2014 MARCH Backbone of Our Army

WARFIGHTER TRAINER LEADER l

An Army L.I.V.E Initiative An Army L.I.V.E http://www.mindef.gov.sg/imindef/resourcelibrary/publications/e-books.htm Army WOSpec Guidebook Edition 2 is available @ FOR WOSPECS BY WOSPECS FOR WOSPECS BY Our Warrant Officer (WOSpec) and Specialist Corps is the backbone of Our Army. WOSpecs are Warfighters, and Leaders;Trainers professional they are disciplined, and operationally ready. They partner the Commissioned Officersand Military Expert Officers to provide leadership and anchor the core competencies and the capabilities in SAF success. to achieve mission WOSpecs are expected to be keenly cognisant of organisational requirements and trends,soldiering and be proficientin command, training and leadership. This Guidebook describes what it means to be a WOSpec; it defines and roles their responsibilities, the professional partnershipbetween WOSpecs and Commissioned Officers, the importance of WOSpecs’ professional development and the leadership qualities WOSpecs. of expected Our Army Flag

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 entirety or in part) onto personal blogs or the public domain. No part of this publication may be reproduced, photocopied or otherwise, without the prior permission of the Ministry of Defence. My Personal Guide as a WARFIGHTER-TRAINER-LEADER

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Pacestick – Symbol of Regimentation and Discipline. Let the Journey begin!

CONTENTS 04 FOREWORD FROM CHIEF OF ARMY 22 THE SAF WARRANT OFFICER CREED AND SONG 05 MESSAGE FROM SERGEANT MAJOR OF THE ARMY 25 HISTORY OF THE WARRANT OFFICERS AND SPECIALISTS PREFACE 06 57 ROLES AND RESPONSIBILITIES EDITORIAL COMMITTEE 07 77 PARTNERSHIP WITH OFFICER CORPS 08 OUR ARMY VISION AND MISSION 105 TRAINING AND EDUCATION ROADMAP 10 STRUCTURE OF OUR ARMY 119 LEADERSHIP 12 SAF CORE VALUES ORGANISATIONAL LEARNING 14 SAF CODE OF CONDUCT 157 16 SAF WOSPEC VISION AND MISSION 199 ACTION LEARNING PROCESS 18 THE SAF SPECIALIST CREED, SONG, ROAR AND PRIDE 215 RECOMMENDED READING LIST

FOREWORD from MESSAGE from CHIEF OF army sergeant major of the army The SAF today comprises of 3 Corps of officers: Commissioned Officers, Since the inception of the Singapore Armed Forces in 1965, the Warrant Officers and Military Expert Officers. While each Corps has a Non-Commissioned Officer (NCO) Corps has evolved to meet the changing different role and function, together, the 3 Corps provide leadership to needs of the SAF and Singapore society at large. We are now identified as anchor the core competencies and capabilities of the SAF. the Army Warrant Officer and Specialist (WOSpec) Corps. In recent years, The Warrant Officer and Specialist Corps is the backbone of Our Army. It has we have progressively studied and identified the roles and responsibilities of evolved in parallel with the transformation of Our Army into a modern 3rd Our Army WOSpecs and introduced initiatives that are strategically aligned Generation fighting force. The roles of Warrant Officers and Specialists in Our to Our Army’s Vision and Mission. Army has grown significantly, with new responsibilities and appointments Today, we have defined the roles of our WOSpecs as three-fold – a such as Commanding Officers, Sergeant Majors, Master Trainers, and Subject Warfighter-Trainer-Leader, with four key responsibilities - Taking Charge of Matter Experts. Training, Deepening Skills and Knowledge, Leading and Managing WOSpecs Our Army is a People organisation and leadership is key to inspiring and and Enforcing Regimentation and Discipline. Our WOSpecs has been and motivating our People. Warrant Officers and Specialists lead Our Army by will continue to be the backbone of Our Army, in close partnership with the providing excellent last-mile leadership for our Soldiers. Warrant Officers and Commissioned Officers and Military Expert Officers at all levels of command. Specialists directly touch the lives of our Soldiers, and have the This 2nd edition of the Army WOSpec Guidebook is dedicated opportunity and the responsibility to engage and bring out to our WOSpecs. This guidebook serves as an important the best in our Soldiers. By leading, coaching, motivating educational resource in our Corps’ pursuit of excellence and inspiring our Soldiers well, Warrant Officers and and must be read by all, Commissioned Officers, Specialists equip our Soldiers with strong military WOSpecs and Military Expert Officers. It gives an skills and good values, transforming them into good overview of what it is to be a WOSpec and sets soldiers and good citizens. the foundation for all WOSpecs to strengthen This 2nd edition of the Army WOSpec Guidebook their drive and passion for their profession. has crystallised the essence of what it means to be In addition, this guidebook will also provide a Warrant Officer and Specialist in the rd3 Generation the Commissioned Officers and Military Expert Army, and outlines the developmental milestones Officers an understanding of the WOSpecs’ of Our Army’s Warrant Officers and Specialists. It roles and responsibilities, which will lead to an also records and recognises the rich experiences and interactive and integrative collaboration that will expertise of our Warrant Officers and Specialists as the ensure the success of Our Army’s Vision and Mission. backbone of Our Army. In conclusion, I would like to express my Together, I am confident that the strong partnership appreciation to our WOSpecs-led Editorial of Commissioned Officers, WOSpecs and Military Team for their professionalism and Expert Officers will provide Our Army with the perseverance in the publication of leadership to achieve our vision of Our Army - this book. READY, DECISIVE, RESPECTED. Our journey continues ...

MG RAVINDER SINGH CWO TANG PECK OON Chief Of Army Sergeant Major of the Army

04 Foreword from Chief of Army Message from Sergeant Major of the Army 05 EDITORIAL COMMITTEE PREFACE CHAIRMAN SWO Tamizh Kannan V.R. The Army Warrant Officer and Specialist (WOSpec) Guidebook was SECRETARY MSG Chew Da Wei, David first published in July 2008. In the five years that have followed, Our Army has continued to transform into a leaner, more formidable and capable 3rd Generation fighting force. MEMBERS MWO Maniyarasu MWO Tang Seng Chye, Collin In today’s increasingly complex battle space, Our Army WOSpecs are 1WO Quah Poh Hock, Alex cognisant of evolving organisational requirements, soldiering trends, 1WO Tan Beng Ann, Mike and the individual and unit’s Mission Essential Task List (METL). In 1WO Ng Teck Chuan the 3rd Generation Army, our WOSpecs must be Commanders who ME3 Mazlan Mohd Khalid can effectively lead and nurture soldiers who are increasingly highly- 2WO Ramli Ali educated, info-tech savvy, resourceful, and eager to contribute. 2WO Tan Peck Leak, Billy 2WO Vinod Kumar To meet these increased organisational demands, and remain 2WO Goon Wai Keong relevant and effective in the 3rd Generation Army, it is thus essential 2WO Yeo Kah Loon that Our Army WOSpecs constantly seek to upgrade and enhance 3WO Arun Kumar their professional knowledge and skills, in a continued journey of 3WO Chua Seow Ter, Danny personal mastery. MSG Pan Delong, Patrick MSG Arul Victor The 2nd edition of the Army WOSpec Guidebook aims to enhance the awareness of Our Army WOSpecs, and enable them to take greater CONSULTED Public Affairs Directorate (PAFF) ownership of their key roles and responsibilities in Our Army today. Army Information Centre (AIC) It is also the intent of the editorial committee to facilitate the use of Military Security Department (MSD) this guidebook by the Commissioned Officers and Military Expert G1 – Army Officers to better understand Our Army WOSpecs, and strengthen the National Service Affairs Department (NSAD) Specialist and Warrant Officer Institute (SWI) partnership between the Corps. SAF Centre of Leadership Development (SAF CLD) It is our aim that the Army WOSpec Guidebook will continue Control of Personnel Centre (CPC) to EDUCATE, ENGAGE, AND ENERGISE our WOSpecs, and National Service Personnel Centre (NSPC) EMPHASISE the roles and responsibilities of this professional Corps. SAF Education Office Centre for Heritage Services (CHS) SAF Sergeant Major Office SAF Printing Centre (SAFPC)

DESIGNED Redbean De Pte Ltd With Pride We Lead! PRINTED Chung Printing Pte Ltd

06 Preface Editorial Committee 07 VISION MISSION our OUR ARMY is the bedrock READY IN PEACE, we are OUR ARMY is to deter of our nation’s defence. capable of a full spectrum aggression, and should army We draw our strength from of operations. deterrence fail, to secure a our Regulars, NSFs and swift and decisive victory. DECISIVE IN WAR, we will Operationally Ready NSmen. fight and win to defend our OUR ARMY is to be ready We thrive on the support of country. and capable of conducting our Families, Employers and a spectrum of operations fellow Singaporeans. RESPECTED BY ALL, Our to defend the security Army is a trusted national interests and sovereignty institution. We forge the of Singapore. fighting spirit of our people to secure our future and protect our way of life.

08 Army WOSpec – Backbone of Our Army Our Army Vision, Mission and Purpose 09 CHIEF OF ARMY

GENERAL STAFF TRADOC CSSCOM

GENERAL STAFF GENERAL STAFF ARMY SAFETY NS AFFAIRS (OPERATIONS) (DEVELOPMENT) INSPECTORATE DEPARTMENT

TASK FORCES DIVISIONS

HQ ISLAND HQ JOINT HQ SPECIAL OPERATIONS 21 DIV 25 DIV DEFENCE TASK FORCE TASK FORCE [AOR] [AOR]

3 DIV 6 DIV 9 DIV 2 PDF SPECIALIST GROUPS

INFANTRY GUARDS COMMANDOS ARMOUR ARTILLERY COMBAT SIGNALS & ARMY ARMY MAINTENANCE TRANSPORT SUPPLY MILITARY ENGINEERS COMMAND INTELLIGENCE MEDICAL & ENGINEERING POLICE SYSTEMS SUPPORT

10 Army WOSpec – Backbone of Our Army Structure of Army 11 SAF LOYALTY TO COUNTRY PROFESSIONALISM ETHICS CORE LEADERSHIP FIGHTING SPIRIT CARE FOR SOLDIERS

VALUES DISCIPLINE SAFETY

12 Army WOSpec – Backbone of Our Army SAF Core Values 13 Rule one We always honour our Nation. We will do everything to uphold it and nothing to disgrace it.

Rule Two At all times, we must bear in mind that we are the protector of our citizens.

Rule Three We are loyal to the Armed Forces, and we take pride in our Unit, our uniform, our discipline, our work, our training and ourselves.

Rule Four We must be exemplary in our conduct. SAF We respect others, and by our conduct and bearing, win the respect of others.

Rule Five We are courageous but not reckless. We are devoted to duty but not CODE OF to ourselves.

Rule six We guard our weapons as we CONDUCT guard secrets.

14 Army WOSpec – Backbone of Our Army SAF Code of Conduct 15 DISCIPLINED, VISION saf PROFESSIONAL AND To be an exemplary and OPERATIONALLY READY. dynamic professional in wospec a Corps of excellence.

MISSION

TO BE A CONFIDENT AND COMPETENT WARFIGHTER, TRAINER AND LEADER who is disciplined, professional and operationally ready in defending our interests and sovereignty. A warfighting expert officer embracing the SAF core values, harnessing technology and cultivating the passion for continual learning.

16 Army WOSpec – Backbone of Our Army SAF WOSpec Vision and Mission 17 I am a Specialist of the the SAF Singapore Armed Forces. THE saf SPECIALIST With pride I lead, SPECIALIST ROAR I excel in my field, ensure CREED the discipline of my 1,2,3,4! We, The Specialist Will, We Are The Specialists Of The SAF (Pause) men and their mission (Pause) readiness. Beat You, Crush You, Spirit Of The Warrior In Our Blood. (Pause) (Pause) I will overcome adversity We, The Specialist Will with my fighting spirit. Enemies Watch Out, (Pause) Don’t Mess With Us, Thrash You, Defeat You. I will defend Singapore (Pause) Who Are We, “Specialists!” with my life. Cause We Are The Best, (ALL SHOUT) In The SAF. (Pause) Who Are We, “Specialists!” (ALL SHOUT)

18 Army WOSpec – Backbone of Our Army The SAF Specialist Creed and Roar 19 Vocal Full Score Vocal March Tempo The Specialist Song ME4 Johnson Lee (ARCM) FullVocal Score Email: Singapore [email protected] VocalFull Score TheTHE SpecialistSAF SPECIALIST Song SONG ME4 Johnson Lee (ARCM) FullMarchIntro Score TempoB¨ G‹ The SpecialistF Song B¨ the SAF March Tempo ^ ^ The> Specialist Song Email: SingaporeME4 [email protected] Johnson Lee (ARCM) MarchIntro TempoB¨> G‹ ^ ^ F Email:ME4 Singapore JohnsonB¨ Lee [email protected] (ARCM) b Email: Singapore [email protected] bIntro4 œ™ B¨œ œ œ œ œ Œ œ G‹œ œ Œ F œ œ ˙ ˙ B¨ &Intro4 ^ ^ >™ œ œ œ œ œ œ œ™ œ œ ™ œ™ œ ™ œ b B¨> ^ ^ G‹ > ^ ^ F ™ B¨ SPECIALIST &b 4 œ™ >œ œ œ œ^œ ^ Œ >œ™ œ œ œ œ œ^Œ ^ œ œ œ œ™ œ ˙ œ œ ˙™ With bb>4 œ™ œ œ œ œ œ Œ œ™ œ œ^ ^ Œœ™ œ œ ™ œ™ œ ˙ ™ ˙™ œ b&b4 œ4™ œ œ œ œ œ Œ œ œ œ œ œŒœ œ™ œ œ œ™ œ œœ œ ˙ œ™˙œ With œ 6& 4B¨ B¨™ œ œ œ œ œ œE¨ œ™ œ œ F™ œ B¨™ œ ™ œ With ™ With PRIDE 6 bb B¨œ B¨ j ‰ j E¨j j F j B¨ Œ &6 B¨ œ œ œ œ B¨ œ œ œ œ E¨œ œ œ™ F œ ˙ B¨ 6 bbPrideB¨œ we lead our felB¨™ low-j men‰ dej - fendE¨j ing- ourj moF ther-j- landB¨™ Œ & b œ œ œ œ œ œj œ jœ œj œ œj™ œ ˙j &bPrideb œ we lead our fel™ low- men de‰j - fendj ing-œ œ ourj moœ ther-- land™ Œ The SAF Specialist Pride The SAF Specialist Pride symbolises 10 b œ œ œ œ œ j œ œ‰ œ œ™ j œ ˙ Œ & B¨Prideœ weœ leadœ ourE¨ fel™ œ low-œ menœ deœ-F fendœ ing-œ ourœ mo œther-- land™ Pride we lead our felœ™ low- men de- fend ing- our mo™ ther-- land˙™ will be given to each the Specialist’s journey of leadership 10 b B¨ E¨ j j F ˙ &10b B¨ j j œ™ E¨ œ œ œ ‰ œ Fœ œ œ ˙™ Œ graduand from Specialist in the SAF as Warfighter, Trainer 10 b B¨œ œ E¨ j j F b For our fuœ ture-œ weœ shallœ™ enœ dea-œj vor- j ‰ hearœ our Naœ tion's-œ call.˙™ Œ & bœb j j œ œ ‰ œ œ ™ ˙ Œ Cadet Course. 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20 Army WOSpec – Backbone of Our Army The SAF Specialist Pride and Song 21 THE SAF WARRANT OFFICER SONG the SAF WARRANT OFFICER CREED

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.

22 Army WOSpec – Backbone of Our Army The SAF Warrant Officer Creed and Song 23 “If you ... do not understand that you HISTORY OF THE have got to defend this WARRANT OFFICERs [country], then in the end we will lose. Others will AND SPECIALISTs come, smack you down and take over.”

PRIME MINISTER LEE KUAN YEW, 1967 01 JUNE 1969 01 OCTOBER 1970

HISTORY OF THE WARRANT The School SSL was renamed as the School of of Section Infantry Section Leaders (SISL). OFFICERs AND SPECIALISTs Leaders (SSL) in SAFTI was THE NCO CORPS established as When Singapore gained independence Warrant Officer Class Two (WO2), a result of on 9 August 1965, our national Warrant Officer Class One (WO1) the gradual leaders realised that the next and Senior Warrant Officer (SWO). expansion of SAF. SSL was established important task was to build a credible Warrant Officer (WO) ranks were worn to train Section Leaders. It saw defence force that would enable on the wrists, and NCOs, the sleeves. the passing out of two batches of us to stand on our own and defend In September 1983, WO ranks were Section Leaders. the land we call home, hence the moved from the wrists to the sleeves, birth of the Singapore Armed Forces aligning with that of the CPL, SGT (SAF). In 1966, the Singapore Armed and SSG. 60s AND 70s Forces Training Institute (SAFTI) was APRIL 1975 established to serve as a military During these two decades, regular The SAF Boys’ School was established. training institution to train Officers and NCOs were seen as enforcers for It aimed to equip students who NCOs. Back then, the rank structure regimentation and discipline. Their were less academically inclined with of the NCOs was as followed: Lance primary roles were conducting parades combat, technical or service skills. Corporal (LCP), Corporal (CPL), and drills, as well as performing They later became the bulk of SAF’s Sergeant (SGT), Staff Sergeant (SSG), administrative tasks. Regular Infantry NCOs (RINCO).

November 1967. After the passing of the National CPL Gucharan Singh receiving the best trainee Service bill, the first Section Leader Course was award from Minister for Interior and Defence, conducted. In April 1968, the passing out event was Dr Goh Keng Swee. graced by Mr Lim Kim San.

26 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 27 APRIL 1976 01 MAY 1982 01 JULY 1983

The direct commissioning for WO1 Tan Lip Chiang were the first The SISL was renamed the Singapore outstanding senior NCOs was senior NCOs to be commissioned Armed Forces Infantry NCOs School introduced. WO1 Shamsudin bin as Lieutenants. (SAFINCOS) with a new motto, “With Shadan, WO1 Hong Seng Mak and Pride We Lead”. The name was LEGENDARY deemed to be more appropriate as it RSMs: was synonymous with the evolution of our NCOs. NCOs were 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 moulding the younger national servicemen into effective The Senior Warrant Officer (SWO) and disciplined soldiers. was introduced as the pinnacle WO1 WO1 “TIGER” WO1 SHAMSUDIN rank of the NCO Corps. Three ONG HUI PHENG HONG SENG MAK BIN SHADAN outstanding SAF Warrant Officers, WO1 Sng Cheng Chye (center), SEPTEMBER 1978 WO1 Ong Hui Pheng (left) and The RINCO scheme was formalised “At that time, I was only a staff sergeant. WO1 Wee Cheng Leong (RSN) with its training wing being set up in RINCO was a six-month intensive course (right), were promoted to the newly “Terror Camp”, Sembawang. It moved that covered aspects of physical fitness, created rank. its training to the old Signal Wing at field exercises, navigation exercises, Pasir Laba Camp in June 1980. compass reading, raid missions, and 01 JULY 1987 escape and evasion training. The course tested the soldiers on their toughness and RECOLLECTION OF RINCO WO1 Lai Mai Lan became the first in the process built their confidence. It SAF woman to be promoted to the The RINCO course was an interesting confidence building rank of SWO. was introduced to course that exposed the NCOs to an train NCOs in jungle adventure type of training.” warfare skills. SWO LIM ENG TEONG Former RINCO Instructor

SWO Lai (then a sergeant) rappelling a cliff as part of the Outward Bound Course she attended in 1969.

In 1980 she was in the first batch of women to receive the coveted “Airborne” wings. 28 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 29 16 AUGUST 1988 RESTRUCTURING Twenty Warrant Officers (WOs) from 01 JULY 1992 the three Services graduated from the The SAF restructured the NCO first Regimental Sergeant Major (RSM) Corps into the Warrant Officer and course. In 1990, WOs were appointed Specialist (WOSpec) Corps to provide as Platoon Commanders or Company servicemen and servicewomen with Second in Command in SAFINCOS. better career prospects and a visible Restructuring of the NCO Corps to the Warrant Officers progression to higher ranks. This and Specialist Corps took place on 1 July 1992. WO1 Richard Ee Yew Kheng became move was announced by Dr Yeo Ning the first SAF Senior NCO to be both the Commissioned Officers Hong, the Minister for Defence, when selected to attend the prestigious and WOs as “Sir”, recognising the he visited SAFINCOS on 13 February WOs’ enhanced status. However, United States Army Sergeants Major 1992. All basic vocationalists from WOs would continue to salute Academy (USASMA), located at the rank of Recruit to Corporal were Commissioned Officers and address Fort Bliss, Texas in July 1989. Since called Enlisted Personnel for the Army, them as “Sir” as a mark of respect for then, Our Army has been sending Seamen for the Navy, and Airmen their commissioned status. deserving WOs to the academy every for the Air Force. The Specialist ranks year. Twenty-three years later, SWO range from 3rd Sergeant (3SG), 2nd All Specialists were commonly Tang Peck Oon became the first SAF Sergeant (2SG), 1st Sergeant (1SG), addressed as “Sergeants” in order Warrant Officer inducted into the Hall Staff Sergeant (SSG) and Master to distinguish them from the Enlisted of Fame. Sergeant (MSG). Personnel. The reason for this change was to acknowledge that These soldiers were expected to be the WOSpecs formed the backbone experts in their respective vocations, of Our Army. With more ranks, each having graduated from the Section promotion merits an increment. The Leaders or equivalent courses. They new rank structure gave WOSpecs were given more authority to make something to look forward to in every decisions and be accountable to the three to four years, instead of the management. The WO ranks were usual eight to ten years previously. equated to Junior Commissioned Officers. The WO ranks ranged from In the same year, SAF Warrant 2WO and 1WO to MWO and SWO. Officer School (SAFWOS) was set Two grades i.e. Grade 1 and 2 were up at Pasir Laba Camp to conduct introduced for 2WO, 1WO and MWO the Army Warrant Officer Course ranks. The WO will attain his Grade (AWOC) and Joint Warrant Officer 1 upon promotion into the rank and Course (JWOC). JWOC served to Grade 2 thereafter. prepare potential WOs to assume heavier responsibilities. All Specialists donned their new ranks on 1 July 1992, and WOs donned their As a result, WOs began assuming ranks epaulettes similar to Officers. more roles as Platoon Commander, Specialists donned bolder rank Company Second in Command and insignias on their sleeves. All WOSpecs Officer Commanding in training and Enlisted Personnel would address institutions across the SAF.

The first RSM Course was completed on 16 August 1988. 30 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 31

01 FEBRUARY 1998 01 JULY 2000

SWO Richard Ee became the SWO Gungadaran became the first SAF RSM. first Army RSM.

SWO Richard Ee SWO Gungadaran

“What the SAF expects from you is what you do best: to take our young soldiers THE NEW PARTNERSHIP by the hand and show them what the SAF is all about. This sounds so simple, 28 JANUARY 2000 but yet is the most difficult thing to The New Partnership was launched. “Warrant Officers and Specialists are the do. It requires leadership, dedication The SAF Premium Plan aimed to repository of experience in the skills of and skills. It requires firmness and promote a headstart in life for soldiering. They would have skill-based understanding. It requires you to draw WOSpecs and a satisfying career SAFWOS was established on 15 January 1992 and the knowledge in specialised areas like on all the experience that you have logo was unveiled on 5 November 1993. for WOs. The Ministry of Defence operations and maintenance of weapon accumulated over the years. Do your (MINDEF) demonstrated clearly once systems, combat drills, regimental job well so that we can continue to build again that they were committed procedures, training and administration. a SAF full of good, committed and to creating a first class career for They would be the most experienced well-trained soldiers. This will make our servicemen and women. The personnel and subject matter experts. the difference between life and death, vision of a highly skilled WOSpecs as They must be the people to whom the mentioned in the New Partnership victory and defeat for you and your men, NSFs and NSmen would turn to, to solve Review was as followed: the SAF and our country.” the problems on the ground.”

