SWI website)
The Strategic Corporal Article
(Refer to SWI website)
Management/Leadership
Peter M. Senge, The Fifth
Discipline Fieldbook
Stephen & Covey, The 8th Habit,
from Effectiveness to Greatness
GOOD-TO READ (17)
Manuals
How to Conduct Training
(05)
Guide to Sleep
Management (06)
ECA Development Doctrine
Leading Our Soldiers Well
Rationalising and
Optimising the Will
to Fight in SAF
SAF Instructors’ Handbook
The Full Range Leadership
Model and its Application
to the SAF
Political/Social
Lee Kuan Yew, The
Singapore Story: Memoirs
of Lee Kuan Yew Vol I & II
Dalgit Singh, Singapore:
An illustrated History, 1941
- 1984
Andrew Tan, Malaysia
- Singapore Relations
- Troubled Past and
Uncertain Future?
Military
Stephen Ambrose, Band of
Brothers
Lo Kuan-Chung, Romance
of the Three Kingdoms
(trans by C.H.Brewitt-Tylor;
also Moss Roberts )
Management/Leadership
SAF Leadership
Competency Model (04)
Dandridge Malone,
Small Unit Leadership: A
Commonsense Approach
Avigdor Kahalani, The
heights of Courage
Edward de Bono, Lateral
Thinking
Harvard Business Review on
What Makes a Leader
The images used in this Guidebook are taken from:
SAF Pioneer Magazine
Army News
Army Recruitment Centre
Building Our 3rd Generation Army
SISPEC Commemorative 2000
Learning Army Journal
(SAF Centre of Leadership Development)
Designed by: Pure Design Pte Ltd
Printed by: Hobee Print Pte Ltd
This book marks the transition of WOSpec
Corps from old-school to contemporary
generation. Conveying important messages
in a more leisure channel and it entices
younger generation WOSpecs to read
more and learn more.
- 1SG Tan Chai Choon (Regular)
The WOSpec Guidebook is a testament
to the Army WOSpec’s proud history, rich
tradition, deep expertise and leadership
qualities. It is a must read, must
reflect and must act for the WOSpecs
and if I may add the Officers too.
Congratulations... another piece of
great work by the WOSpec Corps.
- COL Nelson Yau, Hd NSAD
I applaud the efforts of the Army
WOSpec Corps in putting together this
guidebook. Its rich and well researched
content will guide and uplift the
professionalism of our WOSpec Corps
in the continual journey towards learning
and excellence. It is informative and also
usefu;l for our Officers to be better
acquainted with the partnership with our
Warrant Officers and Specialists.
- COL Tan Chong Lee, ACGS (Pers)
The SAF Warrant Officer and Specialist
Corps and the SAF Officer Corps form
the 2 immutable halves of the SAF
leadership. The strength of the SAF
lies ultimately in the strength, creativity
and determination of this leadership
partnership provided by the Officer and
WOSpec Corps. Upon this partnership, I
have confidence that the SAF will grow
from strength to strength.
- BG Chan Chun Sing,
COMD 9 DIV/CIO
The book is very interesting as
it enable us to learn about the
history of WOSpecs, their role and
importance to the SAF.
Colourful pictures that captivates
the attention of the reader. A
complete guide to being a WOSpec.
All specialists should read it.
- 3SG Nick Kim (NSF)
- 3SG Jasmond Tan (NSF)
Every so often there comes a book
that make you sit up and think about
your place in the Army as a WOSpec.
This isn’t one of them but it will keep
you motivated. It’s simply magnificient!
- 3SG Mahmud (NSF)
An engaging, well-presented book
written concisely for the WOSpecs.
It is a useful reference for all
WOSpecs to refresh their knowledge
and skills and rediscover their
profession to stay relevant.
- 2SG Mickey Lau (NS)
Another Army Culture and Experience (ACE) Initiative

The New Adventures of Army WOSpecs - July 2008

Transcription

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