RADM (NS) TEO CHEE HEAN RADM (NS) TEO CHEE HEAN nd 2 Minister for Defence SAFINCOS was subsequently renamed the School of 2nd Minister for Defence July 1992, when SAFINCOS was renamed SISPEC Infantry Specialist (SISPEC) on 1 July 1992. January 2000 during the Premium Plan Launch

32 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 33 SAF PREMIUM PLAN A SPIRITUAL HOME FOR THE WARRANT OFFICERS AND SPECIALISTS

Financial benefits under the Plan: 10 JULY 2004 The financial benefits offered in the following accounts were designed to reward and provide WOSpecs with financial stability. The Minister for Defence, RADM (NS) technology may change the way we Teo Chee Hean, officiated the SISPEC do things and the way we fight, it STAGE 1 STAGE 2 Ground Breaking Ceremony at Pasir is ultimately the soldier who makes Laba Camp. the difference. SpecialisT Account Career And to Reward Ten Years START CARE Retirement “There are two key elements that we The first element is values and Engagement at must develop in each and every one attitudes, courage, ingenuity and completion of Stage 1. Endowment. of our soldiers. No matter how much professionalism. That is what will After 10 years of service, you’ll When you proceed to Stage receive a lump sum. 2, you’ll receive a lump sum 1ST GENERATION 1960s 2ND GENERATION 1990s deposited into an investment account and another into your retirement account. CPF TOP-UP EMPLOYEE’S CPF EMPLOYER’S CPF TOTAL CPF CONTRIBUTION CONTRIBUTIONS CONTRIBUTIONS Building The Blocks Combined Arms Your contribution The Army’s The Army’s contribution rate is lower contribution matches is pegged to the private RD compared to the that of the private sector. (Your benefits 3 GENERATION Present Onwards private sector. (You’ll sector through the are always equal or enjoy a higher take CPF Top-up account better than the private home pay). (which is invested for sector). better returns).

ENABLE EMPLOYEE’S NEEDS AND BENEFITS This flexible benefits system awarded credits points (1 point is equivalent to $1) that can be FOR LIFE EXPENSES used to pay for: - Personal development/Education STAGE 1 STAGE 2 - Personal and dental insurance 6,000 points, 4,000 points - Dental treatments after 4 years for every - Vacations - Buying of leave of service 5 years of - Housing down-payment/Renovations service - Maternity-related expenses A Networked Full Spectrum Force Launched on 28 January 2000. - Children’s education/Day-care services

34 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 35 17 SEPTEMBER 2004

This date marked a new era for the SWI WOSpecs with the inauguration of the The inauguration of SWI symbolised Specialist and Warrant Officer Institute the recognition and emphasis in (SWI). SWI was a merger of SAFWOS promoting continual learning of and the School of Infantry Specialists WOSpecs. Embodying the core values, (SISPEC), under the command of the culture, heritage and pride, SWI would th 9 Singapore Infantry Division/HQ strengthen the backbone of Our Infantry. After the merger, syllabus Army with a “sense of belonging”. and trainings for the WOSpecs were The Minister for Defence, RADM (NS) Teo Chee Hean, officiated the SISPEC Ground Breaking Ceremony at the Pasir Laba Camp. knitted more effectively. This helped the WOSpecs to learn and acquire the determine victory or defeat for the The second element is professional skills and knowledge required of a 3rd SAF. The leadership, motivation and and technical competency. The high- rd Generation fighting force. professionalism of our commanders tech nature of the 3 Generation at all levels will make the difference SAF will place greater demands on “The SWI will be the place where we in battle. So SISPEC has a critical the professionalism and technical groom and develop Warrant Officers rd role, for it is here that the SAF’s competency of the 3 Generation and Specialists. It will be the analogue first-line commanders are moulded Specialist. He will have to thoroughly to SAFTI Military Institute next door. and developed. Any successful understand and make optimal use of This will promote a deeper sense of the variety of weapons and network fighting army depends on its first- belonging and motivation for all our systems in the 3rd Generation SAF. line commanders to lead its men in Warrant Officers and Specialists to bring out their best qualities.” battle, to motivate them, to rejuvenate Our soldiers must be able to exploit their spirits and technology to give them a sharp RADM (NS) TEO CHEE HEAN lead them onto edge over their adversaries. The Minister for Defence final victory. 3rd Generation Specialist will have 17 September 2004, Inauguration of SWI 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 2004, The Specialists and Warrant Officers Institute (SWI) Ground Breaking Ceremony for SISPEC Development was inaugurated on 17 September 2004.

36 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 37 2005 2008 INTRODUCTION OF THE SPECIALIST CADET RANK A transformation study was carried out The Army leadership supported the 23 DECEMBER 2008 to review the roles and responsibilities initiative of the 4-Key Thrusts: of Our WOSpecs. 1. Taking Charge of Training 2006 2. Deepening Skills and Knowledge 3. Leading and Managing our The transformation study paper own WOSpecs was endorsed. In the paper, it was 4. Enforcing Regimentation stated that given the increased and Discipline roles and responsibilities, WOSpecs should be PARTNERING, instead of Since then, the 4-Key Thrusts have SUPPORTING the Officer Corps. evolved into the responsibilities of WOSpecs. 2006 MWO-grade Career Managers in Control of Personnel Centre (CPC), to manage and develop the Corps, was established.

JANUARY 2006

A review in addressing WOs was In recognition of the importance done. All Sergeant Major appointment and evolving role of the Specialist in holders would be addressed as 3rd Generation of SAF, the Specialist “Sergeant Major” and the general Cadet Trainee (SCT) rank was officially population of WOs would be unveiled by Minister for Education addressed as “Encik” for the men and Second Minister for Defence and “Cik” for the women. Dr Ng Eng Hen in a parade on 23 01 JUNE 2006 December 2008 at School Infantry Specialist (SISPEC). 1WO Jennifer Tan became the first female to be appointed as a “This rank will serve as a visual symbol manoeuvre battalion RSM in 46 SAR. of their status as commanders-in- training and will also serve as a constant 2007 reminder of the values, attitudes and professionalism that the WOSpec Corps Warrant Officer Leadership is founded upon.” Development Team was established DR NG ENG HEN in 2007. 1WO Gary Chua and Minister for Education and Second Minister for Minister for Education and ME3 Arivazhagan were the pioneer SWO Joseph Koa, Sergeant Major of the Army, Second Minister for Defence Defence Dr Ng Eng Hen affixing the new Specialist facilitators. initiated the 4-Key Thrusts. on the Specialist Cadet Trainee (SCT) rank Cadet rank on 23 December 2008 at Pasir Laba Camp.

38 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 39 SPECIALIST CADET GRADUATION PARADE INTRODUCTION OF ENHANCED WARRANT OFFICERS SCHEME

04 DECEMBER 2009 APRIL 2010

Specialist Cadet Trainees (SCTs) from The WOSpecs made a transition from of Third Warrant Officer (3WO) was various Formations proudly graduated the two-stage Premium Plan (PP), introduced together with EWOS. WOs as a single cohort at Pasir Laba which was launched on 28 January were now empowered with more camp. The graduation parade was 2000, to the Enhanced Warrant responsibilities. The 3WO rank was witnessed by the Chief of Army, MG Officers Scheme (EWOS) in April 2010. attainable as early as the sixth year Neo Kian Hong. of service. One hundred and fifty In recognition of the rising WOSpecs attended the promotion After SCTs had successfully completed educational standards and potential “ As a Signals Specialist, I support the ceremony on 18 March 2010. their Foundation Term in the Specialist communication needs of various units. of future Specialist cohort, the rank Cadet School (SCS), they were This CAT has allowed me to understand “ The new rank comes with new duties and posted to various Formations for their the requirements that other formations responsibilities. For example, warrant Professional Term training, unlike in would need in operations. For example, I officers can be conducting officers for the past when trainees graduated as learnt from the Artillery Specialists that training and investigation officers.” Specialists within their Formation. In the their Forward observers will require a rebroadcast station due to their distance 3WO SHARIN final two weeks of their training phase, on his promotion to the 3WO Rank from the target area.” they gathered back at Pasir Laba camp for the Combined Arms Term (CAT), 3SG EDWARD NEO FENG RUI where they shared their experiences Signal Specialist WOSpecs were able to apply for on CAT during the 01/09 Specialist Cadet academic sponsorships earlier in gained in the various Formations. Graduation Parade (SCGP) their career. Sergeant Majors were also entrusted with the role of Chief Trainers or Master Trainers in weapon training.

“Moving forward, we have enhanced the scheme for our Warrant Officers to lead our better educated soldiers and stay abreast of the complex operating environment and technologies. Warrant Officers will be groomed to provide professional and leadership excellence for the 3rd Generation SAF, and to be the premier warfighters, tactical leaders and trainers of the SAF.” LG DESMOND QUEK Mr Teo Chee Hean, Deputy Prime Minister and Minister for Defence inspecting the parade contingents at the 4th Chief of Defence Force Specialist Cadet Graduation Ceremony held at Pasir Laba Camp on 24 September 2010. for EWOS

40 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 41 Key Features of the Enhanced RESTRUCTURING OF SPECIALIST AND WARRANT OFFICER INSTITUTE Warrant officers Scheme (EWOS) 13 APRIL 2010 SWI was reorganised into the Specialist “  lt’s no longer about learning from Cadet School (SCS), the Specialist and the instructor but learning with the Warrant Officer Advanced School instructor. The instructor cannot (SWAS) and Singapore Armed Forces monopolise knowledge but has to co-construct knowledge.” Warrant Officer School (SAFWOS). LTC LUIS PHAY The Value The reorganisation of SWI reflected Proposition of sharing on the transformation of SWI Warrant Officers a shift from a specialist school with a heavy emphasis on infantry training to SAFWOS continued to focus on the • Provide leadership and the critical link with the soldiers a premier military leadership institute development of Warrant Officers for • Backbone of our operational and training orbat that produced leaders. Collaborative the SAF. • Partner the Officers Corps to strengthen our learning was also adopted. This shift in operational structure and training systems learning pedagogy was best reflected in this mandate. An Enriching Career Extensive Professional • Replacement of two-stage Development and career construct with a Continuing Education through-train system Opportunities • Possible attainment of new • N ew Warfighter Course 3WO Rank as early as end of • New 3WO Professional 6th year for top performers Leadership Course • Full Vesting Date (FVD) • Introduction of new Early lowered to age 50 for greater Degree Sponsorship career transition flexibility • Enhanced CLASS Framework • LEXF Benefits • Post Retirement Medical Insurance up to age 60 Transition for In-Service Personnel during One-Time Cross-Over Exercise • No change to Medical and Leave scheme • Emplacement to a higher rank will be premised on serviceman’s performance and seniority 2010 An initiative to upgrade the Institute this initiative, a structure was provided Sergeant Major (ISM) appointment to develop the Master Trainer concept into a Chief Master Trainer took place. to anchor the combat training system Five ISMs were converted to SWO- with the officers. estab Chief Master Trainer posts. With

42 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 43 2010–2013 – EVOLUTION OF THE JOINT COURSES IN SAFWOS

JULY 2010

With the introduction of the SAFWOS took alignment from EWOS in April 2010, there was a the JFLC and were re-named (in need to develop Warrant Officers ascending order of seniority) as the to enable them to assume their Joint Intermediate Leadership Course The Graduation Parade of the 1st Warfighter Course held in Pasir Laba Camp on 31 July 2010. re-profiled roles earlier in their career (JILC, formerly known as JWOC as compared to the past. Hence, the – Joint Warrant Officer Course), WARFIGHTER COURSE Joint Foundation Leadership Course the Joint Advanced Leadership JULY 2010 (JFLC) was introduced in July 2010 Course (JALC, formerly known as an entry-level course into Warrant as ALP – Advanced Leadership The Warfighter Course was one of The WOSpecs were taught small arm Officership. This course superseded Programme) and the Joint Senior the Professional Military Education coaching techniques so as to allow the previous Specialist Enhancement Leadership Course (JSLC, formerly and Training courses created with the them to be better coaches. Individual intent to sharpen the soldiering skills skill-at-arms and section skill-at-arms Programme (SEP) for the tri-service known as SLP – Senior Leadership of Our Army Specialists. The WOSpecs were incorporated as part of the Specialists, and the Army Warrant Programme). These courses came to selected to attend this course needed Combat Skill Badge training to boost Officer Course (AWOC) for Army be collectively known as the ‘Joint’ to undergo about five to six years of the confidence of a WOSpec. Specialists. The other courses in courses in SAFWOS. training after graduating from the Specialist Cadet Course. The first Warfighter course took place on 5 July 2010. This course was later The course syllabus included the sport redesigned as the Warfighter-CSM science training from the Australian course in April 2013. This enhanced Strength and Conditioning Association programme aimed to develop our (ASCA) programme. It aimed to equip WOSpecs into Warfighters, Trainers, them with the knowledge to conduct and Leaders. physical training better.

1st Joint Leadership Course Army Graduand on 30 May 2013 at Chevrons.

44 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 45 While the JFLC sought to meet the for continuing professional military WARRANT OFFICERS ASSUME APPOINTMENT OF TRAINING INSTITUTE immediate needs of the EWOS, education and training throughout CHIEF INSTRUCTORS AND COMMANDING OFFICERS concurrently, SWI also conducted a the Warrant Officer’s career, new 2010 holistic review of the curriculum for pedagogies aligned to the new This year was a significant milestone for the entire Route of Advancement generation of soldiers and the Our WOSpecs. Two SWOs were appointed (ROA) courses for WOSpecs, including re-profiled roles of the Warrant as Chief lnstructors. SWO Quek Ser Hiang the ‘Joint’ courses. In January 2013, Officers as Warfighters, Trainers took over the appointment of Chief the revamped curriculum for the and Leaders. Instructor of the SAF Warrant Officer ‘Joint’ courses was implemented. School (SAFWOS), an appointment that The conduct of the ‘Joint’ courses The significant change saw the was traditionally held by an Officer with introduction of the Joint Leadership in SAFWOS also provided the the rank of Lieutenant Colonel (LTC). Course (JLC), which superseded both opportunity for the Warrant Officers SWO Thalapathi became the first Chief the JFLC and JILC. Less prominent, from all services to come together lnstructor of the Specialist and Warrant SWO Thalapathi (left) and SWO Quek Ser Hiang but no less significant, were the to forge a common identity, as Officer Advanced School (SWAS). (right). revamped curriculum for the JALC well as to interact with the Military and JSLC. The revamped curriculum Experts to build lasting partnership 31 JANUARY 2011 took into consideration the need and understanding. SWO Lee Sung Cheng took over from LTC Yeo Hock Seng to become the first WO to be appointed as the Commanding

Officer of a training school, Specialist and COL Lee Yong Heng (center) witnessing SWO Lee Warrant Officer Advanced School (SWAS). Sung Cheng (right), taking over the command baton from LTC Yeo Hock Seng (left) as CO, SWAS.

11 FEBRUARY 2011 SWO Amar Singh took over Maj Kenny Low as the Commanding Officer of the Military Police Training School (MPTS). He was the second WO to be appointed as the Commanding Officer. SWO Amar Singh taking the oath as CO, MPTS.

“ Few, if any militaries in the world, have let Non-Commissioned Officers take on posts held by Commissioned Officers. Both SWO Lee and SWO Singh are among Warrant Officers and Specialists who have their job “redesigned and restructured” after the Singapore Armed Forces (SAF) overhauled its schemes last year. With those changes, Warrant Officers were given more responsibilities, and became Chief Instructors in areas such as weapon handling and soldiering skills.” DR NG ENG HEN

st Minister for Education and Second Minister for Defence 1 Joint Leadership Course Dining In at Chevrons on 30 May 2013. addressing Parliament on 3 March 2011

46 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 47 16 AUGUST 2011 PRESENTING CEREMONIAL SWORDS TO WARRANT OFFICERS

SWO Quek Ser Hiang was appointed 22 AUGUST 2011 as the Commanding Officer, Signals In a ground breaking ceremony The WOSpecs were identified as Vocation Training School (SVTS). held at the Pasir Laba Camp on “Warfighters-Trainers-Leaders”– a 22 August 2011, WOs were presented key point that was emphasised by SWO Quek Ser Hiang (right) receiving the command with ceremonial swords. The Swords, SWO Koa and SWO Tang. symbol of CO, SVTS from COL Percival Goh (left). traditionally presented only to officers, were given in recognition of the “The SAF has a vision to operate 3 01 NOVEMBER 2011 SWOs and MWOs’ demonstrated ‘Officers’ Corps. ln addition to our expertise and leadership in their commissioned officers, our Warrant SWO Lee Yong Yiang was appointed respective domains and Corps. Officers are warfighting expert officers as the Commanding Officer, Engineer and our Military Experts are technical The Chief of Army (COA), MG Vocational Training School (EVTS). expert officers. Each of the 3 Corps Ravinder Singh, SAF Sergeant Major, has unique roles to perform, and each is SWO Joseph Koa and Sergeant indispensable to the Army.” SWO Lee Yong Yiang taking the oath as CO, EVTS. Major of the Army (SMA), SWO Tang Peck Oon attended this milestone event MG RAVINDER SINGH for the WOs. Both Sergeant Majors, Chief of Army SWO Joseph Koa and SWO Tang in the speech made during the Sword Presentation THE FIRST FEMALE NATIONAL DAY Ceremony held on 22 August 2011 PARADE REGIMENTAL SERGEANT MAJOR Peck Oon, also received their swords on that day. Source: Army News: Volume 192, September 2011. 09 AUGUST 2011 On 9 August 2011, MWO Jennifer Tan became the first female Regimental Sergeant Major (RSM) for the National Day Parade.

ARMY WARRANT OFFICER LEADERSHIP DEVELOPMENT PROGRAMME

2011

The Warrant Officer’s ceremonial sword. First Army Warrant Officer Leadership Development Programme was established. TRAINING INSTITUTE COMMANDING OFFICER

20 FEBRUARY 2012

SWO Chelliah appointed as the Commanding Officer, Supply & Transport Centre (STC).

Graduands of the first WOLD course conducted in CLD from June to December 2011. SWO Chelliah taking the oath as CO,STC.

48 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 49 SINGAPORE ARMED FORCES WARRANT OFFICER HONOURED IN WOSPEC PROFESSIONAL MILITARY EDUCATION TRAINING (PMET) HALL OF FAME IN US MILITARY ACADEMY JANUARY 2013 21 JUNE 2012 In response to organisational Corps, the new WOSpec Professional Introduced in 2009, SWO Tang Peck demands and as a result of SAF’s Military Education Training (PMET) Oon was the 16th Sergeant Major to efforts to strengthen its Regular WO Roadmap was introduced. be inducted into the United States Corps in partnership with Officers Army Sergeant Major Academy International Student Hall of Fame. SWO Tang was a student in 1994. The 1ST WOSPEC OPERATIONS STAFF COURSE SWO Tang Peck Oon (right) and Commandant Rory Mallory (left) of the USASMA during the inclusion ceremony was held in Fort Bliss, Texas 18 MARCH 2013 ceremony. on 21 June 2012. Another initiative to redesign intelligence system and operations WOSpecs development was the management were included in its CHIEF WARRANT OFFICER RANK formalising of operations staff course. well-designed syllabus. 01 JULY 2012 This course equipped WOSpecs with the skills to operate as Division The course also developed into a lntroduced at the annual Singapore SWO Quek Ser Hiang (CO, SVTS) shared and Brigade Operations Warrant community of practice for operations Armed Forces (SAF) Promotion his comments on the CWO rank. Officer. Relevant subjects such as staff matters, where knowledge Ceremony, the new Chief Warrant “While the SAF has many initiatives for Officer (CWO) rank was awarded battle procedures, command control was shared. recognising the capabilities of warrant to WOs, in recognition of their officers and specialists, the new CWO significant contributions. rank is the most visible … The SAF has not only provided opportunities for our The new CWO rank servicemen to develop professionally insignia was similar but also demonstrated its commitment to that of SWO’s. to continually recognise those who have In addition to the performed well and delivered results.” four chevrons, it had Source: Army News, Issue 201, June 2012. laurels around the coat of arms.

The four promotees to the CWO rank were SAF Sergeant Major, SWO Joseph Koa, Sergeant Major of the Army, SWO Tang Peck Oon, Commanding Officer of the Specialist and Warrant Officer Advanced School, SWO Lee Sung Cheng and Commanding Officer of Four Warrant Officers promoted to the newly created rank of Chief Warrant Officer on 1 July 2012. (Left to Signals Vocation Training School, SWO Right) SWO Quek Ser Hiang, SWO Tang Peck Oon, st Quek Ser Hiang. SWO Joseph Koa, and SWO Lee Sung Cheng. Graduands of the 1 WOSpecs Operations Staff Course held at TRADOC on 28 March 2013.

50 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 51 TRAINING INSTITUTE COMMANDING OFFICERS WAY AHEAD 17 APRIL 2013 Our WOSpecs is the backbone of efforts towards becoming the 3rd SWO Peter Estrop appointed as the Our Army. After several years of Generation SAF. Our WOSpec’s Commanding Officer, Special Operations advancement, Our WOSpecs have vision, mission and creeds provide Tactics Centre (SOTAC). reached another junction where they clear direction for the Corps. As we were guided clearly by their roles step into the future, greater demands SWO Peter Estrop (right) receiving the appointment letter as CO, SOTAC from COL and responsibilities. Many initiatives and competencies would be required Kenny Tay Hui Hian (left). have been implemented to further from WOSpecs. Hence the undying emphasise and tighten the soldiering spirit of continuous learning must be 05 JULY 2013 fundamentals (SOFUN) and Force firmly set in the heart and mind of SWO Lee Cher Pin appointed as the Preparation. WOSpecs have been every WOSpec. Commanding Officer, Artillery Vocational ever ready to adapt and meet new Training School (AVTS). challenges. Many of the WOSpecs were deployed to peace keeping and SWO Lee Cher Pin (right) receiving the command symbol of CO, AVTS from COL Ma Lup Hoe peace support operations around Michael, Comd AI (left). the world. They have conducted themselves well and performed 11 DECEMBER 2013 professionally and competently. They CWO Lee Sung Cheng appointed as the demonstrated to the foreign military Commanding Officer, Armour Combat forces that the capabilities are of Training Centre. world-class standards. These are the testaments of the

CWO Lee Sung Cheng taking the oath as CO, ACTC.

FIRST BATCH OF SAF WARRANT OFFICERS PARTICIPATING IN 3RD COMMAND AND STAFF COURSE (EXECUTIVE) JANUARY 2014 SWO Tan Chun Kiat and SWO Tamizh Kannan V.R. from the Army together with SWO Ong Siang Thai from the Navy are the first batch of SAF Warrant Officers participating in 3rd Command and Staff Course From left: COL Ng Wai Kit (Commandant GKS CSC), (Executive) at Goh Keng Swee SWO Ong Siang Thai (Navy), LG Ng Chee Meng (CDF), SWO Tan Chun Kiat (Army) and SWO Tamizh Kannan V.R. Command and Staff Collage at GKS Command and Staff Course opening ceremony on (GKS CSC). 28 January 2014 at SAFTI MI.

52 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 53 Chronology 09 Aug 1965 Singapore gained independence of WOSpecs History 13 Apr 2010 Restructuring of SWI to Specialist Cadet School (SCS), Specialist and 1966 SAF Training Institute (SAFTI) formed Warrant Officer Advanced School (SWAS) and SAF Warrant Officer School (SAFWOS) 01 Jun 1969 School of Section Leaders (SSL) established First two WOs appointed as the Chief Instructors of SAFWOS and SWAS 01 Oct 1970 SSL renamed the School of Infantry Section Leaders (SISL) Jul 2010 Introduced Warfighter course and Leadership courses Apr 1975 SAF Boys’ School established Apr 2011 It was formalised that the WOSpec’s roles was to be a Warfighter-Trainer- Apr 1976 Direct commissioning introduced Leader and his or her responsibilities were to carry out the 4-Key Thrusts Sep 1978 SAF’s Regular Infantry NCOs (RINCO) scheme formalised Jul 2011 First Army Warrant Officer Leadership Development Programme was Jun 1980 RINCO moved to the Pasir Laba Camp established 01 May 1982 SISL renamed the SAF Infantry NCOs School (SAFINCOS) 31 Jan 2011 SWO Lee Sung Cheng, the first WO appointed as the Commanding Officer, 01 Jul 1983 Senior Warrant Officer (SWO) rank introduced Specialist and Warrant Officer Advanced School (SWAS) 01 Jul 1983 First woman promoted to SWO 11 Feb 2011 SWO Amar Singh appointed as the Commanding Officer, Military Police 16 Aug 1988 20 WOs graduated from first Regimental Sergeant Major (RSM) Course Training School, (MPTS) Jul 1989 First SAF Senior NCO selected to attend the United States Army Sergeant 09 Aug 2011 MWO Jennifer Tan appointed as the first female National Day Parade RSM Major Academy (USASMA) 16 Aug 2011 SWO Quek Ser Hiang appointed as the Commanding Officer, Signals Jul 1990 WOs appointed as PC and COY 2IC in SAFINCOS Vocation Training School (SVTS) 15 Jan 1992 Formation of SAF Warrant Officer School (SAFWOS) 22 Aug 2011 Warrant Officers presented with ceremonial sword 01 Jul 1992 N CO restructured and became Warrant Officer and Specialist (WOSpec 01 Nov 2011 SWO Lee Yong Yiang appointed as Commanding Officer, Engineer Vocational Training School (EVTS) Corps. SAFINCOS renamed as the School of Infantry Specialist (SISPEC) 20 Feb 2012 SWO Chelliah appointed as the Commanding Officer, Supply & Transport Jun 1996 WOs started to assume Officer Commanding appointment Centre (STC) 01 Feb 1998 SWO Richard Ee became the first SAF RSM 21 Jun 2012 Sergeant Major of the Army (SMA), SWO Tang Peck Oon, became the first 28 Jan 2000 SAF Premium Plan launched Singaporean to be inducted into the United States Army Sergeant Major 01 Jul 2000 SWO Gungadaran became the first Army RSM Academy (USASMA) International Student Hall Of Fame (IHOF) at Fort Bliss, 10 Jul 2004 SISPEC moved to the Pasir Laba Camp Texas, USA 17 Sep 2004 Inauguration of the Specialist and Warrant Officer Institute (SWI) 01 Jul 2012 4 WOs promoted to the newly introduced rank of Chief Warrant Officer (CWO) Jan 2006 The transformation study paper acknowledged the increased roles and responsibilities; that WOSpecs should be PARTNERING, instead of Jan 2013 Introduction of the new WOSpec Professional Military Education Training SUPPORTING the Officer Corps (PMET) Roadmap Mar 2006 MWO-grade Career Managers in CPC, to manage and develop the Corps 18 Mar 2013 First WOSPEC Operations Staff Course was established 17 Apr 2013 SWO Peter Estrop appointed as the Commanding Officer, Special Operations 01 Jul 2006 1WO Jennifer Tan became the first female manoeuvre RSM in 46th Tactics Centre (SOTAC) Battalion, Singapore Armoured Regiment 05 Jul 2013 SWO Lee Cher Pin appointed as the Commanding Officer, Artillery Vocational Training School (AVTS) Jul 2007 Warrant Officer Leadership Development Team was established in 2007. 1WO Gary Chua and ME3 Arivazhagan were the pioneer facilitators 11 Dec 2013 CWO Lee Sung Cheng appointed as the Commanding Officer, Armour Combat Training Centre Mar 2008 The Army leadership supported the initiative of the 4-Key Thrusts. Since 18 Dec 2013 The SAF Specialist Pride was introduced then, the 4-Key Thrusts have evolved into the responsibilities of WOSpecs 02 Jan 2014 SAF Sergeant Major, Sergeant Major of the Army, Master Chief Navy 23 Dec 2008 Specialist Cadet Trainee (SCT) rank was officially unveiled and Air Force Command Chief were accorded in the Mindef Table 04 Dec 2009 First Combined Arms Term and Specialist Cadet Graduation Parade held in of Precedence the Leaders Square, Pasir Laba Camp Jan 2014 SWO Tan Chun Kiat and SWO Tamizh Kannan V.R. from the Army together Mar 2010 SWO-estab Chief Master Trainer posts were established with SWO Ong Siang Thai from the Navy are the first batch of SAF Warrant 18 Mar 2010 First batch of 150 Specialists promoted to the new rank of 3WO Officers participating in 3rd Command and Staff Course (Executive) at 01 Apr 2010 Introduction of the Enhanced Warrant Officers Scheme (EWOS) and Goh Keng Swee Command and Staff Collage (GKS CSC) WOSpec roles defined as Warfighter, Trainer and Leader. 25 Feb 2014 SWI transferred command from 9 Division /HQ Infantry to SAFTI MI

54 Army WOSpec – Backbone of Our Army History of the Warrant Officers and Specialists 55 “ W arrant Officers form the backbone of the SAF. They set ROLES AND and maintain high standards in RESPONSIBILITIES tactical warfighting, leadership and training, and are the repositories of values, skills and knowledge in the SAF.”

MR TEO CHEE HEAN Deputy Prime Minister/Minister for Defence 2009, Enhanced Warrant Officer Scheme Public Announcement Evoluti0n of the wospecs roles and responsibilities

The Singapore Armed Forces (SAF) TIME FRAME DESCRIPTIONS was initially formed with two Corps “Spit and Polish” A predominant focus as enforcers for regimentation – the Commissioned Officer Corps Pre-1990 Bn Level and Below and discipline in conducting parades, drills, and the Non-Commissioned Officer (1st Generation administrative tasks on Personal Turnout, Soldier Hygiene and Barrack Cleanliness (NCO) Corps. In 1992, the NCO Corps Army) was restructured into Warrant Officer and Specialist Corps (WOSpec). Our 1992 NCO Corps to - Transformation from a 6 to 9 rank structure WOSpecs and Role WOSpecs has come a long way since - SAFWOS & JWOC were set up to inculcate as SAF’s “Middle Officer values and skills its inception and attempts to define Managers” - SWO and MWO jobs approximately pegged the roles and responsibilities of our nd (2 Generation SAF) at CPT saw Warrant Officers assuming role WOSpecs have been an evolutionary of Platoon Commander, Company Second process. In short, our WOSpecs has in Command and Officer Commanding evolved from one that was largely appointments in WOSpecs training institutions preoccupied with “Spit and Polish” across SAF of the early 70s and 80s, to one with - B eyond the traditional a larger operational role to play in the duties of discipline and regimentation, WOs were 90s, and with the peacetime role of responsible for helping to: Sergeant Majors as the SAF’s “Middle Managers”. In the 2000s, the roles and • p romulgate policies set by senior leadership to their subordinates capacity of our WOSpecs continued to transform and expand, with a greater • c ommunicate the views of subordinates to senior officers articulation and refinement of their responsibilities in overseeing Force s•  serve a the crucial link in the SAF bridging the gap between Preparation, Operational Discipline, and the senior management and the Enforcement of Standards. Today, men on the ground we crystallised our WOSpecs’ role as Warfighter-Trainer-Leader with four- key responsibilities of Taking Charge of Training, Deepening Skills and 1998 SAF RSM office was established Knowledge, Leading and Managing WOSpecs and Enforcing Regimentation and Discipline.

Our 2nd Generation WOspecs. 58 Army WOSpec – Backbone of Our Army Roles and Responsibilities 59 Evoluti0n of the wospecs roles and responsibilities TIME FRAME DESCRIPTIONS TIME FRAME DESCRIPTIONS 2000 Sergeant Majors - Role of SM as Specialist Advisor/Staff to 2000 Sergeant Major of the Army Office was established (SM) Review Commanders surfaced - R esponsibilities of SM defined more clearly 2002 MWO-grade Brigade SM jobs were created 2nd Minister’s RADM “ Warrant Officers and Specialists are the RADM (NS) Home of the Specialist and Warrant Officer (NS) Teo Chee Hean repository of experience and expertise in the 2004 Teo Chee Hean Institute (SWI). It would be a spiritual home Speech on Vision of skills of soldiering. They would have skill based knowledge in specialised areas like operations (Ground Breaking to which our WOSpecs can return to revisit the WOSpec their values, culture and heritage and maintenance of weapon systems, combat Ceremony for SISPEC drills, regimental procedures, training and Development) administration. They would be the most experienced personnel and subject matter RADM (NS) The SWI would be the place where we groom experts. They must be the people to whom and develop Warrant Officers and Specialists. the NSFs and NSmen would turn to, to solve Teo Chee Hean It was to be the analogue to the SAFTI Military problems on the ground” (Inauguration of Institute next door. This was to promote a SWI) deeper sense of belonging and motivation for WOSpec - WOs provided first line supervision of soldiers all Warrant Officers and Specialists to bring Competency Model - Roles and Responsibilities evolved to include out their best qualities managing increasingly sophisticated weapons platforms and systems as well as more WOSpec WOSpec transformation study paper was educated and tech savvy soldiers 2006 Development endorsed. In the paper, it was stated that - Their roles as repositories of knowledge, Masterplan given the increased roles and responsibilities, with a focus on skill-based knowledge. The WOSpecs should be PARTNERING, instead of Subject Matters Expert (SME) in a myriad SUPPORTING the Officer Corps of specialist fields (lifecycle of knowledge becomes shorter in the information age, because people are required to assimilate MWO-grade Career Managers in CPC, to manage and develop the and apply knowledge faster) Corps, was established - Embodiment of SAF core values & Role Models for NSF. Strength of Army lies in 2007 SAF SM THE WOSPEC 10 ACTIONABLES confidence and commitment of our soldiers. (SWO Francis Ng) Be Present Listen and Nurture WOs are seen as upholders of standards Uphold Standards Take Ownership Walk Your Work Areas Coach and Praise Readily Develop Be Competent and Fit Embrace Continual Learning Communicate Clearly

60 Army WOSpec – Backbone of Our Army Roles and Responsibilities 61 Evoluti0n of the wospecs roles and responsibilities TIME FRAME DESCRIPTIONS TIME FRAME DESCRIPTIONS 2008 SWO Jeffrey Chung - SME Own Vocation 2009 COA Sergeant Major Army Training and Doctrine (SMA) Defined Roles - Operational Discipline (MG Neo Kian Hong) (SM TRADOC) office was established & Responsibilities - Force Preparation WOSpecs will take charge of soldiering as stated in 2010 COA’s (MG Chan - Fitness Trainer Chun Sing) Army fundamentals. COA urged Officers to give “Adventures of - Enforcer of Standards Workplan Speech WOSpecs the space and latitude to take Army WOSpecs” - Administrator charge of training and recognise their Handbook Edition 1 experiences gleaned from many years of - Custodian of Culture and Values being on the ground perfecting individual and - Catalyst of Positive Experience small unit tactics, techniques and procedures - Situational Awareness (or commonly known as TTPs). He believed WOSpecs have a comparative advantage - Continuous Learning over the Officers in areas of tactical and - Role Model small-unit training - Grooming WOSpecs (Coach and Mentor) - SME in Parade and Ceremonies SMA’s The Army Sergeant-Major Forum had (SWO Joseph Koa) articulated in its strategic articulation map SWO Joseph Koa - A rticulated the 4 key thrusts of WOSpecs’ Army Workplan four strategies, or widely known as the WOspecs’ Four Key Thrusts, to achieve its (SMA) responsibilities as: Speech 1. Taking Charge of Training, desired outcome 2. Deepening Skills and Knowledge Introduction of EWOS formalised the WOspec roles as 3. Leading and Manging our own WOSpecs Enhanced Warrant Warfighter, Trainer and Leader (WTL) 4. Enforcing Regimentation and Discipline Officer Scheme (EWOS) COA - A parallel ranking board was conducted (MG Neo Kian Hong) annually by the SMs for Regular WOSpecs Army reviewed The key value proposition of the WOSpecs as in sub-units. The proposals of the board 8/2010 Training Combat Leaders and Trainers has been articulated were then surfaced by the SMs to respective Directive and endorsed at 2/09 AHQ. WOSpecs would ranking boards’ chairman, then to the SMA need to anchor training in a greater way in the board, ending with the Army Ranking Board 3rd Generation Army and to undertake the role chaired by COA of Supervising, Conducting and Safety officers. In order to facilitate this initiative, the TSRs have - Pre Command Interview Board (PCIB) was been revised to empower WOSpecs to take on established to allow WOSpecs to prepare such roles and select their leaders COA To allow WOSpecs to better anchor the combat (MG Chan Chun Sing) training system, MWO-grade Training Institute 2009 Deputy Prime Minister/ “ Warrant Officers form the backbone of SAF. (TI) Sergeant Major appointments were Minister for Defence They set and maintain high standards in expanded to become SWO-grade Chief Master (Mr Teo Chee Hean) tactical warfighting, leadership and training, Trainer appointments, and selected SWOs and are the repositories of values, skills and during public were also appointed to hold Chief Instructor knowledge in the SAF.” announcement of the Appointments in WOSpecs’ leadership and training institutes. These efforts helped to Enhanced Warrant create alternative paths of success to the Officer Scheme pinnacle SWO rank

62 Army WOSpec – Backbone of Our Army Roles and Responsibilities 63 Evoluti0n of the wospecs roles and responsibilities TIME FRAME DESCRIPTIONS TIME FRAME DESCRIPTIONS 2011 COA Selected SWOs took over the LTC-grade CO 2012 SMA’s Last-mile leadership is not something that (MG Chan Chun Sing) appointments of WOSpecs’ leadership and (SWO Tang Peck Oon) applies to specific appointments, to a vocational training schools and attended the Army Workplan particular Corps, or to professional full-time Battalion Commander Course with the Officers military soldiers alone. Instead, it is relevant to Speech any Commander who frequently interacts with COA’s “At the heart of the Army are our people. The soldiers on the ground; whether in leading Army is not only about people, it’s about (BG Ravinder Singh) them for operations, or in training them to be leaders. In our Army, every officer, every Army Workplan effective soldiers warrant officer, every specialist, every military Speech expert and even every soldier is a leader SAF SM, SMA and COs WOSpecs’ leadership and vocational training amongst his peers. Our first people focus schools were changed to Chief Warrant Officer rank (CWO) and pegged is to improve leadership development so as to LTC-grade appointments to build better leaders and leadership teams at all levels. Our second people focus is on strengthening the Officer-Warrant Officer 2013 Centre of Leadership Last-mile leadership is defined as “the effective partnership to harness the full potential of our Development’s application of direct leadership to inspire Warrant Officers and Specialists. The third definition of Last-Mile followers to give their best in accomplishing people focus is to continue to strengthen the the mission during operations or peacetime Leadership engagement, commitment and empowerment training”. In other words, they are the ground of our NSFs and NSmen as well as the commanders who have direct interfaces with engagement of wider public to increase their the soldiers, and who lead, command, and commitment to defence.” train the soldiers on a daily basis and therefore have the most immediate impact COA Master Warrant Officers and above started (MG Ravinder Singh) to attend the six-month Warrant Officer Leadership Development (WOLD) course Sergeant Major Army Training and Doctrine (SM Tradoc) office was redesigned to CWO establishment to manage Our Army The presentation of ceremonial swords to Soldiering Fundamentals Warrant Officers, who hold the ranks of Master Warrant Officer (MWO) and Senior Warrant Officer (SWO), as well as ME4s and ME5s, recognising their leadership qualities and expertise in key military areas, which range from warfighting to engineering and military medicine. Small unit leadership, tactical warfighting and training remain important pillars of the Army, and the WOSpecs set and enforce high standards in these areas

SMA’s SMA formally announced the WOSpecs’ role (SWO Joseph Koa) as a Warfighter, Trainer and Leader and Army Workplan with the responsibilities of Taking Charge of Training, Deepening Skills and Knowledge, Speech Leading and Managing our own WOSpecs, and Enforcing Regimentation and Discipline in partnership with the Officer Corps

64 Army WOSpec – Backbone of Our Army Roles and Responsibilities 65 ROLES of THE warrant officers and specialists The roles of WOSpecs in the 3rd edge at the tactical level. Secondly, To perform their roles effectively, A Warfighters. WOSpecs are Generation SAF are succinctly captured they train and prepare our forces for our WOSpecs are professionally tactically competent warfighters in the phrase “Warfighters-Trainers- operations and are accountable for the competent, fit in mind and body, and ground combat leaders. In Leaders”. First, our WOSpecs form the individual soldier’s combat proficiency, and resilient in spirit. They are operations, they are the first- bulk of the last-mile leaders in Our discipline, safety and morale. Finally, leaders who are firmly anchored line commanders to lead our Army’s Full Force Potential (FFP). They as leaders, they ensure the unit is in SAF’s core values and possess a soldiers into battle, and exercise translate our warfighting capabilities able to function effectively as a clear understanding of SAF’s Mission field leadership alongside to the ground, and provide the sharp collective entity. and Purpose. combat officers.

66 Army WOSpec – Backbone of Our Army Roles and Responsibilities 67 TRAINER DEFINITIONS AND QUALIFICATIONS B Trainers. WOSpecs are the extend beyond the TIs/ Schools into subject matter experts in tactics, operation units, where they are CHIEF MASTER TRAINER (SWO) operations, combat systems, responsible for training standards He utilises his deep soldiering experience on content development platforms and vocational skills. In in fitness, tactics and weaponry. and trainer readiness. He ensures learning technologies/pedagogies are implemented. As a Training Auditor, he is responsible for standards operational units, WOSpecs set the The SM is the unit’s Chief Trainer of training, standards of trainers, proliferation of SME knowledge, and pace for training standards, with beginning with the CSM as the operational testing their vast experience and expertise Company’s Chief Trainer, RSM as TD & I COURSE SAF Training and Development Course (STDC) – in combat skills and technical Battalion Chief Trainer, Brigade (Publish and subscribe mode for appointed WOs) knowledge, and their ability to Sergeant Major as a Master Trainer integrate these competencies for and Division Sergeant Major as a MASTER TRAINER (MWO) greater operational effectiveness. Chief Master Trainer. He is the expert in assigned areas of specialisation for the trainers WOSpecs’ roles as combat-trainers and operational testing and evaluation. He is responsible for training and qualification of the trainers and conducts currency tests to level up their knowledge and skills. He is also responsible for organising and conducting the quarterly training for Chief and Senior Trainers to keep them abreast of the latest learning technologies/pedagogies.

AUDIT TRAINING He leads teams with Chief Trainers Knowledge Skill TD & I COURSE SAF Master Instructor Course (SMIC) at JLC

DEVELOP, DESIGN, QUALIFY & DEVELOP, External CHIEF TRAINER (3WO – 1WO) Attachment He is the expert in assigned areas of specialisation for the trainers (Optional & and also ensures material relevancy in terms of doctrine, instructional Selective) materials and learning resources. He leads and conducts the Instructor Qualification Course for newly posted-in trainers. He TRAINER Attitude is to ensure his team is the subject matter expert in the respective areas of specialisation and enforce training standards. He must also COMPETENCY keep abreast of and implement the latest learning technologies/ pedagogies. Just as importantly, he must implement innovative MODEL utilisation of resources in delivering training Overseas TD & I COURSE Attachment SAF Senior Instructor Course (SSIC) at WF - CSM (Optional & Qualifications Selective) ROA Courses Specialised Courses SENIOR TRAINER (SSG – MSG) Trainer Qualification He must be technically and tactically proficient in his subject matter. Course / He must also develop close and mature rapport with the trainees, Annual Currency

DELIVER & consistently applying learning technologies and pedagogies to Experience deliver a positive learning experience

ASSESS TRAINING TD & I COURSE SAF Instructor Course (SIC) at BWF - PS C Leaders. WOSpecs must be skilled responsibility and accountability. trainers and leaders; demonstrating He must possess the skills to coach, TRAINER (3SG – 1SG) technical and tactical proficiency, facilitate, and promote the learning He must be technically and tactically proficient in his radiating confidence in all they subject matter organisation culture in our Army. undertake and constantly seeking

68 Army WOSpec – Backbone of Our Army Roles and Responsibilities 69 Soldiering Fundamentals. B DEEPENING SKILLS AND RESPONSIBILITIES of THE Soldiering refers to the act of serving KNOWLEDGE. With the rising as a soldier. Fundamentals refer to academic qualifications of our basics. To realise the full potential of NSFs and increasing training warrant officers and 3rd Generation Army’s systems and demands, it is critical that our capabilities, our soldiers need to be WOSpecs continue to deepen their specialists trained on new competencies in the professional knowledge and skills, physical, cognitive and affective and pursue self-development. As In line with their roles as “Warfighters-Trainers-Leaders”, the four key domains. Beyond physical skills, our adaptive WOSpecs, they must responsibilities of our WOSpecs are as follows: soldiers also need to possess a strong not only be proficient executors will to fight, and to be able to learn but also tactical innovators. To and adapt faster than the adversary, this end, our WOSpecs must have in order to navigate the complex open minds to embrace new ideas, operating environment. This can be while pursuing lifelong and self- done through the strengthening directed learning as part and parcel of combat endurance and the of their professional and personal psychological resilience of the soldier. upbringing and development, WOSpecs must ensure our soldiers either through military courses or perform these good habits to function academic studies. This will enable as a cohesive fighting unit. them to continue to play a vital A WOSpec is a subject matter expert role in SAF’s operational readiness in Soldiering Fundamentals. He must and its ability to achieve its mission A TAKING CHARGE OF TRAINING. equipped according to their respective know his job well, be able to train in the context of an expanding WOSpecs represent the pride and unit’s Mission Essential Task List his soldiers in fitness, navigation, operations spectrum. professionalism of SAF in the eyes (METL). They are also required to marksmanship, individual of those whom they lead and train. inspect and check every individual fieldcraft, and minor tactics of They partner the Officer Corps soldier’s proficiency and competency warfighting competencies. Tactical to strengthen SAF’s operational prior to any mission or task. WOSpecs competence requires him to know structure and training systems and execute tasks in force preparation warfighting doctrines so that he can provide the critical link between for all missions to deliver the desired understand his leaders’ intent to the organisation and the soldiers outcome in partnership with the win battles. Technical competence on the ground. Their two key Officer Corps. requires him to apply the methods, responsibilities in training are: and procedures requires him to do things formally. Force Preparation. WOSpecs are the custodians of Force Preparation. They ensure that weapons, equipment, vehicles etc. are serviceable and that soldiers are

70 Army WOSpec – Backbone of Our Army Roles and Responsibilities 71 C LEADING AND MANAGING he expects courage, competence, He must understand himself to Catalyst of Positive Army WOSPECS. When any young candour, commitment and integrity take advantage of his strengths and Experience. Our Army is constantly soldier looks at a Warrant Officer from his soldiers, he must first work to overcome his weaknesses. looking into ways to improve the today, he looks up to him – not demonstrate these qualities himself. He should seek continuous self- quality of the National Service because of the volume of his voice, His soldiers will then mirror his improvement and development of experience and WOSpecs play a or the fierceness of his demeanour, behaviour. He must set high, but his strengths. To be a competent pivotal role in this as our ground but because of his experience attainable goals and standards. leader, a WOSpec must continue to trainers. Strong leadership from and expertise. For our WOSpecs A WOSpec will always be at the learn new doctrines, equipment, our WOSpecs must be shown and to continue to serve in the role of forefront to instruct, guide and groom technology and policies. Continuous felt at all levels. They must provide being the backbone of Our Army, his soldiers. It is important for him learning will create the determination, positive touch-points and support this experience and expertise must to be exemplary in behaviour and will, confidence and desire needed our soldiers through the National continue to be passed on to future possess professional conduct at all for effective leadership. Service system. generations of WOSpecs. The WO times. He must also know his men Corps will continue to take the well and be mindful of their welfare. Situational Awareness. A WOSpec Grooming WOSpecs. Our WOSpecs lead in managing their own, and is required to have high situational must guide and groom their fellow building strong commanders. Continuous Learning. Due to awareness at all times. He needs constantly changing demands, a to read widely and keep abreast of WOSpecs. The WO Corps must assume Role Model. A WOSpec needs to WOSpec must possess a positive the political and military situation in ownership in ROA development and be a role model to his soldiers. If attitude towards continual learning. potential areas of operations. career management of its own.

72 Army WOSpec – Backbone of Our Army Roles and Responsibilities 73

D ENFORCING REGIMENTATION practices within established policies AND DISCIPLINE. The Corps has and regulations. been responsible for enforcing Custodian of Cultures and Values. regimentation and discipline since WOSpecs are responsible for directly the advent of Our Army. It is the communicating Our Army’s culture WOSpec’s responsibility to make and values to our soldiers, and sure that before every training, making sure that they have a clear operation or deployment, our understanding of both. Through their soldiers are well prepared and close interactions with soldiers, they well trained. During every training, have a direct influence in moulding operation or deployment, it is junior servicemen and women; also the WOSpec’s responsibility teaching them the tradition, culture, to make sure that every soldier is practices and heritage of Our Army. disciplined, responds to orders, and knows what is going on. Administrator. WOSpecs must be WOSpecs must instill operational effective administrators in managing discipline in our soldiers through resources and running the daily their professionalism – setting the business of our Army. They will ensure smooth and effective administration right example and making them in training and peacetime operations, understand the need to do the and provide the best form of welfare systems, personnel must be adequately right thing. LG NEO KIAN HONG for our soldiers and the organisation. Chief of Defence Force trained and adhere to the rules 1 November 2010 stipulated. From time to time, things  Enforce Standards. WOSpecs SME in Parade and Ceremonies. may go wrong due to either failure will set, maintain and enforce WOSpecs must be proficient in “ Military discipline is one of the pillars of world-class armed forces. of personnel to follow instructions or high standards in training, executing all regimental matters, Today, the state of discipline in failure of equipment. Regardless, as operations, administration, safety, including dress regulations and parade SAF for operations remains very part of our organisational discipline, soldiers’ behaviour, systems and and ceremonies. high. Readiness of our forces, be it we follow up quickly with an inquiry personnel, training or equipment, to learn and take remedial actions. are constantly checked. With As SAF continues to balance daily local operations, inspections are operations with transformation, it meticulously carried out and we requires disciplined thoughts and actively guard against complacency. execution without which, there will be For overseas operations, every increased work without progress. mission is introduced in a disciplined Military discipline is achieved fashion. When required, SAF adopts through a deliberate process of changes in a disciplined manner. training and acculturation. With The SAF requires organisational education, personnel understand discipline to perform well. Besides why. With a reward and punishment having well-defined operating system, personnel adopt the right

74 Army WOSpec – Backbone of Our Army Roles and Responsibilities 75 military habits. Because the exercise be empowered and lower levels of of discipline is a habit which is formed command will undertake greater over time, it needs continual practice. responsibilities. Military discipline must therefore be internalised and Regimental discipline is the most reflected at all levels. This requires visible sign of the state of military openness and engagement to foster discipline in armed forces. As such, the right discipline and vice-versa. regimental discipline remains a There is no contradiction between necessary part of military life. Do our discipline and engagement/openness. personnel take care of their equipment? Discipline allows us to carry out our Do they pay compliments as required? duties well. It gives commanders Do they pay attention to their turnout the confidence that what we and bearing? Do they carry out their have ordered will be executed. A fitness programme regularly? Some say disciplined SAF gains the trust PARTNERSHIP WITH that the new generation needs to be of the public and the political engaged and some part of regimental leadership, and earns respect near discipline is no longer required. If and afar. As commanders, recognise OFFICER CORPS such regimental discipline is defined the importance of discipline in as blind obedience, then I agree it is various aspects of our military no longer applicable. However, as a life. We must set the example. Be Full-Spectrum, Adaptive and Resilient prepared to educate, admonish and armed forces, more personnel will enforce discipline.”

76 Army WOSpec – Backbone of Our Army partnership with OFFICER corpS INTRODUCTION As the roles and responsibilities of the WOSpecs evolve, the importance of space enhanced the quality and recognition of the WOSpecs. It is now commonly strengthening the Officer-WOSpec partnership becomes critical so as to harness referred to as the WOSpec Leadership Channel. This WOSpec Leadership the full potential these leaders have in jointly owning the outcome of their units’ Channel structure establishes the professional partnership between WOSpecs performance. In recognition of our WOSpecs’ growing contributions to Our Army, and Officers at the various levels of command, and optimises the potential of the they have always been referred to as the “Backbone of Our Army”, and will WOSpecs to achieve mission success for SAF. continue to be subject matter experts in warfighting, combat training and small- STRENGTHENING OFFICER- WOSPEC PARTNERSHIP team leadership. Both the Officer and WOSpec not only must be clear of their roles and There is only one chain of command in our organisation and it comprises the responsibilities, they must also support one another in their areas of responsibilities. Officers, WOSpecs, Military Domain Experts (MDEs) and Enlistees. In 2006, the There are some basic differences between the responsibilities of Officers and WOSpec Support Channel was formalised as part of the WOSpec Masterplan to WOSpecs in accomplishing the multitude of tasks required in our organisation. complement the existing chain of command. The expansion of the organisational The following points spell out the Officers/WOSpecs’ responsibilities.

• TAKING CHARGE OF TRAINING – WOSpec concentrates on individual, teams and section • O fficer commands, establishes policies, plans and trainings on Soldiering Fundamentals and Force Preparation programmes of the work to be done to produce well-trained and motivated soldiers having WOSPEC • O fficer concentrates on collective training which will the capability to accomplish the mission enable the unit to accomplish its mission • DEEPENING SKILLS AND KNOWLEDGE • O fficer gets involved in unit operations, training and – WOSpec holds the responsibility of deepening own skills related activities and knowledge as well as those of the WOSpecs under him – WOSpec must have an open mind to enhance new • O fficer concentrates on unit effectiveness and ideas, while pursuing lifelong and self-directed learning readiness • LEADING AND MANAGING WOSPECS • O fficer pays attention to the standards of performance, – WOSpec grooms and conducts performance training and professional development of Officers, management (ranking) WOSpecs, MDEs and Soldiers – WOSpec selects key appointment holders OFFICER – WOSpec develops partnership with Officers • O fficer creates space and condition – makes the time and other resources available, so that WOSpecs can • ENFORCING REGIMENTATION AND DISCIPLINE perform their roles and responbilities effectively – WOSpec conducts the daily business within established orders, directives and policies

78 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 79 THE WOSPEC LEADERSHIP CHANNEL THE WOSPEC LEADERSHIP CHANNEL (TRAINING INSTITUTE) Both Officers and WOSpecs must and also establishes the relationship understand this relationship and develop between WOSpecs and Officers at CHIEF OF strong partnership to make it work, the various levels of command. It ARMY which will be a powerful force multiplier must build soldiers up in the area of SGT MAJOR in accomplishing their missions. mission capabilities in order to ensure OF THE ARMY COMMANDER FMN/DIV The Officer and WOSpec mission success. Therefore, the chain of TRADOC COMMANDER partnership structure recognises the command and the WOSpec Leadership Channel must co-exist in order to SGT MAJOR sacred principle of a single chain of TRADOC command. The partnership structure be mutually supportive towards a FMN/DIV crystallises the areas of responsibilities professional partnership. SGT MAJOR COMMANDER CHIEF OF INSTITUTE ARMY CHIEF MASTER SGT MAJOR TRAINER OF THE ARMY COMMANDER FMN/DIV COMMANDING COMMANDER Chain of Command OFFICER TRADOC MASTER Each level of SM / SGT MAJOR Tnr is answerable to next TRAINER TRADOC superior, SM / HD FMN/DIV Tnr, parallel to Chain FACULTY SGT MAJOR of Command CHIEF BRIGADE Each Trainer is responsible TRAINER COMMANDER for grooming & training of BDE SGT subordinate Trainer MAJOR (1 level down), on WOSpec SENIOR BATTALION roles and responsibilities TRAINER COMMANDER BATTALION Chain of Command RSM To develop effective partnership, directives. Emerging issues should be OFFICER Each level of SM is COMMANDING both Officers and WOSpecs must brought to the attention of the chain answerable to next superior, COMPANY SM, parallel to Chain of clearly know their respective roles of command and resolved through Command SGT MAJOR PLATOON and responsibilities. The partnership coordinated efforts. establishes the professional working Each SM is responsible PLATOON COMMANDER for grooming & training of relationships between WOSpecs The chain of command must reinforce subordinate SM (1 level SERGEANT down), on WOSpec roles and vertically and with the Officers both the complementary efforts of the responsibilities SECTION vertically and laterally. It is incumbent WOSpec Leadership Channel i.e. to COMMANDER on the users of this channel to ensure function in harmony and partnership In particular, each WOSpec/Sergeant as well as grooms his subordinates on that the chain of command is kept with the Officer Corps. It is thus Major (SM) level in the hierarchy is WOSpecs’ roles and responsibilities, informed of actions implemented important that the Officer and WOSpec answerable to the superior SM for his and the importance of the Officer- through the partnership and to partnership be built within the areas of responsibilities, which is in WOSpec partnership. eliminate the possibility of operating framework of a Shared Vision with Clear parallel with the chain of command, outside of command policies and Roles, Rules and Relationships (V3R).

80 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 81 A SHARED VISION SHARED VISION – PARTNERSHIP CLEAR ROLES – EVERYBODY understanding of how things are Once a shared vision is established, HAS A PART TO PLAY supposed to work, problems can be the Officer and WOSpec partnership There must be a clear understanding of resolved more effectively. CLEAR will have a clearer picture of the their roles and areas of responsibilities team’s objectives and purpose. This in the Officer and WOSpec partnership. GOOD RELATIONSHIPS – This will help them understand how OPENNESS, TRUST & RESPECT ROLES will help them understand why certain each individual fits and integrates into results are desired and the need for A relationship cannot be solely based the team. Clear roles will also lead to upon work alone. Certain qualities like them to effectively play their part. clear responsibility and accountability openness, mutual trust and respect CLEAR Consequently, they will become more within the unit. RULES committed and responsible towards the are needed to maintain the bond. outcome of the team’s performance. A CLEAR RULES – STANDARD The Officer and WOSpec partnership must work out the kind of relationship team’s success ultimately depends on OPERATING PROCEDURE the group should maintain before how each member takes on the team’s Every unit must have well-defined GOOD committing to each other and to the shared vision as their own. It is through rules and procedures governing work group. In such an atmosphere, personal RELATIONSHIP a shared vision that interdependence standards and methods. Some of these include decision-making, conduct ego will be minimised, confidence will creates a strong bond in a team. of meetings, conflict resolution, be shared, difficulties will be worked standards of personal behaviour etc. through together and members will Once everyone has a crystal clear have a high quality of relationship.

82 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 83

sufficient. The humility to teach and to But more importantly, I learnt then impart knowledge is equally important that there was something special about as well. the WO Corps Spirit. The ‘semangat’ was something that would make you Experience. As SAF Sergeant proud to stand alongside another Major (SM) and Sergeant Major of WO or Specialist. It was a certain Army (SMA) walked the grounds brotherhood. A certain camaraderie. and provided inputs, I noticed their A certain cohesiveness. That was ‘special’ ability to note problems in the infectious and something that fuels my Parade, and provide inputs that were passion to serve till today. I saw this simple. yet made huge differences to ‘semangat’ at each rehearsal. Whether the sequence and form of the parade. it was the scolding that Ben received. I was amazed at how they applied their Or the jokes that Chin Teck cracked. Or experience in a subtle yet powerful the seriousness in everyone’s face when manner onto the parade to effect planning for the Haze contingencies. significant improvements, each time we Or the fear that the contingents were took to the parade square. Such is the not trained well enough for the 1st of LTC Anand Sathi Kumar SAF Day 2013 Parade Commander. experience of the WO Corps that I have July. I could always feel the WO Spirit. grown to respect and acknowledge over Today, as I return to the normal way the years. My theory and belief – that LTC ANAND SATHI KUMAR walk the Parade Square, check the of my Battalion Commander routine, CO, C4IBN10 details and get ready for the full the SMs are the Subject Matter Experts I will continue to draw my inspiration SAF Day 2013 Parade Commander rehearsal of the soldiers. I saw how (SMEs), and their words should be the and energy from the Spirit of the “ It has been a most memorable and much notes Sasi and his team would final word on training – was proven in WO Corps. enriching journey for me in the past be jotting down with the hope of the SAFTI Parade Square. Treasure I want to say a Big THANK YOU once 5-6 weeks. I learnt so much directly improving things each day. I saw the the inputs of the SMs/Chief Trainers from the Warrant Officer (WO) personal bearing and standards of the if we want an effective SAF for many again to everyone of you for having Corps on Parades and Ceremonies, WO Corps as they served as trainers to generations to come. I will continue walked this journey with me. I have Drill Standards, and the SAF Dress the Key Appointment Holders (KAHs), to put my Regimental Sergeant Major every confidence, that as I look ahead Standards. But more importantly, contingents and the wider working (RSM), Jerry, beside me always in all at the Enhanced Warrant Officers I learnt indirectly about the parties for the Parade. Each input/ my meetings! I thank you for teaching Scheme (EWOS), Officer-WOSpec professionalism, the experience and comment given to me, was done with me, and affirming my belief in the Partnership, Third Generation SAF the spirit of the WO Corps. the highest level of respect and done WO Corps. … we are ready. Because you guys are there to lead from the front. Please Professionalism. Through my constructively. Sometimes, I even felt observations, I learnt that the WO that you guys were too nice to KAHs Spirit. I started my career as a include me in all your future efforts for Corps upheld the highest standards of like me, who just did not seem to be Specialist. Growing up under SWO SAF Day Parade in 2014 or thereafter. professionalism in their work. Each getting the things right … Your respect (then) Soh Chye Ker, and being drilled I also want to support Parade Support day, by 0700hrs, I saw Sasi and his for the Officers taught me humility. I daily by 1WO (then) Wan Eng Bee Group (PSG)! Kudos to a job well team members, Ben and Chin Teck have learnt that knowledge alone is not made me the officer that I am today. done guys.”

84 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 85

RELATIONSHIPS Some of the working relationships in a Battalion, Brigade, Division and Training institute are as follows:

PLATOON COMMANDER AND PLATOON SERGEANT (PC AND PS)

Staff Sergeant Denash, Platoon Sergeant (in helmet) and on his left is LTA Derrick Ng Han Siong, Platoon Commander.

SSG Muhamad Yusrizal, Platoon Sergeant (left) with LTA Lee Wei Sheng, Platoon Commander (right). through both leadership schools, To date, we still proactively seek each similar in values but different in roles other for advice as we journey on Platoon Commanders must realise his knowledge and experiences with and responsibilities. different paths in our careers. I could that they can acquire a tremendous tact. He should also understand that not have been more proud of him as he source of support through their learning from all areas of work is a When I started my junior officer tour was recently awarded Distinguished learning from their Platoon Sergeants lifelong pursuit. And remember he as a platoon commander in 1 SIR, Honour Graduate in the Warfighter and Section Commanders. As a is never so knowledgeable that he Staff Sergeant Denash was my partner course at Specialist Warrant Officer Platoon Sergeant, his task is to partner cannot learn something new from the in arms. He brought added focus on Advanced School. The Officer-WOSpec the Platoon Commander and convey Platoon Commander. Soldiering Fundamentals (SOFUN), working relationship manifested Force Preparation and platoon strongly throughout our time together. Standard Operating Procedures (SOP). LTA DERRICK NG HAN SIONG Regiment (1 SIR) when I was his While the WOSpec corps continues to Platoon Commander Platoon Commander (PC) and he provide valuable advice to Officers and th As brothers, we honed our soldiering 1 SIR, 14 Mono-Intake Officers continue to share the desired was my Platoon Sergeant (PS), skills, knowledge and developed our end state and directions, I believe the “ There was an unexplained sense but it was also the camaraderie in platoon into committed soldiers, and the Officer – WOSpec partnership good relationship would put us in good of familiarity when I saw Staff responsible sons and daughters of their that bonded us closely. stead no matter how challenging the Sergeant Denash. I had spotted families. My platoon sergeant partnered tasks or circumstances. him easily from a mile off - As a Specialist Cadet School me in areas of platoon discipline, something that only someone (SCS), then School of Infantry SOFUN and Force Preparation while In the Officer-WOSpec partnership, close enough and had spent Specialist (SISPEC) crossover, and my role focused on planning and setting embracing the SAF Core values quality time together with could Sword of Honour in OCS Officer training standards. Complemented by means striving for excellence in our be capable of doing. It is not only Cadet School, I always treasured the Platoon Sergeant (PS), my role to roles and responsibilities in achieving about the memories we had in how I had the opportunity to plan and analyse situations quickly in mission accomplishment, inspiring First Battalion Singapore Infantry understand the values taught missions had filled our partnership with commitment and bringing the sons and mutual appreciation and admiration. daughters of our nation home safely.”

86 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 87

OFFICER IN COMMAND AND COMPANY SERGEANT MAJOR before I took command, so when you truly own the decision, and will (OC AND CSM) it came to working together, it was execute it to the best of your ability? quite seamless. There is no true ownership of action A company is the reflection of company. This partnership should be without autonomy of the decision- the ability of Officer in Command based on mutual trust and respect. Have Common Beliefs: Your making. Your CSM is probably (OC) and Company Sergeant Major They must take each other’s role beliefs, well-thought and articulated senior and sensible enough to make (CSM) to lead and perform. It is into consideration and give honest in your Command Philosophy, should the right decisions – consult him on thus vital that the OC and CSM responses. It is also essential for be shared with your CSM. Have a decisions in his domain, in R&D, discussion and do not be afraid to work well together, and develop them to be open with each other as force preparation, etc. For me, my adjust your beliefs so that it becomes CSM proved to be very trustworthy agreed company’s goals, standards openness leads to proper sharing and a set of shared beliefs. There is no and was on the same page as me, thus and objectives for the benefit of the support between the team. need for perfect alignment. If there are I was very comfortable in allowing slight differences, agree to disagree. him to make important decisions in However, if the differences are very his domain, as long as he kept me pronounced, or worse, in conflict in the loop. The Approval of Plan with one another, talk them out. (AOP) process (to be elaborated later, An alignment of beliefs means less which I practised with my PCs) is also heartache later. applicable here – outline your intent and desired outcomes, discuss some Discuss the Different key considerations, and allow your Responsibilities: WOSpecs have CSM to make the decisions. their 4 key responsibilities – their 4 key areas of focus. However, do not Allow for CSM-Space: Lastly, take that wholesale and implement give your CSM the space to achieve the them. Have a conversation with your things he is responsible for. The OC CSM regarding the different roles, can and should be present – but eyes responsibilities and tasks. In a Battle on, hands off. For example, during Procedure, who does the planning, force preparation and inspections, CPT Choy Yong Cong, Officer Commanding (left) with 3WO Amez Wong (Company Sergeant Major). and who does the force preparation? I entrust my CSM and the PS group How will punishments be decided? CPT CHOY YONGCONG to run the whole process, with myself OC cannot do his job as well as an What are the different tasks for the OC Bravo 4 SIR taking a supervisory role. If it suits his th expert in the WOSpec domain. A few OC and CSM in the armskote? Who is 14 Mono-Intake style, also allow him the “airtime” to beliefs I held with my CSM: responsible for the taskings, privileges communicate the important points to “ I have a fantastic relationship with and training of Section Commanders? the Company, regarding discipline, my CSM – 3WO Amez Wong (one Talk Early, Build a Discussing it early and consistently force preparation, training, etc. – of the best, in my opinion), but a Relationship: Any partnership will prevent loopholes or conflict of the things you put him responsible huge part of it was also because needs to start off as a relationship. instructions down the line. The OC-CSM partnership is for in the first place. Many times, we of his professional, dedicated Officers trivialise the phrase “giving no different. A relationship Give Decision-Making and charismatic character. The space”, which sometimes ends up involves understanding and Autonomy: I believe that you cannot key thing is to treat your CSM as being confusing, unconstructive and respecting each other. It opens truly own something unless you are a partner – and if done well, the involved in the decision-making. I am creating misunderstandings. As you synergy can make the Company up the avenue for conversation. I sure many of you have experienced see, it is a deliberate process, which very productive. End of the day, the started talking to my CSM months the very directive boss who wants requires trust, alignment and a everything done his way. Did you feel steadfast relationship.”

88 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 89

COMMANDING OFFICER AND REGIMENTAL SERGEANT MAJOR standards helped to align everyone in Every level of command will align the battalion, and was useful in helping themselves to the CO-RSM behaviour. Commanding Officer (CO) and operate with confidence and from me educate my subordinates on what I realised that my RSM is the expert Regimental Sergeant Major (RSM) a position of strength. To minimise it meant to empower, and yet still in some areas, and will not go against must be dynamic, experienced potential conflicts, responsibilities retain operational command. When what he says. When the Battalion was and dedicated professionals. Their must be clearly spelt out in order to the WOSpecs conducted their Force preparing for the ATEC Stage I, my unselfishness, personal integrity, establish focus and efficiency. It will Preparation for the battalion, my OCs RSM orchestrated the whole event, moral values and courage must be also serve to provide accountability. and PCs also subject themselves to the and I made sure myself, and all my same inspection, taking instructions OCs and PCs, would do what we can unassailable. More importantly, they A good command relationship is from their WOSpecs. Nobody to support him. My RSM directed each cannot work as individuals. They must built upon honest communication questioned the command authority of OC to visit certain stations, and he be the ones incorporating the whole and being able to disagree without the officers, but the expertise of the told me the stations where the CO’s command level. The CO’s relationship being disrespectful. WOSpecs in their domain areas was presence was the most important. The with the RSM is vital and it must be also made very clear. This made my Platoon Commanders were instructed As the senior WOSpec of the Battalion, based on mutual trust and respect. OCs and PCs comfortable in working by my RSM to join the soldiers in some the RSM commands special respect. All with their WOSpecs. of the test stations, such as digging It is their responsibility to make WOSpecs will look to the RSM as their shellscrapes, to lend their command sure that everyone knows that the role model and there is no substitute From my own experience, I learnt that presence and motivate their own CO trusts the RSM, so the RSM will for the influence the RSM exerts. every RSM commands a “magical” soldiers. Because of my belief, and effect on the soldiers. As a CO, if I the respect I gave to my RSM, all my scold my men, they will feel sad and subordinate officers were aligned to angry, and may end up disliking me.  LTC CHUA JIN KIAT this, and every single officer followed CO 4 SIR But I realised that my RSM, no matter the RSM’s instructions. 14th Mono-Intake what he says to the soldiers, will always Another important aspect of the “ The CO must trust his RSM to be continue to be well-liked. In fact, the mutual respect will be how each CO able to fulfil the WOSpec functions fiercer he is, the more popular he treats his CSMs and PS. My CSMs are that are assigned to him, and give becomes. More soldiers will mimic the him the necessary authority and RSM than the CO. So we always let the members of CO Conference, and part space to do the job. Likewise, the RSM raise the morale of the battalion, of my command team. They attend RSM will need to trust that the while I, as the CO, would explain the all my command team sessions, and CO makes sound decisions and rationale of my decisions. It was a I spend as much time with them, as has a good judgement, on what partnership that worked well, and I I spend with my OCs. When we were is correct and necessary for the think every soldier was able to see their doing the UIP for the newly posted in battalion to focus on. One of my CO and RSM working in tandem. This officers, it was taught to every officer beliefs was that discipline was helped to strengthen the confidence of that while their CSM and PS would fundamental in the battalion. every soldier towards the Bn HQ. greet them, I expected my young While it was meant to belong to PCs to say “Good morning Sergeant the domain of the WOSpecs who The CO and RSM must mutually Major” to RSM and the CSMs. When were given the space to manage respect each other, and show it visibly. I talked to my PCs and gave them discipline, I expected every officer This is something that cannot be advice, one of my points was always forced, and must come from within. that when in doubt, they should first to also abide by these disciplinary LTC Chua Jin Kiat, Commanding Officer (left) with guidelines, and help the WOSpecs 1WO Lim Chin Yong, Regimental Sergeant Major How the CO-RSM relationship consult their CSM or their PS, because to enforce it. The consistency in (right). evolves will also create alignment at the WOSpecs are masters in training, the OC-CSM and the PC-PS level. and in leading soldiers.”

90 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 91 BRIGADE COMMANDER AND BRIGADE SERGEANT MAJOR

COL DINESH VASU DASH (iii) leading and managing WOSpecs Core Values. The WOSpec Commander to focus on the larger Comd, 3 SIB and (iv) enforcing regimentation and Corps is and must continue to be picture, strategies and concepts, while discipline. These changes, in my the embodiment of the SAF Core the SM concentrates on the status of “ I have had the benefit of witnessing view, are necessary and important Values, particularly in discipline force preparation and the sharpness the transformation of the WOSpecs as the quality and outlook of our and professionalism. The Brigade of the soldiers’ fundamentals. As a over the years and have had the people, both NS and Regular, are Sergeant Major (Bde SM) is an senior member of the Brigade staff, privilege of serving alongside changing. Equally important is the important symbol of these core the SM is an important source of outstanding Warrant Officers and values. He ensures that the WOSpecs ground feedback to the Bde Comd. need to maintain and uphold our Specialists. The Corps has made within the Brigade are well trained I have always insisted that my SM fundamentals which will continue several bold moves including in understanding and in assimilating be candid and speaks his mind on to remain evergreen. The following remodelling itself to embrace these values. The Bde SM helps to issues, even if he disagrees with me. the four key responsibilities of: are my reflections based on three key enforce standards of discipline and This latitude, I believe, is important (i) taking charge of training, (ii) headings of Core Values, Partnership professionalism in the Brigade by to avoid group think and for real developing knowledge and skill, and Trust: influencing the WOSpecs within the issues to be surfaced, which would HQ and sub-units. For this reason, otherwise be camouflaged in emails I have always encouraged my SM’s or presentations. initiatives in engaging and nurturing the WOSpecs within the Brigade. Trust. With a close relationship and strong partnership, trust can Partnership. The relationship and develop and thrive. The SM must quality of conversation between the be empowered so that he can carry Brigade Commander (Bde Comd) out his objectives in developing the and the SM is of utmost importance. WOSpecs and in facilitating his tasks They have to work in partnership at hand. His considerations are given to achieve the mission. With the my highest priority and attention as wealth of experience under his I trust my SM’s assessment. He also belt, the SM is an important source functions as a mirror to the Bde Comd of knowledge, takes action and is to highlight issues and share ideas execution oriented with an eye for and observations. On a personal the details. He must understand the note, I have found it particularly Commander’s intent and be savvy beneficial to bounce ideas off my Bde to influence the WOSpecs within his SM and hear his perspectives and sphere of influence to achieve the opinions. He has always been candid mission. Instead of keeping the SM and true, yet respectful. This has close to the HQ, I prefer my SM to be further strengthened my confidence out and about checking and dealing in the Officer-WOSpec partnership in with training quality and standards general and in the stature and quality of the sub-units. This allows the of my Bde SM in particular.”

COL Dinesh, Brigade Commander (in white T-shirt) and on his right is MWO Gilbert Chew, Brigade Sergeant Major. 92 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 93 FORMATION COMMANDER AND FORMATION responsibilities of the WOSpec Corps discipline; but at the same time, SERGEANT MAJOR in the Formation. The impact of a the Commander must shape the positive SM-Commander relationship officers’ perceptions and attitudes will fundamentally shape the nature towards the role of regimentation and of Officer-WOSpec partnership in the discipline, and what these mean for Formation. Hence, it is a relationship discipline in the units, and especially that needs to be nurtured earnestly. I operational discipline. Subsequently, have reflected that the role of SM in the standards must be clearly the Formation is : established and enforced by the WOSpecs and of course, the officers Enforcing Regimentation and must lead by example by following Discipline; Inculcating Pride and these standards without question. As Discipline. As a young junior officer, the Formation develops and adapts my sense of place as an officer in SAF as newer generations join SAF, there was influenced by the good Specialists, is a need for WOSpecs to continue to WOs and the RSMs in the units I had define these standards, and maintain served. In many ways, the different a strong sense of military tradition military traditions and regimentation and heritage for which a sense of pride and discipline can be passed included the subaltern’s parade where on to the next generation of officers we learnt our sword drills and when and WOSpecs. we needed to ensure that our uniform was of reasonable parade standard. COL Ong Chia Choong, Formation Commander (left) with MWO Chong Yong Kwang, Formation Sergeant Major. Providing Valued Feedback As a young officer, I must admit that and Engendering Collective doing such parades was a chore. Over Ownership. For the challenges and time, my personal belief was that COL Ong Chia Choong Neither are his views restricted to the issues facing the Formation, it is Commander those parades were not simply about WOSpec roles and responsibilities important that we should not simplify SAF Military Police Command regimentation for its own sake but the problem definition purely from which both the Officer and served to inculcate an individual’s an officer’s perspective because WOSpec Corps in the Formation “The Formation Sergeant Major (SM) sense of pride, discipline, and the WOSpecs form the last-mile know clearly. plays a pivotal role in shaping the inculcate military habits e.g. attention leadership where decisions or plans WOSpecs’ attitudes and culture to detail. I also saw how such attitudes are actually executed on the ground. in their established roles in the This relationship is not uniquely from the WOSpecs serve to influence At the same time, the WOSpecs Formation. Hence, it is my personal different from any other senior other military habits e.g. individual remain in their appointments longer responsibility to ensure that my Officer-WOSpec partnership in any equipment preparation and work and may indeed understand the Formation SM is a key member in other level of Command in that such ethics. As we define the role of the background of these issues better. my Command Core Group; and his a relationship must be consistently WOSpecs in enforcing regimentation Whilst we readily identify the need to views as the most senior WOSpec built on a strong sense of trust, and discipline, it is needful that the seek a broad spectrum of views and representing the Formation are mutual respect and support as well Formation SM seeks to define the especially the views of the WOSpecs, always valued and considered. as a keen recognition of the roles and standards in regimentation and we may have to acknowledge that

94 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 95

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

96 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 97 commanded by WOSpecs. CWO Over the years, I have witnessed HEAD FACULTY AND CHIEF TRAINER Chelliah and his team of WOSpecs, how, when given enough space, Together with Head Faculty, the Chief matter expert in the respective including MWO Jeery, MWO Suhaimi, the WOSpecs are able to achieve Trainers are the expert in assigned areas of specialisation and to enforce and MWO Dhayalan, when called seemingly impossible tasks given upon, bravely stepped forward to to them time and time again. Their areas of specialisation for the trainers training standards. He must also undertake the huge responsibility determination and resilience allow and also ensures material relevancy keep abreast of and implement of assuming the leadership roles in the officers to come to respect in terms of doctrine, instructional the latest learning technologies/ STC. In venturing into an unknown, and acknowledge the abilities the materials and learning resources. He pedagogies. Just as importantly, he CWO Chelliah took it upon himself WOSpec Corps possess in making conducts the Trainer Qualification must implement innovative utilisation to understand the complexities a big difference. In just a year of the Course for newly posted-in Trainers. of resources in delivering training. of being a CO and overcame the WOSpecs taking over the management He is to ensure his Team is the subject challenges. In the process, he gained of CSSCOM’s participation in the the respect from both the Officer and IFC, team CSSCOM achieved the WOSpec Corps. unprecedented glory of clinching overall champion for the 1st time “I can, Sir.” – When the WOSpec ever! CSSCOM came in 1st for both Corps unleash their expertise. badminton and basketball, 2nd in ME3 Chen Kee Wui, ME2 Suresh and football and 4th in swimming and ME2 Chan Tze Peng demonstrated athletics. These successes did not come easy for our teams as they were at their deep technical expertise and From left; Chief Trainers, 1WO Azmi, 1WO Robin Yeo, 2WO Koh Han Tiong, MAJ Syariman (Head Faculty), mastery during their deployment the onset repeatedly battered, only to 2WO Farhan, 1WO Goh Charng Siew and 1WO Vennu. with the Weapon Locating Radar emerge stronger, defying the odds and (WLR) in Afghanistan. Initially turning what seemed an impossibility MAJ SYARIMAN ELENDRUS of experience so as to shorten my Head Faculty, HQ SWI most doubted the equipment and into a reality! More importantly, their learning curve and arrive at a more informed decision. its ability to last throughout the achievements helped CSSCOM earn “ Having spent 19 years as a soldier duration of the operations. Rather organisational respect from the rest of in the Army, I have always held the In my seven months at the Home of than give in to popular belief, the team the Army and the SAF. highest regard for the WOSpecs in the WOSpecs as the Head Faculty, confidently stood their ground and terms of their chain-of-command I had the pleasure to work with The strong partnership between proved everyone wrong through their professionalism, knowledge in a group of very knowledgeable, Officers and WOSpecs has allowed innovative and unique engineering soldiering fundamentals, and experienced and self-motivated CSS to grow closer and stronger. solutions. This indeed is an exemplary enforcement of regimentation Chief Trainers, who are much older Likening the importance of Combat display of professionalism and and discipline. In my various past than I am. However, the core group Service Support to our SAF, sheer competency in the harshest of appointments, I am privileged to in the team was very clear of our the WOSpec Corps remain an conditions. This, amongst many other have worked with very capable areas of responsibilities, and our experiences, has added to the respect irreplacable asset to the SAF as its WOSpecs who were always there relationship w as based on mutual I always have for the deep knowledge backbone. The “will do, can do” spirit to lend advice and support me in trust and respect that we had for and rich experience the WOSpec of the WOSpec Corps has impressed both professional and personal each other. They trusted me to lead capacities. As a young Officer then Corps possess. and inspired me. I am therefore the team and I provided the space confident that this partnership will aid and even now, I have always looked for them to do what they do best as “I deliver, Sir.” – When the WOSpec us in achieving a Ready, Resilient and up to them for their valuable wealth Chief Trainers.” Corps achieve the impossible. Respected CSSCOM.”

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

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



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

100 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 101 INSTITUTE COMMANDER AND CHIEF MASTER TRAINER The Chief Master Trainer is the leader evaluation of new capabilities and in all WOSpec related matters. Whether it is routine issues or of the Training Institute’s (TI) network support curriculum development. He is curriculum review, the CMT will be able to offer his perspectives as the WOSpec leader. of trainers and is responsible to the TI also responsible to the TI Commander Commander to ensure the proficiency in all WOSpecs related matters and As an officer and a leader, I am convinced of the WOSpec up-profiling and competence of trainers, oversee other responsibilities of the Institute efforts and this must definitely expand their roles and responsibilities. The the professional development of Sergeant Major. challenge is to ensure that the WOSpecs can feel their sense of purpose trainers, operational testing and and in turn enhance their commitment to be leaders of men, together with the officers. We have started this journey and it is not a stroll in the park

but with everyone’s belief and commitment, I have no doubt that it will work out fine.” COL LEE YONG HENG Commander Specialist and Warrant Officer Institute

“ The WO Corps has evolved CONCLUSION and up-profiled. These efforts are translated to increased In the process of leading and training towards mission job scope and responsibilities. accomplishment, teamwork and togetherness must exist in the Rather than just being the Officer-WOSpec partnership. This is the desirable outcome of Institute Sergeant Major close co-operation and should be a source of complementary responsible for regimentation strength rather than a cause of conflict. Ultimately, an effective and discipline, his job has been re-profiled to that of the Officer-WOSpec partnership is a powerful force multiplier in the Chief Master Trainer (CMT). accomplishment of the units’ mission. Doesn’t this sound like the job scope of an officer? With the Officer-WOSpec partnership, this isn’t a competition but rather a complement to that of COL Lee Yong Heng, Commander SWI (left) with an officer’s job scope. Since its SWO Tamizh Kannan, Chief Master Trainer (right). implementation, I personally found it to have worked well as long as everyone respects each other’s professionalism.

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

Infantry Green Beret presentation on 30 August 2013 at SISPEC Auditorium, Pasir Laba Camp. 102 Army WOSpec – Backbone of Our Army Partnership with Officer Corps 103 “ Good governance needs leaders with the right values, sense of service TRAINING AND and abilities. It is important to have leaders who can forge with the people EDUCATION ROADMAP the vision for the future and to forge the way forward. Above all, leaders are stewards. They should develop future leaders and when their time comes, they should relinquish their positions, so that the next generation of leaders can take us to greater heights.”

MR HENG SWEE KEAT Minister For Education at “The Big Ideas of Mr Lee Kuan Yew” Conference, on Monday, 16 September 2013, at The Shangri-La Hotel Singapore WOSPEC PROFESSIONAL MILITARY GROOMING SYSTEM EDUCATION TRAINING (PMET) AND The WOSpec grooming system that are in line with their respective consists of two components: Route vocations. At the end of this stage, of Advancement, and Training and our Specialists would be equipped EDUCATION ROADMAP Education. They target the professional with the right level of professional development of our WOSpecs, knowledge, leadership skills, and Warrant Officers and Specialists and developmental coaching to junior enabling them to gain the experience prerequisite experience to make (WOSpecs) form the backbone of members of the Corps. These changes and knowledge required to serve as the smooth transition into Warrant Our Army. have warranted a holistic revision subject matter experts/specialists, Officer-hood. of the WOSpec PMET roadmap The expanded roles and responsibilities innovators and decision makers, to to better address the increased WARRANT OFFICER STAGE of the WOspecs have seen the growth take on greater responsibilities in of their job scopes from being professional job requirements of our Past the transitory ranks, our Warrant the Corps’ leadership, and to lead enforcers of regimentation to expert Regular WOSpecs. Officers will now focus on developing and manage younger WOSpecs. The trainers holding key appointments in and realising their full potential Residential Route of Advancement grooming system is divided into the the training community, e.g. Chief as leaders at the organisational (ROA) course will continue to be central Specialist Stage and the Warrant Trainers, Commanders of Training level, becoming effective trainers, Centres, and providing leadership to our WOSpecs’ career advancements. Officer Stage. coaches, and stewards. They will SPECIALIST STAGE also continuously develop higher- order skills throughout this phase, for The Specialist stage focuses on example, in instructional design and preparing our WOSpecs to take on their first operational appointment of theory building. Progressive grooming a Section Commander and Platoon throughout this stage will effectively Sergeant, as well as their subsequent prepare them to serve as Sergeant Senior Trainer and Staff appointments. Majors, Trainers, Staffs, and eventually Specialists will also attend Specific pinnacle appointments within the Progressive Development Courses Corps’ leadership.

106 Army WOSpec – Backbone of Our Army Training and Education Roadmap 107 WARFIGHTER – COMPANY SERGEANT MAJOR COURSE (WF-CSM) ROUTE OF ADVANCEMENT The WF-CSM course will equip Operations, Combat Skills Badge WOSpecs with advanced warfighting (CSB), SAF Senior Instructor Course COURSES (ACTIVE) skills and instructional competencies, (SSIC), Coaching and Facilitation preparing them for WO-ship and (C&F), Army Safety Management and SPECIALIST CADET COURSE (SCC) the assumption of their CSM Leadership Development. Servicemen The Foundation Courses aim Professional Term (PT) that is specific appointment. The 9-week course will will generally attend the WF-CSM to enhance Specialists’ basic to vocation in respective training comprise a 7-week Common Phase course around the 6th year of service competencies and confidence institutes, and the 1.5-week Combined and 2-week Operational Phase. Course and 3WO promotion1. before assuming their role as a Arms Term (CAT). Graduands modules include Offensive/Defensive Section Commander. The SCC will don the 3SG rank during the JOINT LEADERSHIP COURSE (JLC) comprises three terms: 8-week Specialist Cadet Course Graduation Foundation Term (FT), 12.5-week Parade (SCGP).

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

108 Army WOSpec – Backbone of Our Army Training and Education Roadmap 109 ARMY BATTALION REGIMENTAL move towards small-group research ACTIVE WOSPEC ROUTE OF ADVANCEMENT SERGEANT MAJOR COURSE and discussions, and feature more (ABRSM) leadership development modules. Stage Stage 1 Stage 2 Stage 3 Stage 4 The 5-week course aims to prepare Emphasis Basic Grounding Application Focused Management, Leadership, Role Modelling selected WOs for assumption of Age Enlistment Late 20’s Early - Late 30’s 40’s onwards higher Command Sergeant Major SWO - Rank 3SG - MSG 3WO 2WO 1WO MWO (SM) appointment in partnering the CWO Commanding Officer in commanding Chief Coy BN a Battalion. Master Master Sect Senior Chief Chief BDE Trainer Trainer / Appt Comd / Trainer / CSM Trainer RSM Trainer JOINT ADVANCED LEADERSHIP JOINT SENIOR LEADERSHIP SM / Staff Fmn / Div PL SGT Staff Spec / Staff / Staff COURSE (JALC) COURSE (JSLC) WO SM / CO WO WO Trg Sch To equip senior WOs with relevant JSLC will equip senior WOs with the competencies for the impact they relevant competencies required for will have as Master Trainers and top tier appointments, from the Chief SCC BWF – PS WF – CSM JLC ABRSM JALC JSLC Brigade Sergeant Majors equivalent, Master Trainer to the Commanding (22-week) (13-week) (9-week) (20 -week) (5-week) (3.5-week) (3.5-week) the JALC will include course Officer of vocational training design competencies (as the most schools. The 3.5-week JSLC ACADEMIC UPGRADING experienced Trainers), as well as will include Advanced enhanced conceptualisation and Systems Thinking, Media CENTRE FOR MANAGEMENT DEVELOPMENT (CMD COURSES) communication skills (as leaders of Management modules and the Corps). The 3.5-week JALC will overseas study trips.

OVERVIEW OF KEY COURSE MODULES COMPETENCIES COURSES SCC BWF – PS WF – CSM JLC ABRSM JALC JSLC 1. Small Unit tactics 1. Small Arms Coaching 1. Australia Strengthening 1. Appreciation of Situation 1. Classroom-based lessons on Operations Training and Planning 2. Small Arms Course Conditioning Association 2. Physical Training 2. Soldiering Fundamentals Course (ASCA) Warfighter 3. Soldiering Fundamentals 3. PT Commander Course 2. Skill At Arms 4. Jungle Confidence Course

1. Basic Instructional 1. SAF Instructional Course 1. SAF Senior Instructor Course 1. SAF Master Instructional NA NA NA Trainer Training (Infantry (SIC) - WTP (WSQ) (SSIC) - ACTA (WSQ) Course (SMIC) - DACE Professional Term) 2. Coaching & Facilitation (WSQ)

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

110 Army WOSpec – Backbone of Our Army Training and Education Roadmap 111 ROUTE OF ADVANCEMENT COURSES (NS) NSFs will attend the 22-week Operational Phases of the BWF-PS a 1-week NS Leadership Course the 2-week NS Battalion RSM Course Specialist Cadet Course during and WF-CSM Courses in preparation (NSLC) for entry into WO-ship that that is integrated into the 5-week their active service. NSF and NSmen for their PS and CSM appointments is integrated into JLC’s 8-week WO ABRSM Course. WOSpecs will only attend the 2-week respectively. They will also attend Phase. NSmen RSMs-to-be will attend

In Camp NSF NSF 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Training Year (1st year) (2nd year) Type of NSFs ORNSmen Rovers Volunteers Service Age 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

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

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

112 Army WOSpec – Backbone of Our Army Training and Education Roadmap 113 CENTRE FOR MANAGEMENT ACADEMIC UPGRADING OVERVIEW OF ACADEMIC UPGRADING OPPORTUNITIES FOR WOSPEC DEVELOPMENT (CMD) COURSES As the Army’s technology becomes 3SG 2SG 1SG SSG MSG 3WO 2WO 1WO MWO SWO CWO The CMD courses are developed in more advanced and sophisticated, alignment with the SAF Leadership WOSpecs need to be highly skilled Competency Model. The concept of and nimble by continually upgrading Early Degree Continuous Learning and Academic Sponsorship Scheme CMD is that subscription to training themselves. Enhancing academic Sponsorship (CLASS) courses will be driven by demand qualification of the WOSpecs will be a Full-Time / Part-Time (Certificate / Diploma / Advanced based on the Professional Development key to a highly skilled workforce. Diploma / Degree) Roadmap of individuals that will Certificate in Business Management and Engineering be translated into a Personalised Every serviceman will have academic (Bridging Programme to a Diploma in Business Management Roadmap. This will ensure all WOSpecs upgrading opportunities to develop and Certificate in Engineering Foundation Studies) (CLASS) will receive his/her training on-time him/her throughout his/her career and on-need throughout his/her span. Additionally, the CLASS awards BRIDGING PROGRAMME TO A DIPLOMA career. Every work year, every regular provide study sponsorship for full- will be entitled to self-development and part-time studies. Candidates 2010 marked the commencement of Diploma in Business Management and management courses organised must meet the criteria which will our first bridging programme with or Diploma in Engineering, under the Nanyang Polytechnic (NYP) as the MOE’s Continuing Education by MINDEF CMD. They can subscribe include academic and military our partner. This bridging programme and Training (CET) Framework. This to the courses on their own through performance, entry requirements of provides an avenue for our in-service is possible because of polytechnic the electronic system. the various educational institutions WOSpecs who do not meet the recognition of the SAF training and and demonstrated potential to be academic entry requirements for job experience. awarded the sponsorship. a diploma programme to obtain a

114 Army WOSpec – Backbone of Our Army Training and Education Roadmap 115 ACADEMIC UPGRADING SPONSORSHIPS FOR IN-SERVICE WARRANT OFFICERS AND SPECIALISTS

Type of Sponsorship Who and What this is for Terms Requirements

• F ull sponsorship of tuition fees Certificate in Business • Tenable only in the Nanyang Polytechnic (NYP) • ≥ 3 years in service Management and Certificate Bridging programme to the Diploma in Business • P art-time programme • Age ≤ 35 in Engineering Foundation Management and Engineering • S ponsorship for subsequent diploma programme is subject to Studies meeting the sponsorship criteria FULL-TIME SPONSORSHIP

CLASS Certificate • F ull sponsorship of tuition fees and other approved charges • T enable in local ITEs (for CLASS Certificate), local polytechnics CLASS Diploma (for CLASS Diploma and Advanced Diploma) and recognised local university (for CLASS Degree) • M onthly salary (for CLASS Certificate, Diploma and CLASS Advanced Diploma For WOSpecs to pursue a full-time ITE Certificate, • ≥ 3 years in service Advanced Diploma) Diploma, Advanced Diploma • Age ≤ 35 • A nnual allowance equivalent to half of the pay, capped at or Degree S$25,000 per year for CLASS Degree • A 3-year bond for CLASS Certificate and CLASS Advanced CLASS Degree Diploma upon completion of studies • A 4-year bond for CLASS Diploma and CLASS Degree upon completion of studies PART-TIME SPONSORSHIP

CLASS Certificate • T uition fees and other approved charges • ≥ 3 years in service For WOSpecs to pursue a part-time ITE • T enable in local ITEs (for CLASS Certificate), local polytechnics CLASS Diploma (for CLASS Diploma and Advanced Diploma) and recognised local •o N age cap* Certificate, Diploma, Advanced Diploma or university (for CLASS Degree) except for Degree Part-time ( 40) CLASS Advanced Diploma Degree • U nrecorded examination leave capped at 12 days per year ≤ CLASS Degree • A 2-year bond upon completion of studies

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

116 Army WOSpec – Backbone of Our Army Training and Education Roadmap 117 “ As leaders, you bear the heavy responsibility for the LEADERSHIP soldiers under your charge. They will look to you for leadership, guidance and support. Lead with conviction and lead by example. You must be prepared to do what you expect your men to do.”

MG RAVINDER SINGH Chief of Army LEADERSHIP vision of the saf leader is defined as a process of influencing people to accomplish the mission, inspiring their commitment,. and improving the organisation

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

120 Army WOSpec – Backbone of Our Army Leadership 121 THE SAF SAF 24-7 LEADERSHIP FRAMEWORK Leadership Framework SELF OPERATING DESIRED ENVIRONMENT OUTCOMES (Social, Societal, STYLES (E.g. Will to Fight, Cultural, Temporal, Engagement, Technological, Experience, Organisational) Organisational Learning, Openness COMPETENCIES etc.)

VALUES

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

122 Army WOSpec – Backbone of Our Army Leadership 123 THE SAF LEADERSHIP COMPETENCY MODEL (LCM)

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

COMPETENCIES CORE COMPETENCIES META-COMPETENCY (FOR LEADER PERFORMANCE) (FOR GROWTH/ADAPTABILITY) Conceptual Thinking Social Mission Development Self

SKILLS Critical Thinking Communicate to Planning Developing People Self Awareness Influence

Creative Thinking Interpersonal Decision- Developing Team Self Management Effectiveness Making

Ethical Reasoning Execution Improving Organisation Personal Mastery

124 Army WOSpec – Backbone of Our Army Leadership 125 Definition of the 14 skills at the generic and the three conceptual levels of leadership conceptual thinking Competency

CRITICAL THINKING CREATIVE THINKING ETHICAL REASONING

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

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

Evaluates conflicting information and draws logical assumptions Understands the desired future state Inculcates a strong, shared ethical culture based on knowledge and experience to define problem and and devises creative courses of action amongst the team; challenges policies and arrive at the optimal solution; appreciates the linkages between to achieve it; identifies weaknesses in practices which are unethical and sets the ORGANISATIONAL the needs of different organisational components and levels; current structures and processes and record straight on issues that are perceived applies real time intelligence to determine the best way to proposes unconventional methods to as unethical achieve higher intent overcome the weaknesses

Analyses all available information to define the problem, Keeps an open mind to new ideas Demonstrates a sound understanding of generates options and selects the optimal solution; appreciates and seeks innovative solutions to SAF Core Values and standards of ethical the rationale behind decisions and how the mission fits into the problems; challenges the status quo conduct through one’s own exemplary DIRECT overall tactical plan; understands the intent of higher command and accepted norms/thinking process behaviour and makes decisions that are aligned with them

126 Army WOSpec – Backbone of Our Army Leadership 127 Definition of the 14 skills at the generic and the three conceptual levels of leadership social Competency

COMMUNICATE TO INFLUENCE INTERPERSONAL EFFECTIVENESS

Responsive to the needs of others; empathises with their worries and Communicates through effective techniques like active predicaments, recognises what drives and inspires them; builds and develops listening and interpretation of non-verbal cues, taking partnerships within and across services and agencies on board the views of subordinates, peers and superiors; OVERALL chooses the appropriate message and medium of delivery; persuades, influences and collaborates effectively, and with the ability to convince those over whom the individual does not hold command

Builds a culture of open communication by building and Demonstrates sensitivity when dealing with different cultures without fostering channels for two-way communication; harnesses sacrificing the needs of the organisation; builds strong and wide reaching a wide range of media to deliver impactful communications networks across countries, cultures and organisations STRATEGIC to all levels within and outside the organisation; exerts influence through relationships built through dialogues

Seeks feedback proactively on a wide range of issues; Anticipates the needs of others and proactively addresses them at the communicates a clear and consistent shared vision; organisational level; seeks a deeper understanding of the motivational convinces others by using rationale and by engaging others drivers of others; develops a strong network of contacts by promoting the ORGANISATIONAL in open discussions; negotiates actively with others to reach benefits of mutual support an acceptable outcome

Practises active listening and perceptive interpretation of Gains a good understanding of the needs and problems of others through non-verbal cues to gain a better understanding of others’ frequent face-to-face contacts; provides support and help to those who point of view; seeks and addresses the audience’s concerns; are in difficulties; builds partnerships by establishing rapport and good DIRECT adopts a clear and appropriate communication style to get working relationships the message across

128 Army WOSpec – Backbone of Our Army Leadership 129 Definition of the 14 skills at the generic and the three conceptual levels of leadership mission related Competency PLANNING DECISION–MAKING* EXECUTION Focuses on the mission at all times; understands the intent of Knows when to use the art and science of Develops a sound understanding of the mission and prioritises based on urgency and importance; decision-making to make choices and decisions values and standards of ethical conduct sets goals and objectives; plans to ensure that these are when required. Leverages on past experience in SAF; engages in ethical thinking and executed in a timely manner; uses the appropriate planning and specialist knowledge of others to make reasoned argument about what is right process; leverages technology, knowledge and previous sound decisions in the absence of information; and wrong; upholds and applies ethical OVERALL experience in planning; adapts plans when necessary to remains rational and objective when making reasoning principles and processes to all achieve the desired outcome decisions. Acts decisively; is willing to make contexts, even in the face of adversity difficult decisions; and will commit to bold actions to gain a decisive advantage Spearheads the development of long-term plans to meet Makes sound decisions with limited available Leverages on new technology to strategic challenges; prioritises defence spending to and sometimes incomplete information, and improve SAF’s defence capabilities; ensure maximum benefits; institutes effective knowledge leverages on the past experience and specialist mobilises assets quickly during crisis management systems so that past planning experiences knowledge of others to defend national interests; takes a can be captured and shared effectively throughout the multi-faceted and integrated approach STRATEGIC organisation; adjusts strategic planning in line with constant to accomplishing the mission; raises the changes in the operating context standards of organisational performance by fostering a climate of accountability at all levels; commands by balancing centralised and decentralised control Sets clear objectives and priorities to focus planning efforts Identifies solutions that strike a balance Inculcates a strong, shared ethical of sub-units on achieving unit’s and HQ’s intent; develops between current and future needs. Knows culture amongst the team; challenges plans to address a wide range of scenarios in an uncertain when to make a command decision and when policies and practices which are environment; leverages on technology and the expertise of to confer with staff in a deliberate process. unethical and sets the record team members to improve planning outcomes; develops Remains rational and objective when making straight on issues that are perceived ORGANISATIONAL flexible and integrated plans that can be adapted quickly as life and death decisions. Seizes and exploits the as unethical the situation changes initiative to gain a decisive advantage. Exercises autonomous decision-making which aligns with organisational intent. Makes bold timely decisions instead of continuously discussing and debating the best course of action Understands mission objectives and translates them into Displays sound judgment in adverse or Manages assigned resources to maximise clear action plans; prioritises tasks and assigns them to unplanned situations. Makes difficult decisions effectiveness; sets high standards, the appropriate people; applies relevant planning methods taking into account all risks and consequences monitors and supervises tasks to achieve and incorporates feedback from others during planning; in a timely manner to resolve problems on goals/mission; acts decisively and takes anticipates problems and develops contingency plans the ground. Takes charge and responds in a accountability for outcomes; maintains DIRECT timely manner to any situation. Makes prompt situational awareness and adapts to decisions at critical milestones to facilitate sub- changing circumstances to ensure units in carrying out their tasks. Is focused, mission is completed decisive and tenacious in accomplishing the intent

130 Army WOSpec – Backbone of Our Army Leadership 131 Definition of the 14 skills at the generic and the three conceptual levels of leadership development Competency

DEVELOPING PEOPLE DEVELOPING TEAM IMPROVING ORGANISATION

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

Creates a culture of continuous learning and development in Creates an environment conducive Fosters an adaptive climate to ensure the organisation and puts in place structures and processes to teamwork and co-operation; organisational renewal by encouraging to encourage empowerment throughout the organisation; inspires others to move in a common experimentation and challenging paradigms; develops leadership talent pool by implementing systems to direction by articulating a desirable acts as a change champion and takes STRATEGIC attract, develop and retain talent; establishes recognition and end state; resolves conflicts with proactive actions to respond to the changing reward systems external parties by emphasising environment; continually seeks ways to mutual benefits improve organisation

Ensures individual development by planning subordinates’ Builds team capabilities to ensure Identifies changes in the external environment route of advancement and assigning suitable mentors; they can function independently; and their implications for change in the identifies talent and grooms them to be future creates shared ownership for results organisation; sees beyond or beneath the leaders; motivates individuals to take ownership for between all team members; seeks way things are continually done and drives individual development to prevent conflict within team change by identifying change agents; tackles ORGANISATIONAL by encouraging team members to resistance to change by involving others in the engage each other constructively change process to discuss differences and focus on shared super-ordinate goals

Develops subordinates by sharing experiences with them Builds cohesion and trust in team by Displays openness and adaptability to and empowering them; provides timely and constructive involving team in decision-making change; implements change by operating feedback to address performance issues; recognises and and setting team rules to ensure on new ideas and practices; articulates the rewards accomplishments fairness; manages diversity in the benefits of change to others; helps others DIRECT team and channels the strengths of to adapt to change each individual towards achieving team goals; resolves conflicts within the team

132 Army WOSpec – Backbone of Our Army Leadership 133 Definition of the 14 skills at the generic and the three conceptual levels of leadership self Competency SELF AWARENESS SELF MANAGEMENT PERSONAL MASTERY

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

134 Army WOSpec – Backbone of Our Army Leadership 135 SAFCOMPETENCIES COMPETENCYMILITARY REGULARS LEVEL 1 DEVELOPMENT MISSIONCOURSES 3SG – MSG • Planning • Basic of Project Management • Planning and Executing Events Successfully CONCEPTUAL THINKING • Critical Thinking • Fundamentals of Problem Solving • Decision Making • Decision Planning Made Easy • Creative Thinking • Creative Thinking Made Easy • Execution • Effective Office Management for Higher Efficiency • Tony Buzan Mind Mapping® (Revised from Tony Buzan Mind Mapping for Executive and Manager) DEVELOPMENT • Developing People • Enhancing Performance Through Effective Supervision SOCIAL • Communicating to • Speak with Confidence • Developing Team • Effective Teamworking (Revised from “Developing Effective Teams”) Influence • Essential Communication Skills • Improvising • Managing Change Effectively • Reports and Proposals that Work Organisation • Writing KPIs Effectively • Grammar for Better Communication • Self Awareness • Memory and Recall • Proficiency in Letters and Emails • Rapport: the Art of Connecting with Anyone SELF • Projecting a Professional Image • Self Management • Happy and Healthy @ Work: The Holistic Way • Voice Charisma – Discover Your Natural Voice • Up Your Productivity – For Workplace Effectiveness • Essential Minutes Writing Skills • De-cluttering Your Work and Mind Space • Engaging Your Audience Using Effective Emcee Skills • The Art of Living with Joy

COMPETENCIES • Personal Mastery • 7 Ups to Personal Effectiveness • Interpersonal • Working with Difficult People Effectiveness • Making EQ work with You OTHERS • Partnering your Boss at Work • Others • Win Over Dissatisfied Customers • Speaking Good English – Phonetics, Phonics and Pronunciation • Understanding and Using Body Language Effectively • Successful Assertive Skills • Treating Others with Tact and Diplomacy • Effective Working Relationships

136 Army WOSpec – Backbone of Our Army Leadership 137 SAFCOMPETENCIES COMPETENCYMILITARY REGULARS LEVEL 2 DEVELOPMENTCOMPETENCIES COURSES 3WO – MWO • Communicating to • Importance of Staff Vetting Influence

CONCEPTUAL THINKING • Interpersonal • Managing Difficulties with Ease • Critical • Problem Solving with A Critical Mind Effectiveness • Negotiation Dynamics Thinking • Power of Questions • Networking with Success • Edward de Bono’s Six Thinking Hats® • Competency Based Interview Techniques • Creative • Creativity – You Can Unlock It! • Cross Cultural Intelligence Thinking • Tony Buzan Mind Mapping® • Managing Meetings Effectively (Revised from Tony Buzan Mind Mapping for Executive and Manager) • Speaking Good English – Phonetics, Phonics and • Brainworks – Turning Ideas Into Practical Solutions Pronunciation • Understanding and Using Body Language Effectively SOCIAL • Successful Assertive Skills • Communicating • Presenting with Confidence and Ease • Treating Others with Tact and Diplomacy to Influence • Effective Communication Skills for Managers • Conflict Resolution • Impactful Reports and Proposals • Story Telling for Leaders (new) • Think On Your Feet® • Grammar for Professional Communication MISSION • Dynamics of Writing • Planning • Effective Project Management • Effective Working Relationships • Moving from An Operational Manager to A Strategic Thinker • Strategies for Effective Speech Writing • Planning and Executing Events Successfully • Mastering Tough Conversations with Confidence • Decision-Making • High Impact Decision-Making, Reducing Risks, • Projecting A Professional Image Maximising Results • Voice Charisma – Discover Your Natural Voice • Prioritising and Making Effective Decisions • Essential Minutes Writing Skills • Execution • Crisis Management in Business Continuity Management • Engaging Your Audience Using Effective Emcee Skills • Effective Office Management for Higher Efficiency • The Art of Conversation • The Art of Delegation

138 Army WOSpec – Backbone of Our Army Leadership 139 SAF COMPETENCYDEVELOPMENT DEVELOPMENTCOMPETENCIES MILITARY REGULARS COURSESLEVEL 3 • Developing • Enhancing Performance Through Effective Supervision SWO People • Mentoring @ Work • Performance Management & Appraisal Skills CONCEPTUAL THINKING • Multi-Generations at Work • Critical • A New Paradigm for Peak Performance Thinking • Developing • Effective Team Working (Revised from “Developing Effective Teams”) • Power of Questions Team • Mastering Employee Engagement • Creative • Tony Buzan on Good Thinking and Mental Toughness Thinking (Public Run) • How to Manage, Motivate and Lead a Winning Team (Public Run) • Tony Buzan Mind Mapping® (Revised from Tony Buzan Mind Mapping for Executive and Manager) • Improvising • Managing Change Effectively • Edward de Bono’s Lateral Thinking TM Applications Organisation • Writing KPIs Effectively • Basic Systems Thinking Course SOCIAL • Make Your Strategy Come Alive • Communicating • Presenting With Confidence and Ease • Advanced System Thinking Course (new) to Influence • Effective Communication Skills for Managers • Appreciative Inquiry-Accelerating Positive Change • Influencing, Persuasion and Empowering Skills for Managers • Memory and Recall • Self Awareness • Think On Your Feet® • Buzan 5-Step Learning Plan® • Grammar for Professional Communication SELF • Dynamics of Writing • Self Management • Happy and Healthy @ Work: The Holistic Way • Effective Persuasive Skills At Work • Up Your Productivity – For Workplace Effectiveness • Strategies for Effective Speech Writing • De-cluttering Your Work and Mind Space • Mastering Tough Conversations with Confidence • The Art of Living with Joy • Projecting A Professional Image • Photo Reading for the Information Age • The Art of Conversation • Managing Self Through NLP •  Personal • 7 Ups to Personal Effectiveness Mastery • Speed Reading

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

140 Army WOSpec – Backbone of Our Army Leadership 141 COMPETENCIES • Communicating • Importance of Staff Vetting Every Soldier a Leader to Influence by Chief of Army MG Ravinder Singh Source: Leading in the Third Generation SAF, Pointer Monograph No. 9 • Interpersonal • Managing Difficulties with Ease Effectiveness • Negotiation Dynamics • Networking With Success “ Every soldier must lead because good • Competency Based Interview Techniques leadership must occur at every level – • Cross Cultural Intelligence leading oneself, one’s peers and one’s team.” MISSION IN OUR ARMY, SOLDIERS COME FIRST. • Planning • Effective Project Management • Moving from An Operational Manager to A Strategic Thinker The Army can appoint you as a Commander but it’s your Soldiers • Decision-Making • High Impact Decision-Making, Reducing Risks, that make you a Leader. Maximising Results The 3rd Generation Army has operationalised many new platforms • Edward de Bono’s Six Value MedalTM (Public Run) and fighting systems, such as the Leopard 2 Main Battle Tank (MBT), • Execution • Crisis Management In Business Continuity Management High Mobility Artillery Rocket System (HIMARS), Terrex Infantry Carrier Vehicle, Skyblade miniature Unmanned Aerial Vehicle (UAV) DEVELOPMENT and Advanced Combat Man System (ACMS). We will continue to • Developing • How to Lead for Performance Beyond Expectation: A field new weapon systems, platforms and command and control (C2) People Transformational Leadership Approach (Public Run) systems over the next few years in order to fully realise the vision of a • Buzz Your People-Using Social Media to Build Passionate Brand 3rd Generation Army. While the weapons, platforms and C2 systems Ambassadors (Public Run) may be capable and optimised for our security needs, they can only • Mentoring @ Work be as good as the soldiers who operate them. The soldier is at the • Performance Management and Appraisal Skills heart of every fighting system in the Army. It is our soldiers with their • Multi-Generations At Work commitment and dedication that will make the difference, whether • Developing • Mastering Employee Engagement achieving deterrence in peace or a swift and decisive victory in war. Team • How to Manage, Motivate and Lead A Winning Team (Public Run) • Improving • Strategic Planning and Scenario Planning – Powering Your Organisation Organisation into the Future (Public Run) • Make Your Strategy Come Alive • Advanced System Thinking Course (new) • Appreciative Inquiry-Accelerating Positive Change • Self Awareness • Buzan 5 Step Learning Plan ®

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

OTHERS • Others • Service Values At Work

142 Army WOSpec – Backbone of Our Army Leadership 143 In Our Army, Leadership is Critical. Our Army is a large people-centred organisation that comprised of amongst themselves as they clear an urban objective room by room. a diverse range of soldiers — Full-Time National Servicemen (NSF), The section commander may be in a different room from the point Operationally-Ready National Servicemen (NSmen) and Regulars all team, the platoon commander on a different floor and the company working together towards the common aim of ensuring the security commander in a different building. Each soldier is equipped with a of Singapore. Thus, leadership is critical. While structures, processes specific sensor and weapon for his task and role. When he becomes and systems can help synchronise and coordinate the many operations the point man, he is effectively the eyes, ears and brain of the team, and tasks in the Army, only leadership can engage the hearts, hands and is expected to share information, coordinate and lead the and heads of our soldiers, inspiring them to step up and give their fight. The modern battlefield is more complex, bringing increasing best, and at times even rise above themselves in service of the nation. challenges and greater uncertainties. It requires every soldier to We need leaders who can inspire commitment and dedication in each take the initiative and exercise situational leadership at the tactical and every soldier. Leadership is the driving force of the Army. level. The 3rd Generation Army leader must be able to harness the capabilities of each and every soldier to fight and win in this In Our Army, Every Soldier is a Leader. complex environment. During a recent visit to an urban exercise, I was brought to a There are many different ways of describing what leadership is, commanding point above the urban objective to view the final what it entails and how to do it well. Much has been written on these assault and capture of the objective. The brigade commander subjects and they are all relevant and useful ways of recognising and who was the Director of Exercise started the briefing by informing developing the leadership qualities within each of us. I would like to me that I would not be able to see the soldiers in the final assault reinforce the Singapore Armed Force’s (SAF) leadership doctrine because they would be taking an indirect approach and would through a different perspective of leadership that starts with the secure the building room by room, floor by floor, with most of the inside, us as individuals, and expands outwards as peer leaders and fighting done indoors by small teams of soldiers. He concluded by finally team leaders. This can be described as “Leading Yourself”, saying, “Sir, if you see them, they would be dead!” Urban operations “Leading Your Peers” and “Leading Your Team”. are unlike conventional operations, where commanders from the company to the section level can see and directly orchestrate the assault. Today, we expect our soldiers to operate more independently and coordinate

144 Army WOSpec – Backbone of Our Army Leadership 145 LEADING YOURSELF BEING A SOLDIER Every Leader is a Soldier Discipline In our Army, all leaders start by being soldiers. A soldier has to It is always easier to do what we like than to do what we do not first lead himself. There are three aspects of leading oneself as a like. Discipline is doing what we have to even if we dislike it. For soldier that should be a foundation for leadership development: example, waking up early in the morning for physical exercise clarity of purpose, values and becoming a disciplined, physically is not a natural habit for most of us, but discipline allows us to fit and competent soldier. do this regularly and achieve our goal of being fit and healthy. When I speak to our NSF soldiers, I ask them if they have ever Clarity of Purpose achieved anything significant, whether academically or in school Why are you here in the Army? As soldiers, we must first be clear sport, music or uniformed Co-Curricular Activity (CCA) groups, about our purpose in the Army. Our Army’s purpose “is to defend without discipline. While some may be born gifted, most of us the sovereignty and security of Singapore”. How is our purpose as require hard work to gain new skills and knowledge. Discipline soldiers aligned to the Army’s purpose? With clarity of purpose, we is critical in soldiering: the nature of warfare requires a soldier become focused, committed and are clear and decisive in our actions. to resist the natural instinct to flee in the face of danger. In the Clarity of purpose will allow us to lead with passion and fortitude. military, we develop personal discipline through physical fitness, regimentation, training and operational regimes. Values What do you stand for? Values are about whom we are and define our identity. Values are important anchors that ground us and guide our decisions and actions, especially in new and challenging situations. Values influence our actions and determine how we lead at every level. As soldiers and leaders we should make our personal values explicit and align them to the SAF’s seven Core Values: Loyalty to Country, Leadership, Discipline, Professionalism, Fighting Spirit, Ethics and Care for Soldiers.

146 Army WOSpec – Backbone of Our Army Leadership 147 Physical Fitness Every soldier has to be physically fit to endure the challenges of the battlefield and prevail over the aggressor. A leader must have the physical fitness to lead and this is particularly critical when his soldiers are exhausted: they will look to him to see if he, like them, is too tired to continue or if he has the will and energy to persevere and lead them on to complete the mission. Physical fitness training leads to mental toughness and resilience. Whether it is the Individual Physical Proficiency Test (IPPT), the Vocation Obstacle Course (VOC) or a route march, each activity is physically demanding and requires consistent effort and hard work. In the Army, physical fitness training is the basis of developing LEADING YOUR PEERS team cohesion. Every Soldier is a Leader. Once we are able to lead ourselves, we can then begin to expand our leadership to influence our Competence peers through a good understanding of the desired goal, building As leaders, each and every one of us needs to develop and relationships with them and demonstrating commitment through maintain soldiering and leadership competencies. These include our behaviour. Peer leadership requires us to have clarity of the competencies of our vocations and arms, competencies in mission, build trust and exercise leadership by example. specialisations such as operations and human resource, and finally, competency in leadership. As we operationalise the 3rd Generation Clarity of Mission Army, we need to develop and nurture the required competencies First, we need to be clear on the mission of the unit or the to lead with confidence at every level in order to maximise the organisation. This is about making sure we do the right things in potential of our platforms and systems, and our ability to integrate the right way. The Army’s Mission is “to deter and if deterrence these into a cohesive and capable warfighting system. fails, achieve a swift and decisive victory.” What is the mission of your unit and how can you contribute to the mission of your headquarters and, ultimately, the Army and SAF? Having a clear, concise and compelling mission allows us to internalise the necessary goal and outcome to achieve the mission. With clarity of mission, we can move decisively and be confident that our plans and actions are aligned to SAF and the defence of Singapore. Once we are able to lead ourselves, we can then begin to expand our leadership to influence our peers ... Building Trust Leadership is built on both formal and informal relationships. The foundation of every relationship is trust. In the military, trust is even more important as we conduct operations with heavy equipment, live ammunition and explosives. Soldiers need to trust that their leader can lead them through operations and training to accomplish objectives without unnecessary casualties. Establishing trust requires us to build relationships with our fellow soldiers so that we understand each other, develop mutual respect and work together as a team. It also requires us to know their differences and build on their strengths.

148 Army WOSpec – Backbone of Our Army Leadership 149 Leadership by Example In SAF, we exercise the core value of leadership through leadership by example. This means that as leaders we must take the lead in doing anything that we ask our people to do. We may never be the best in everything but the willingness to lead from the front sets a good example for our soldiers. Take the 24-km route march that every recruit goes through before graduating from BMT. Some of our soldiers might never have imagined that they would be able to complete a 24-km route march in full battle order when they first enlist. However, with their leaders giving them confidence that it can be done through systematic training and perseverance and leading them during the march, these soldiers successfully complete the 24-km route march. In so doing, our soldiers learn that many things in life can be achieved through dedicated focus and effort. Good leaders set examples that others emulate and aspire to, and this starts a virtuous cycle of building and strengthening leadership within the Army.

Good leaders set examples that others emulate and aspire to ...

LEADING YOUR TEAM Our own Army’s vision is: Every Soldier’s Leader Leadership is both a privilege and a responsibility: a privilege Our Army – Ready, Decisive, Respected because a leader has the opportunity to lead his team to become more than the sum of its parts; a responsibility as the team relies on Our Army is the bedrock of our Nation’s defence. him for direction. To be a good team leader, one must have clarity of vision and the ability to build a cohesive team with a high level We draw strength from our Regulars, NSFs and of engagement. Operationally Ready NSmen. We thrive on the support of our Families, Employers and fellow Singaporeans. Clarity of Vision A leader must have clarity of shared purpose and values, clarity Ready in peace, we are capable of dealing swiftly with of shared objectives and, most importantly, a compelling and the full spectrum of operations. inspiring shared vision: one that sets the direction and shows a clear path to the objective. A clear, inspiring vision gives the team Decisive in war, we will fight and win to defend confidence and motivates them to strive together until the goal is our country. achieved. This vision must be a shared one, developed based on a deep understanding of the purpose, values and mission of the unit Respected and trusted by all, Our Army is a national or organisation. A shared vision is both a powerful motivator and institution. We forge the fighting spirit of our people to compass that shows the way ahead. secure our future and protect our way of life.

150 Army WOSpec – Backbone of Our Army Leadership 151 Cohesion CONCLUSION One of the most critical leadership tasks is to build a strong and During a dialogue session, a soldier asked me which of the seven cohesive team. This takes time and effort but a cohesive team will Core Values was most important to me. Without hesitation, I said, be able to move quickly once a clear objective has been set and will “Leadership.” I could have said that all seven values are equally be able to handle the many challenges and difficulties encountered. important but I chose to put emphasis on leadership as it is the Cohesion starts with respect for soldiers and showing genuine concern for everyone in your team. It is the heart-to-heart or main driver of our Army’s development. This year we celebrate emotional connection that binds the team together. Cohesion can be 45 years of National Service and many of our currently active built through shared experiences such as rigorous physical training national servicemen have fathers who served before them. Our and military exercises. Adversity is usually a strong force that builds soldiers are the heart of our Army and it is good leadership at cohesion in a team. Strong leadership during tough, challenging or every level that inspires them to be dedicated, committed and difficult periods will gel a team together and establish enduring engaged in the defence of our nation. It is leadership that will bonds. A cohesive team has a high level of engagement and make the 3rd Generation Army ... commitment. Recently, I visited a National Service (NS) infantry unit undergoing their Advanced Training Evaluation Centre (ATEC) READY, DECISIVE AND RESPECTED. evaluation on their seventh In-Camp Training (ICT). Everywhere I went, the soldiers talked about how they had known each other and grown together since their days in active NS. It was a matter of pride for them to share that with me. Not surprisingly, this cohesive unit did very well in their ATEC evaluation.

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

152 Army WOSpec – Backbone of Our Army Leadership 153 regardless of how small they are, People”, the fifth habit of “Seek First to allows subordinates to feel respected Understand then to be Understood”, LEADERSHIP BY EXAMPLE, WITH and valued, thus motivating them to states that most people do not listen continue striving for the organisation. with the intent to understand; they EMPATHY, THROUGH ENGAGEMENT This is especially pertinent when listen with the intent to reply. They are addressing the gap of Leaders giving either speaking or preparing to speak. (L3E) FRAMEWORK insufficient acknowledgement and They’re filtering everything through recognition to their subordinates their own paradigms, reading their Leadership by Example for their contributions, as well as autobiography into other people’s the management and development lives. It is thus important that Leaders Trust of subordinates. listen beyond what is said, to listen deeply to understand what is being Align subordinates to purpose and said by their subordinates. Respect create meaning. Helping subordinates understand the organisation’s purpose, 2 Leadership by Example (LBE). Leadership Leadership as well as drawing links to how their The precepts of LBE in the SAF REAL with Empathy through Engagement work serves that purpose, helps them are Character, Competence and create meaning in what they do. This Commitment in which Leaders REAL Leader Behaviours in turn enhances Commitment to demonstrate their embodiment Role model positive leadership Defence (C2D) and the Will to Fight. of the SAF Core Values, the SAF Encourage to motivate Also, when subordinates are aligned Pledge, the Code of Conduct and Align subordinates to purpose and create meaning to the organisation, it becomes easier the various Creeds; their operational, Listen to understand and connect to grant them autonomy to work tactical, technical and leadership within a set of boundaries to achieve competencies; and their commitment the intent, thus giving them a sense 1 In response to the challenges to the SAF Unit, the Mission, and Leaders to be self-aware and make of ownership. Helping subordinates of the New Normal and the their Men. The Leader who Leads values-driven decisions to uphold what gain clarity on their alignment with the need to extend beyond Leading by Example is a role model to his the organisation stands for. Leaders purpose and creating meaning in their by Example, Leaders now men, and is authentic in his words will need to take charge, be authentic, work become key in not just meeting have to also actively Engage and deeds. and be committed to developing the needs of subordinates, but to also subordinates with genuine their followers to their full potential. enhance subordinates’ perception of 3 Leadership with Empathy. The Empathy through REAL Leader Demonstrating positive leadership their leaders’ effectiveness. Leader who leads with empathy behaviours. Doing so will allow behaviours not only inspires followers is always anchored on the SAF Leaders to more effectively foster to strive for excellence, but it also Listen to understand and connect. Core Values and guided by a positive relationship with their reflects that Leaders are genuine about Leaders need to actively and genuinely the SAF’s Mission and Vision. subordinates and earn their respect leading their followers. listen to their subordinates to better Empathy is defined as the ability to and build trust. REAL Leader understand their issues and needs. understand and share the feelings behaviours entail Leaders to: Encourage to motivate. Leaders will need to constantly encourage Doing so allows them to relate and of another. Simply put, Leading Role model positive leadership. subordinates to motivate them to connect with subordinates more with Empathy requires the Leader Leaders will need to Lead by higher standards of excellence and effectively as subordinates know that to engage his Head (understanding Example and strive to have their competence. Showing appreciation leaders will note their concerns when the perspectives and needs), positive behaviours emulated and acknowledgement of making decisions. As shared by Stephen Heart (engaging and connecting by their followers. This will require subordinates’ efforts and contributions, Covey in “7 Habits of Highly Effective emotionally with the men),

154 Army WOSpec – Backbone of Our Army Leadership 155 and Hand (value-adding or supporting Empathy extends beyond a one- as a Leader). When Leaders garner off encounter. Leaders must put in the confidence, respect and trust of the effort to maintain a continuous their subordinates through genuine relationship with their subordinates care, engagement, and meeting the to provide genuine care and needs rather than the wants of their men, they are better able to undertake support. Continuous interaction and lead tough missions under fire as and command presence (i.e. going they know that they have the support down to the ground to observe and and commitment of their men. Three interact) keep the leaders attuned guiding principles of Empathy for our to the ground sentiments and is Army are: the delta between average and good leaders. Empathy is Tough. Our Leaders lead with tough empathy, by caring for 4 Leadership through Engagement. soldiers and their work genuinely, ORGANISATIONAL Leaders need to actively connect with while giving them only what they their soldiers to help them create need (not want), to achieve their best. Tough empathy balances respect for meaning and seek alignment with the Organisational and Unit goals, LEARNING the individual and for the task at hand. Leaders with Empathy do not pander explain the rationale behind decisions to their soldiers but lead with care and and instructions, and provide empathy, knowing when to pull back guidance when necessary. Doing so as to ensure that the mission never so enhances the bond and rapport gets compromised. between Leaders and followers, as well as provide soldiers with a Empathy comes from the heart, positive and meaningful experience. and can be facilitated. Empathy needs to be genuine and comes from Once engaged, the soldiers will have within the Leader to be effective. the full commitment of “heads, However, not every Leader knows hearts, and hands”. how to demonstrate that for fear 5 L3E as a Synergistic Approach. of appearing “soft” or lacking in L3E adopts a synergistic approach confidence. Hence, what the Army can for leaders to better motivate their do is to promote attitudes, behaviours, followers to achieve higher standards competencies, and practices such as of excellence and commitment. self-awareness and self-management, non-judgmental positive regard for With the “whole being greater others, active listening skills, effective than the sum of its parts”, all three questioning technique, coaching and apexes of L3E must be practised facilitation, genuine care and positive synergistically to engender the engagement to encourage Leaders respect for the Leaders and the to practice L3E. Leaders must also trust in the organisation. Most examine their motivation to lead and it importantly, being real and genuine should gravitate towards the ideals of towards subordinates underscores “Serve to Lead”. the practice of L3E.

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

TRANSACTIONAL LEADERSHIP SUFFICES TRANSFORMATIONAL LEADERSHIP IS CRITICAL

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

158 Army WOSpec – Backbone of Our Army Organisational Learning 159 disciplines – Systems Thinking, Personal and Team Learning – activate this deep Transactional vs transformational Mastery, Mental Models, Shared Vision, learning cycle. LEADERSHIP The Fifth Discipline Fieldbook: “Strategies and Tools for Building a Learning Organisation” 1ST-ORDER CHANGE 2ND- ORDER CHANGE OTHER Transactional, evolutionary, Transformational, revolutionary, adaptive, incremental, or radical, fundamental, or Domain of RESULTS NAMES continuous change discontinuous change Enduring Change Domain of Action FOCUS OF Structure, management practices, Mission and strategy, leadership, and systems (policies and and organisational culture INTERVENTIONS procedures) The framework suggests there are three is focused. It addresses the question ORGANISATIONAL ORGANISATIONAL domains that create organisational “What will we do, or put in place, to CLIMATE CULTURE learning. The first, at the far right, achieve the results we desire?” Anything WHAT IS People’s perceptions and attitudes Deep-seated assumptions, is Results. This domain addresses the you can plan, do, or see is in the Domain about the organisation – whether values, and beliefs that are CHANGED question “Why bother?” and “What of Action. People and groups who it is a good or bad place to enduring, unconscious, and are the measurable and observable work, friendly or unfriendly, hard difficult to change focus most of their energies here may working or easy going, etc outcomes the organisation wishes find that they can indeed produce their to create?” desired results – but not for long. Over TRANSACTIONAL TRANSFORMATIONAL time, motivation and ability to sustain LEADERSHIP LEADERSHIP The Domain of Action is the next area. This is where much organisation theory the changes will lag. Guide or motivate their followers Inspire followers to transcend their LEADERSHIP in the direction of established own self-interest for the good of Outlearning the Wolves: “Surviving and Thriving in a Learning Organisation” REQUIRED goals by clarifying role and task the organisation and have a requirements. Embodies a fair profound and extraordinary effect ARCHITECTURE AND ESSENCE OF A LEARNING ORGANISATION (AELO) exchange between leader and on their followers. Embodies erationalis follower that leads to “normal” inspiration which leads to new Op e performance heights of performance Delay Failure of the individual to Source: Burke & Litwin impact the organisation Attitudes & Beliefs Guiding Ideas Domain of ARCHITECTURE AND ESSENCE OF A Enduring Change Awareness & LEARNING ORGANISATION (AELO) Skills & Sensibilities Domain Capabilities At its essence, every organisation is a capacity to create the results they desire, of Action product of how its members think where new and expansive patterns of and act. The primary leverage for any thinking are nurtured, where collective Innovation in Theory, Methods DEEP LEARNING CYCLE Infrastructure & Tools organisational learning effort lies in us. aspiration is set free, and where ORGANISATIONAL ARCHITECTURE Delay A learning organisation is a place where people are continually learnng how to Failure of the organisation to impact the individual people are continually expanding their learn together. The five basic learning Inte lise RESULTS rna

160 Army WOSpec – Backbone of Our Army Organisational Learning 161 ORGANISATIONAL ARCHITECTURE AND DOMAIN OF ACTION OPERATIONALISING AND INTERNALISING FOR RESULTS Attending to the three vertices of the structures and processes, and training Even if we have the Triangle and the but if the guiding ideas, innovations Triangle (Guiding Ideas, Innovations in people in new theories, methods, and Circle active in the organisation, we in infrastructure, and the theory, Infrastructure, and Theory, Methods, tools. All of this requires a lot of visible still will not be able to produce better methods, and tools are not internalised and Tools) is very much about the activities; hence, it is referred to as the results if the two domains remain into people’s own deep learning creating vision and transforming Domain of Action. Many change efforts disconnected. This can occur when cycle, there will also be a disconnect. structures work of Phase II which is start and end with the Triangle, which individuals are personally engaged What is needed for effective described above. This is the domain of is essentially focused only on Phase II in their own deep learning cycle, organisational change is for both creating visions (and vision statements), work, with very few efforts to produce but for whatever reason, fail to the Triangle and Circle to be re-engineering organisational significant and enduring changes. operationalise their learning into the active and for those linkages to be organisational architecture. Conversely, strong and healthy. To do this well DEEP LEARNING CYCLE AND THE DOMAIN OF ENDURING CHANGE the organisation could have addressed requires the development of key Engaging people in their own Deep people’s skills and capabilities. Then, the Triangle aspect very thoroughly, leadership skills and capabilities. Learning Cycle (the Circle) is perhaps as their skills and capabilities increase, the most important thing one can do in their Awareness and Sensibilities terms of attending to the Phase I work expand as they become more able DEFINITION OF ORGANISATIONAL LEARNING of building the container for change. to see more than they were able to “Organisational learning is the intentional use of Transformational change almost by see before. This expansion leads to learning processes at individual, group and system level NANCY DIXON definition will require new skills and a shift in Attitudes and Beliefs that to continually transform the organisation in a direction that is increasingly satisfying to its stakeholders.” capabilities because we are attempting “transforms” an individual’s, a group’s, to change in ways that are beyond our or an organisation’s way of seeing the current capabilities. This means that world. When people get engaged in DEFINITION OF A LEARNING ORGANISATION the new theories, methods, and tools their own Deep Learning Cycle, then “A Learning Organisation is one where people continually expand introduced in the Triangle must be the possibility of creating enduring their capacity to create the results they truly desire, where new translated into a process for developing change emerges. and expansive patterns of thinking are nurtured, where collective PETER SENGE aspiration is set free and where people are continually learning how to learn together.”

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

162 Army WOSpec – Backbone of Our Army Organisational Learning 163 five NEW leadership roles pel total results triangle STEWARD PERFORMANCE

Red Triangle note the limited scope for the quality of work to THEORY- grow if focusing only on BUILDER performance. TEACHER DESIGNER

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

164 Army WOSpec – Backbone of Our Army Organisational Learning 165 CORE THEORY OF SUCCESS (CTOS) Organisational

QUALITY OF S RELATIONSHIPS Learning Disabilities As the quality of relationship 7Adapted from “The Fifth Discipline, Peter M. Senge” rises, the quality of collective S thinking will improve, leading to an increase in the quality of actions and results. “I AM MY POSITION” QUALITY OF QUALITY OF Achieving high-quality results COLLECTIVE We are trained to be loyal to our see their responsibilities limited to the RESULTS has a positive effect on the R THINKING boundaries of their position. jobs - so much so that we confuse quality of relationships, and them with our own identities. When creates a virtuous cycle of When people in organisation focus asked what they do for a living, success. only on their positions, they have S most people describe the tasks they little sense of responsibility for the Source: Organising for Learning, Daniel perform every day, not the purpose QUALITY OF H Kim results produced when all positions ACTIONS S of the greater enterprise in which they interact. Moreover, when results have little or no influence. They ‘do are disappointing, it can be very their job’, put in their time, and try to difficult to know why. All you can CORE THEORY OF SUCCESS (CTOS) cope with the forces outside of their do is to assume that “someone control. Consequently, they tend to screwed up”. Responsible leaders should have asked thinking is heightened, the quality themselves, “What good theories do of actions is likely to improve (better we have that provide practical guidance planning, greater coordination, and “THE ENEMY IS OUT THERE” for ensuring our organisation’s future higher commitment). In turn, the There is in each of us a propensity caused. Like the person being chased success?” The more clearly you can quality results as a team generally 1 to find someone or something by his own shadow, we cannot seem articulate your organisation’s theories has a positive effect on the quality of outside ourselves to blame when to shake them off. about what leads to success, the more relationships, thus creating a virtuous things go wrong. Some organisations deliberate you can be about investing cycle of better and better results. The “Enemy is out there” syndrome elevate this propensity to in the elements that are critical to is not limited to assigning blame The most important point about a commandment. that success. this kind of systemic theory is that within the organisation. The “Enemy One such core theory would be based the success is not derived from any The “Enemy is out there” syndrome is out there” is almost always an on the premise that as the quality of one of the individual variables that is actually a by-product of “I am my incomplete story. “Out there” and the relationships among people who made up the loop, but rather from position”, and the non-systemic ways “in here” are usually parts of a single work together increases (high team the loop itself. All of the variables of looking at the world that it fosters. system. This learning disability makes spirit, mutual respect, and trust), the are important for the theory to work When we focus only on our position, it almost impossible to detect the quality of thinking improves (people properly, because if one of them isn’t we do not see how our own actions leverage which we can use “in here” functioning, the reinforcing process consider more facets of an issue and have consequences that would come on problems straddling the boundary share a greater number of different doesn’t exist. back to hurt us, and we misperceive between us and “out there”. perspectives). When the level of Source: Organising for Learning, Daniel H Kim these new problems as externally 166 Army WOSpec – Backbone of Our Army Organisational2 Learning 167 “ THE ILLUSION OF “TAKING CHARGE” “ THE DELUSION OF LEARNING FROM EXPERIENCE” Being “proactive is vogue”. Many taking a step. But is taking aggressive The most powerful learning comes decades. Given the turnover of personal mistakenly perceive that speed of action action against an external enemy really from direct experience. What happens and two-to-three years’ job rotation means achieving results. Managers synonymous with being proactive? when we can no longer observe the system, organisations must put in place frequently proclaim the need for taking consequences of our actions? What robust systems to capture the knowledge charge when facing difficult problems. All too often, “proactiveness” is happens if the primary consequence and lessons learned. Traditionally, What is typically meant by this is that reactiveness in disguise. If we simply of our actions is in the distant future? organisations attempt to surmount the we should face up to difficult issues, become more aggressive in fighting the We each have our learning horizon; difficulty of coping with the breadth stop waiting for someone else to do “enemy out there”, we are reacting and learning from direct experience is of impact from decisions by breaking something, and solve problems before – regardless of what we call it. True not always immediate. Herein lies the themselves up into components. They they grow into crises. In particular, proactiveness comes from seeing how core learning dilemma that confronts institute functional hierarchies that are being proactive is frequently seen as an we contribute to our own problems. It organisations: we learn best from easier for people to “get their hands antidote to being “reactive” - waiting is a product of our way of thinking, and experience but we never directly around”. But, functional division of until a situation gets out of hand before not our emotional state. experience the consequences of many labour mutates into the “stovepipes” that of our most important decisions. causes all most important problems in a “THE FIXATION ON EVENTS” The most critical decisions made company, and the complex issues that in organisations have system-wide cross functional lines become perilous or Focusing on events leads to “event” and in societies, come not from sudden consequences that stretch over years or non-existent exercises. explanations. Such explanations may be 3 events but from slow, gradual processes: true as far as they go, but they distract Generative learning cannot be sustained “ THE MYTH OF THE MANAGEMENT TEAM” us from seeing the long-term patterns in an organisation if people’s thinking is of change that lie behind the events dominated by short-term events. If we All too often, teams tend to spend as a whole could6 learn from. “Most and from understanding the causes of focus on events, the best we can ever their time fighting for turf, avoiding management teams break down those patterns. do is predict an event before it happens anything that will make them look under pressure,” writes Harvard’s bad personally, and pretending that so that we can react optimally. But Chris Argyris - a long-time student of Our fixation on the events is actually part everyone is behind the teams’ learning in management teams. “The we cannot ever plan for the long term of our evolutionary programming. The collective strategy - maintaining the team may function quite well with when our focus is fixed on resolving irony is that today the primary threats appearance of a cohesive team. To routine issues. But when they to our survival, both in our organisations day-to-day events. keep up the image, they seek to confront complex issues that may squelch disagreement; and people with be embarrassing or threatening, “ THE PARABLE OF THE BOILED FROG” serious reservations avoid stating them the ‘teamness’ seems to go to pot.” publicly. Joint decisions are watered Even if we feel uncertain or ignorant, Mal-adaptation to gradually building gradually increases,4 the frog will down to compromises, reflecting what we learn to protect ourselves from the threats to survival is so pervasive in become groggier and groggier, until everyone can live with, or reflecting one pain of appearing uncertain or ignorant. system studies of corporate failure that he is unable to climb out of the pot. person’s view foisted on the group. If That very process blocks out any new it has given rise to the parable of the Though there is nothing restraining him, there is a disagreement, it’s usually understanding which might threaten us. boiled frog. the frog will sit there and be cooked expressed in a manner that lays blame, The consequence is what Argyis calls polarises opinion, and fails to reveal the If you place a frog in a pot of boiling alive. Why? Because the frog’s internal “Skilled incompetence” - teams full underlying differences in assumptions of people who are incredibly proficient water, it will immediately try to scramble apparatus for sensing threat to survival and experiences in a way that a team at keeping themselves from learning. out. But it you place the frog in room is geared to sudden changes in his temperature water, and don’t scare him, environment, and not to slow, gradual DISABILITIES AND LEARNING DISCIPLINES he’ll stay put. Now, if the pot sits on a change. Learning to see slow, gradual We live in no less perilous times today, and the same learning disabilities persist, processes requires slowing down our heat source, and if you gradually turn up along with their consequences. The five disciplines of Organisation7 Learning can the temperature, something interesting frantic pace and paying attention to act as antidotes to these learning disabilities. But first, we must see the disabilities will happen. As the temperature subtle as well as the dynamic signals. more clearly - for they are often lost amid the bluster of day-to-day events. 168 Army WOSpec – Backbone of Our Army 5 Organisational Learning 169 CAPACITY TO CREATE THE DESIRED FUTURE REALITY D s evelop abilitie 3 legged stool ing Organisational Learning Cap ASPIRATION:

ASPIRATION COMPLEXITY GENERATIVE GENERATIVE CONVERSATION UNDERSTANDING UNDERSTANDING Personal Mastery

Learning to expand our personal CAPACITY TO CREATE THE capacity to formulate a coherent DESIRED FUTURE REALITY picture of the results we desire as individuals and having a realistic D s evelop abilitie assessment of the current state. ing Organisational Learning Cap “The essence of Personal Mastery is learning how to generate and sustain creative tension in our lives.”

Source: The Fifth Discipline, Peter M. Senge ASPIRATION COMPLEXITY GENERATIVE GENERATIVE CONVERSATION

UNDERSTANDING UNDERSTANDING PRINCIPLES AND PRACTICES OF PERSONAL MASTERY • Personal Vision • Personal Mastery • Mental Models • Systems Thinking • eeingS Our Connections to • Shared Vision • Team Learning the World

Kim Daniel H. (2001). Organising for Learning. (Citing Society for Organisational Learning) • Holding Creative Tension Compassion The stool represents the to create the future or results it • interdependence of three core truly desires. The core of learning • Commitment to the Truth capabilities to support organisational organisation work is based on five • Commitment to the Whole learning (Aspiration, Generative “Learning Disciplines” (Personal Conversation, and Understanding Mastery, Shared Vision, Mental • Using the Subconscious Complexity) that will help an Models, Team Learning and • Integrating Reason and Intuition organisation build the capacity Systems Thinking).

170 Army WOSpec – Backbone of Our Army Organisational Learning 171 creative tension model (CTM) THREE INSIGHTS – BY ROBERT FRITZ 1. You go through life taking the path of least resistance. Focus on what Creating 2. T he underlying structure of your life determines the path of we want to create least resistance. 3. You can change the fundamental underlying structures of your life.

Generative “If you limit your choices only to what seems possible or reasonable, you disconnect Creative Orientation Tension yourself from what you truly want, and all that is left is a compromise.” Robert Fritz management Consultant, Author of “The Path of Least Resistance” VISION Move Towards

Structural Tension Gap interference model

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

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

172 Army WOSpec – Backbone of Our Army Organisational Learning 173 CAPACITY TO CREATE THE DESIRED FUTURE REALITY D s evelop abilitie REFLECTION AND ing Organisational Learning Cap ASPIRATION:

ASPIRATION COMPLEXITY GENERATIVE GENERATIVE CONVERSATION JOURNALING UNDERSTANDING shared vision BUILDING A SENSE OF COMMITMENT By developing shared images of the future in a group, WHAT IS REFLECTION? we seek to create the principles and guiding practices by “ ctive,A persistent, and careful which we hope to get there. consideration of any belief Source: The Fifth Discipline, Peter M. Senge or working assumptions and WHAT IS JOURNALING? conclusions.” Journaling is the personal recording PRINCIPLES OF BUILDING SHARED VISION Dewey, J., How We Think, New York: D.C. Heath, 1933 of occurrences, experiences and Anchoring Personal Spreading Vision reflections kept on a regular basis. Vision to Purpose Vision • Enrolment “ owingSl down of our thinking and Values • Commitment processes to become aware of • Compliance how we form our mental models.” HOW TO REFLECT? Peter Senge, et al. The Fifth Discipline Fieldbook, New York: 1994 To do this, you must think of a particular moment in time, ponder o T reflect is to think critically and over it, go back through it and only respond to what experience then will you gain new insights has to teach us regarding one’s into the different aspects of attributes, one’s purpose and role that situation. in the context. TEMPLATE OF QUESTIONS FOR REFLECTION WHY REFLECT AND JOURNAL? hat• W was intended? What happened? What did not happen? ssentialnst• I i a e element of learning • What went well for and development. you? Why? hat• W did not go so well for you this ffective • E learning will not occur time? Why? unless you reflect. hat• W might you do differently the • Reflection and Journaling: next time? • What insights - Enabling skill in leader development did you have regarding -our Y own leadership style, -elated R to conceptual competency competencies and values? in LCM. - How you lead others? -ssential E for developing the self -our Y assumptions regarding meta-competency in LCM and the leadership SAF 24-7 Leadership Framework. ho• W else needs to know about your insights?

174 Army WOSpec – Backbone of Our Army Organisational Learning 175 Hierarchy of Choices (HOC) four faces of vision Relevant Questions Type of Choice Area of Focus IDLE DREAMS Who, what, when, OTHER CHOICES Activities where, why, how? Core Values TERTIARY CHOICE Choose WHICH? Tactics Purpose HOW? SECONDARY CHOICE Strategy VISION

WHAT? PRIMARY CHOICE Vision Formalise

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

176 Army WOSpec – Backbone of Our Army Organisational Learning 177 CAPACITY TO CREATE THE DESIRED FUTURE REALITY D s evelop abilitie ing Organisational Learning Cap CREATIVE CONVERSATION: four effects of mental models

ASPIRATION COMPLEXITY GENERATIVE GENERATIVE CONVERSATION UNDERSTANDING UNDERSTANDING Mental Models EFFECTS EXAMPLES

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

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

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

Values EXCLUSION – Our tendency to exclude When reading fast and Assumptions some data conveniently because it aloud, most are likely to conflicts with our experiences and our exclude one of the words HABITS have taken over without our “THE”. explicit awareness. 7 PRINCIPLES OF MENTAL MODELS ... that we use to navigate in our life. • Everyone has Mental Models. Mental models are deeply ingrained MANAGING • assumptions, generalisations or even ental M Models determine how and MENTAL MODELS what we see. pictures or images that influence Our mental models determine not how we understand the world and Skills of Reflection • Mental Models guide how we think only how we make sense of the take action. • Recognising Leaps of Abstraction and act. world, but how we take action. • Recognising Left Hand Column • They lead us to treat Inference as facts. The discipline of working with the Always Suspend, Surface and Test mental models starts with learning to • They are always incomplete. your assumptions/beliefs. unearth our internal pictures of the Inquiry Skills •hey T influence the results we get by Understand that two people world, to bring them to the surface • Balancing Inquiry and Advocacy reinforcing themselves. with different mental models so as to examine and change them • They often outlive their usefulness. can observe the same event and if necessary. describe it differently. Source: The Fifth Discipline, Peter M. Senge (From The Shadows of Neanderthal)

178 Army WOSpec – Backbone of Our Army Organisational Learning 179 Single loop and DOuble loop Ladder of Inference (LOI)

One good framework for the Take Actions learning (SLL/DLL) interpersonal toolbox is to know about based on Beliefs the Ladder of Inference so that you can Adopt Beliefs catch yourself before you over-react about the world Match or “Climb the ladder” too quickly. Draw P R The Ladder of Inference provides a a Conclusions r e a

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D R the way we view reality. We make leaps Abstraction of Leap Add Meanings up the Ladder of Inference from data (Cultural & Personal) Mismatch to values and assumptions, and then Select “Data” from Re-Act operate based on those assumptions what is observed as if they are reality. It can also be (Single Loop Learning) See observable “Data” called the paradigm – creating loop, and experiences “Re-flect” because it is the process through (Double Loop Learning) which, over time, we develop a shared Adapted from Chris Argyris, Overcoming Organisational set of cultural assumptions and values Defenses and Senge, et al, The Fifth Discipline Fieldbook Based on the work of Chris Argyris about how we view reality. Our ability to achieve the results we The reflective loop illustrates how we truly desire is eroded by our feelings Humans usually focus on their actions error and apply a particular remedy need to reflect to look for other raw that: to achieve the desired results. When to correct it. Real learning involves an data that we may be systematically the results do not match, we may extra step when the results do not blinded to. We must be able to take • Our beliefs are the truth be tempted to work harder with the match what is desired. Achieving this reflective actions to surface, • The truth is obvious same actions, hoping for the results double-loop learning is more than a suspend and test our deepest • O ur beliefs are based on real data to match. matter of motivation – you have to beliefs and theories about the • T he data we select are the real data world (as in double-loop learning). Problem-solving is an example of reflect on the way you think. The Fifth Discipline Fieldbook:“Strategies and Tools for single-loop learning. You identify an Source: Organising for Learning, Daniel H. Kim Building a Learning Organisation”

180 Army WOSpec – Backbone of Our Army Organisational Learning 181 CAPACITY TO CREATE THE DESIRED FUTURE REALITY D s evelop abilitie

left-hand column ing Organisational Learning Cap CREATIVE CONVERSATION: ASPIRATION COMPLEXITY GENERATIVE GENERATIVE

CONVERSATION UNDERSTANDING UNDERSTANDING In our day-to-day work and personal to hear, what will not upset anyone, team learning Team Learning is the process of lives, we constantly carry on two what will get us what we want, learning how to learn together. It DISCIPLINE OF TEAM LEARNING dialogues - one that is public and the and so on. If we keep our private is also the process of aligning and • other, private. The public dialogue conversation to ourselves, we hinder developing the capability of a team. Dialogue and Discussion is the one we share with others - learning and decision-making. But Central to Team Learning is the use • Dealing with “Current Reality” including what we have expressed if we say what we are thinking and of reflection, inquiry skills and the • Practise verbally and non-verbally. The private feeling, we may make things worse by practice of dialogue. dialogue, however, is filtered - we say upsetting people, by putting ourselves ~ Source: The Fifth Discipline, Peter M. Senge CHECK-IN AND CHECK-OUT PROCESS only what we assume others will want in a vulnerable position, and so on. Why: Check-in and Check-Out are •o T provide time and space for Private Conversation: The Left-Hand Column, Pegasus Communications essential techniques for improving everyone within a group to have A SIMPLE CASE the quality of meetings. They give an opportunity to reflect on a Here is an example of format. A R&D project manager, Jim, assumed his everyone an opportunity to express common subject. supervisor, Todd, harboured harsh feelings about him. In the right-hand column, themselves and be heard. They also provide the leader the opportunity to •o T improve the quality of collective Jim wrote down his last conversation with Todd. In the left-hand column, Jim open up a space for communication thinking by hearing and making more recalled his thoughts. and better understand each other. explicit the individual perspectives/ What I thought or The entire system (group) gets the assumptions within the group. What was actually said opportunity to hear itself, and gets felt, but did not say different perspectives that each •o T prepare the way for more We’re two months late. I didn’t TODD: Jim, I’d like to come down next week. We’re member brings to the group. reflective, dialogic conversation. think he knew it, and I was hoping a few weeks behind, and I think we might all that we could catch up. benefit from having a meeting at your office. I need to make it clear that I’m ME: I’ve been very concerned about this CHECK-IN willing to take responsibility for deadline. As you know, we’ve had PROCESS this, but I don’t want to volunteer some tough luck here, and we’re working for more work. around the clock. But of course, we’ll • henW the speaker is done, he or she says, • itS in a circle so everyone can see each .” The rest acknowledge squeeze in a meeting at your convenience. “With that I’m in other’s face. by saying, “You’re welcome.” He never offered his help in the TODD: W ell, it’s occurred to me that we could centre” • akeT two or three minutes to “ • heT speaker passes the talking object to the planning stage when I could really have better coordination between us. i.e. to settle in and calm your thoughts. person on his or her left. use it. It’s too late now to bring There are probably some ways that I • omeoneS starts off by holding an object that up. could help. • heT process is repeated until everyone has had (optional) that physically symbolises the the chance to speak. The changes he keeps making are ME: Well, I am happy to talk through any “right to speak”. CHECK-OUT the real reasons that we’re late. He changes you have in mind. • heT speaker takes some time to say whatever must have another one. TODD: I don’t have anything specific in mind. ollow• F the same PROCESS he or she wants, with no constraints. process as check-in. It’s a shame that I can’t tell him ME: I’d like to have a prototype complete first • hileW the speaker is talking, no one interrupts. he• T only difference that he’s the cause for the delay. If before showing it to you when you come is that each person I can hold him off by another two down. Can we set up a meeting on the • henW the person is speaking, adopt an open, finished by saying, “With that I’m out.” The weeks, I think that we’ll be ready. twenty-seventh instead? non-judgmental stance towards the speaker rest acknowledge by saying,“Thank you.” and position ourselves in his/her shoes. Based on the work of Chris Argyris and Senge (1994). The Fifth Discipline Fieldbook

182 Army WOSpec – Backbone of Our Army Organisational Learning 183 conversational guidelines quALITY OF CONVERSATION (QOC) INSIGHTS O ne Conversation Curiosity Clarity isten to Understand L INQUIRY ADVOCACY

uspend Judgements Depth S Criticism of Listening Competition sk questions to clarify A INQUISITION Balancing advocacy and inquiry is one urface your assumptions and advocacy. Use them whenever S way for individuals, by themselves, to a conversation offers you an opportunity begin changing a large organisation to learn – for example, when a team from within. The purpose of these is considering a difficult point that Conversations are the richest source LISTEN TO UNDERSTAND – Listen first conversational recipes is to help people requires information and participation of learning for any team. The more to understand. Not to be too quick learn the skills of balancing inquiry from everyone on the team. effective every team member is at to comment or share our opinion. helping the team to have effective Peter M. Senge, et al, The Fifth Discipline Fieldbook conversations, the greater the chances SUSPEND JUDGEMENTS – Be aware of are that the team will learn together. our mental models and do not be too The more effective the team is in quick in casting judgement. When we FOUR-PLAYER MODEL “Truthfulness” The Four Player model is learning together, the greater will be judge, we stop listening and learning INITIATIVE a practice in creating more the chances of team success. from others. Suspend judgements productive conversations. It can Conversational guidelines provide a with the understanding that we may Mover deliver these benefits: structure for effective communication. not have the whole truth for an • Helps us understand the Participants are to be mindful of accurate assessment of the issue.

COMPETITION tendency of groups to take action “Listening”

the guidelines during dialogue or Follower ASK QUESTIONS TO CLARIFY – We when their individual members discussion to enhance learning. need to verify our understanding Advocacy Advocacy do not support. Inquiry Suggested Conversational of what has been said by asking Inquiry • Helps us see the consequences Observer PERSPECTIVE Guidelines are as follows: questions with the curiosity to “Suspension” of mismanaged agreement. ONE CONVERSATION – Allows us understand and not to challenge the • Helps us learn to work toward to exercise deep listening when other person. consensual group decision- Opposer someone is talking. Engaging in only (Challenger) making - an exchange where one conversation helps to eliminate SURFACE YOUR ASSUMPTIONS – communication is open and the unnecessary interference to others Share your assumptions so that we BALANCE climate is supportive, so everyone and ourselves. Value and respect each can learn from each other. Surfacing “Respectfulness” feels they have a chance to other by being attentive in listening to assumptions also allows us to reveal Daniel H. Kim and Diane Cory. (Adapted from William influence outcomes. each other. the gap in our thinking. Issacs, 1999. Dialogue and the Art of Thinking Together). The Road to Abilene Leader’s Guide

184 Army WOSpec – Backbone of Our Army Organisational Learning 185 LEARNING CYCLE GROW MODEL “Concrete World” Reflect OBSERVER

Agree on Appreciate the current goal reality or situation Perceive GOAL REALITY

ACT/IMPLEMENT ASSESS GROW MODEL Operationalise WHAT’S NEXT OPTIONS DESIGN Decide on what Examine Options Conceptualise to do next “Conceptual World”

Daniel H. Kim and Diane Cory. (Adapted from many authors). PURPOSE SAMPLE QUESTIONS A critical challenge for a learning structure. Once we have a clear What would you like to achieve over the long term? organisation is to understand the understanding of this transfer process, For today? Agree on Why is this important to you? transfer process through which we can then actively manage and Goal goals individual learning and knowledge align organisational learning to an On a scale of 1 to 10, how clear are you? Where would you like to be at the end of this session? (mental models) become embedded organisation’s goals, vision, and values. What is the situation now? in an organisation’s memory and Daniel H. Kim, Organising for Learning Appreciate Reality the current What has worked/not worked? reality Is your goal still realistic? What possibilities can you think of? Examine If you had the budget/time/information, what can you do? Options options If you were your boss, how would you handle this? Decide on What will you do from here onwards? What’s what to do What challenges or obstacles might come your way? Next next How will you know you have achieved your goal?

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

186 Army WOSpec – Backbone of Our Army Organisational Learning 187 CAPACITY TO CREATE THE DESIRED FUTURE REALITY D s evelop abilitie ing Organisational Learning Cap understaNding competency: the iceberg MODEL

ASPIRATION COMPLEXITY GENERATIVE GENERATIVE CONVERSATION UNDERSTANDING UNDERSTANDING SYSTEMs THINKING

EVENTS

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

Systems Thinking is the discipline concerned with shifting minds from SYSTEMIC The essence of the discipline of seeing parts to seeing wholes. It STRUCTURES systems thinking lies in a shift of mind: is a framework for seeing inter- What are the forces at play that • Seeing interrelationships rather than relationships rather than things, for contribute to these patterns? linear cause-effect chains seeing patterns of change rather than • Seeing processes of change rather than static “snapshots”. snapshots SAF Leaders need to take a Systems MENTAL MODELS What about our thinking that allows The practice of systems thinking starts view of things around them in order to this situation to persist? with understanding “feedback” that understand complexities. This requires shows how actions can reinforce or a fundamental shift in perspective to counteract each other. deal with complex and recurrent issues The Iceberg Model, introduced as a metaphor to explain the hidden force in the operating environment of SAF. and structures working within a system, allows for the development of Source: The Fifth Discipline, Peter M. Senge appropriate intervention strategies.

OPTIMISING SYSTEMS (BY DANIEL H. KIM) WHAT IS A SYSTEM? The goal of every leader should be to optimise the performance of his or her In the most basic sense, CHARACTERISTICS OF SYSTEMS organisational system. Pursuing such a goal is not easy especially when your a system is a group of • Systems have purpose. efforts are subject to the following systems axioms: interacting, interrelated, •ll A parts must be present for a system to carry or interdependent parts out its purpose optimally. Systems Axiom 1 Systems Axiom 2 that form a complex and • The order in which the parts are arranged If you optimise the parts of a system, you are guaranteed unified whole that has a affects the performance of a system. Everything is to sub-optimise the larger system. If we optimise the specific purpose. • Systems attempt to maintain a certain “balance” connected to (in pursuit of their purpose) through feedback. larger system, we are guaranteed to sub-optimise everything else. (or re-optimise) some of the parts at some of the time. Source: Introduction to Systems Thinking, Daniel H. Kim

188 Army WOSpec – Backbone of Our Army Organisational Learning 189 Levels of Perspective System ARCHETYPES: fIXES THAT FAIL High Action Mode Vision Generative In a “Fixes That Fail” situation, a problem symptom cries out for resolution. A solution is quickly Mental Models Reflective S implemented, which alleviates the symptom. However, the B1 solution produces unintended Problem Fix Symptom consequences that, after Systemic Structures Creative a delay, cause the original S O problem symptom to return R2 Delay to its previous level or become

Leverage Increases Leverage worse. This development S Adaptive Unintended leads us to apply the same Patterns Over Time Consequence (or similar) fix again. This reinforcing cycle of fixes is the essence of “Fixes That Fail”. Events Reactive Daniel Kim and Virginia Anderson Low FIXES THAT FAIL: EXAMPLE

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

190 Army WOSpec – Backbone of Our Army Organisational Learning 191 SYSTEM ARCHETYPES: shifting the burden SHIFTING THE BURDEN: EXAMPLE

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

O O Problem R3 Performance Symptom Side effects R3 Dependency O O

Delay B2 Delay Delay B2 Delay

S Link 2 Link 4 Fundamental S Solution O Staff Capacity O Senge, et al, (1994). The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organisation.

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

192 Army WOSpec – Backbone of Our Army Organisational Learning 193 SYStEM ARCHETYPES: LIMITS TO SUCCESS LIMITS TO SUCCESS: EXAMPLE

Skills & Constraints Competency Level Efforts Link 4 S S S O S O Link 3

Motivation Performance Skills & Efforts R1 Performance B2 Limiting R1 B2 Capabilities Gap Action S S S O S S Link 1 New Skills & Link 2 Promotion Capabilities

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

194 Army WOSpec – Backbone of Our Army Organisational Learning 195 Suggested Readings

3 LEGGED STOOL QUALITY OF CONVERSATION FOUR-PLAYER MODEL ARCHITECTURE AND ESSENCE OF A • Kim, Daniel H. (2001), Organising for • Argyris, Chris and Schon, Don. (1996), • Fritz, Robert. (1984, 1989). The Path of LEARNING ORGANISATION Learning: Strategies for Knowledge Creation Organisational Learning II. Theory, Method Least Resistance : Learning to Become the • Pedlar, M., Burgoyne, J. Boydell, T. (1991). and Enduring Change. Waltham, MA: and Practice. New York, NY: Creative Force in Your Own Life. New York: The Learning Company: McGraw-Hill. Pegasus Communication, Inc. Ballantine Books. Addison-Wesley. • Belden, J. Hyatt, M., & Ackley, D. (1993). • Kim, Daniel H. (1998, February), Leveraging • Harvey, Jerry B. (1996). The Abilene Paradox Towards the Learning Organisation: A Guide. • Argyris, Chris. (1993) Knowledge for Action. and Other Mediations on Management. New Competence to Build Organisational St Paul, MN: Beckley, Hyatt, & Ackley. Capacity, Systems Thinker Newsletter, Vol 9, San Francisco: Jossey-Bass. jersey: Jossey-Bass. No. 1, pp 1-5. http: www.pegasus.com • Argyris, Chris. (1992). On Organisational • Isaacs, William. (1999 February). Dialogue • Senge. P.M. Kleiner, A., Roberts, C., Ross, R. Learning. Cambridge, MA: Blackwell. Leadership. The Systems Thinker Newsletter, B., & Smith, B. J. (1994). The Fifth Discipline • Senge, Peter M. (1990). The Fifth Discipline: Vol 10, No. 1 pp. 1-5. www.pegasuscom.com Fieldbook: Strategies and Tools for Building The Arts and Practice of the Learning • Isaacs. William, Dialogic Leadership. The • Senge, Peter M. (1990). The Fifth a Learning Organisation. New York: Currency Organisation. New York: Currency Doubleday. Systems Thinker, Volume 10, No. 1 February Discipline: The Arts and Practice of the Doubleday. Section 35, pp. 9-59. (pp 5-11 and Part III: The Core Disciplines: 1999. Pegasus Communications. Learning Organisation. New York: Currency Building the Learning Organisation). • Senge. P.M. Kleiner, A., Roberts, C., Ross, R. Doubleday. (pp 150-155). CHARACTERISTICS OF A SYSTEM B., & Smith, B. J. (1994). The Fifth Discipline • S iobodnick, A. and Wile, K. (1999 November). • Anderson, Virginia and Johnson, Lauren CORE THEORY OF SUCCESS Taking the Teeth Out of Team Traps. The (1997) SystemsThinking Basics: From • Kim, Daniel H. (2001), Organising for Fieldbook: Strategies and Tools for Building a Learning Organisation. New York: Currency Systems Thinker Newsletter, Vol 10., No. 9, pp Concepts to Casual Loops. Waltham, MA: Learning: Strategies for Knowledge Creation 1-5. http://www.pegasuscom.com Pegasus Communications, Inc. and Enduring Change. Waltham, MA: Doubleday. (Chapters on Systems Thinking, Personal Mastery, Mental Models, Shared • Aronson, Daniel. Overview of Systems Pegasus Communication, Inc. Chapter Seven: LEARNING CYCLE Vision, and Team Learning). What is Your Organisation’s Core Theory of • Kim, Daniel H. (2001), Organising for Thinking. http://www.thinking.net/Systems_ Success? , pp 69 – 81 Learning: Strategies for Knowledge Creation Thinking/OverviewSTarticle.pdf. THE LADDER OF INFERENCE and Enduring Change. Waltham, MA: • Senge, P. (1990). The Fifth Discipline: CREATIVE TENSION MODEL • Senge. P.M. Kleiner, A., Roberts, C., Ross, R. Pegasus Communication, Inc. The Art and Practice of the Learning • Fritz, Robert. (1984, 1989). The Path of Least B., & Smith, B. J. (1994). The Fifth Discipline Organisation. New York: Currency Resistance : Learning to Become the Creative Fieldbook: Strategies and Tools for Building SINGLE AND DOUBLE-LOOP LEARNING Doubleday. Force in Your Own Life. New York: Ballantine a Learning Organisation. New York: Currency • Argyris, Chris and Schon, Donald. (1974). • Wheatley, M. (1999) Leadership and the Books. Doubleday. Section 35, pp. 242-246. Theory in Practice. Increasing Professional Effectiveness. San Francisco : Jossey-Bass. New Science: Discovering Order in a Chaotic • Senge, Peter M. (1990). The Fifth • Isaacs, William. Dialogue and the Art of • Argyris, Chris and Schon, Donald. (1978). World. San Francisco: Berrett-Koehler Discipline: The Arts and Practice of the Thinking Together. New York: Doubleday Organisational Learning: A Theory of Action Publishers, Inc. Learning Organisation. New York: Currency Currency. Pp 94-98, 408. Perspective, Reading, Mass: Addison Wesley. Doubleday. pp 150 – 155. • Argyris, Chris, Putnam, R., & McLain Smith, SYSTEMS AXIOMS LEFT-HAND COLUMN D (1985) Action Science, Concepts, Methods, • Jackson, Phil (1996) Sacred Hoops: Spiritual HIERARCHY OF CHOICE and Skills for Research and Intervention, Lessons of a Hardwood Warrior. New York: • Fritz, Robert. (1984, 1989). The Path of • Pegasus Communication Laminate: Private San Francisco : Jossey-bass. [The entire book Hyperion. Least Resistance : Learning to Become the Conversation: The Left-Hand Column (copyright 1998 by Action Design. Based on is available for download form: Action Design: • McNamra, C. Introduction to Organisations. Creative Force in Your Own Life. New York: http://www.actiondesign.com/action_science/ the work of Chris Agyris). http://www.managementhelp.org/mgmnt/ Ballantine Books. index.htm.] org_thry.html. • Kim, Daniel H. (2002). Foresight as the • Senge. P.M. Kleiner, A., Roberts, C., Ross, R. • Senge. P.M. Kleiner, A., Roberts, C., Ross, R. Central Ethics of Leadership. Voices of B., & Smith, B. J. (1994). The Fifth Discipline B., & Smith, B. J. (1994). The Fifth Discipline • Wheatley, M. (1999) Leadership and the Servant – Leadership Series, Booklet 8. Fieldbook: Strategies and Tools for Building Fieldbook: Strategies and Tools for Building New Science: Discovering Order in a Chaotic Indianapolis, IN: The Greenleaf Centre for a Learning Organisation. New York: Currency a Learning Organisation. New York: Currency World. San Francisco: Berrett-Koehler Servant – Leadership. http://greenleaf.org Doubleday. Section 35, pp. 246-252. Doubleday. Section 35, pp. 292-293. Publishers, Inc.

196 Army WOSpec – Backbone of Our Army Organisational Learning 197 “ALP is our strategic edge ... it is how we learn in training, ACTION LEARNING exercises and operations that will PROCESS make the difference for us ...”

LG NEO KIAN HONG Chief of Defence Force, 2012

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

BG TAN CHUAN JIN Commander Tradoc, 17 January 2011 ACTION LEARNING PROCESS (ALP)

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

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

200 Army WOSpec – Backbone of Our Army Action Learning Process 201 The value-add of the ALP is that it the reflective practice of the leader surfaces the learning aspects in each and team will surface insights and INTRODUCTION activity, even in routine activities potential lessons learnt in Tactics, such as life-run. In the BAR, past Techniques and Procedures (TTP), lessons learnt and goal setting help Leadership and Values, as they start TO THE ALP TOOLS the leader and his team to focus on to gain the effects of team learning. There are a total of seven tools that help leaders to better lead learning desired objective(s), to derive their These key outcomes are enabled by in their teams. These are not prescriptive and may be used as often as common goal(s) as they commit the ALP principles and skills. It breaks required, based on the activity, the time available and the situation. The to working together as a team to the BAR-DAR-PAR into specific key idea is that at any one point when one is leading learning in a team, achieve mission success. In DAR, areas of attention so that learning surfacing ideas and observations efforts can be targeted. Figure 2 at least one of these seven tools should be in use. during activities allows the leader to outlines the common list of questions adjust the goal(s) and focus the team that should accompany these DESIGN TEMPLATE (DT) to learn together as a team. At PAR, three stages. This is the process frame for ground, and most importantly, how incorporating the three stages of the teams actually operate. Therefore DTs ALP (BAR-DAR- PAR) into an are usually custom designed experiential activity. Even prior to the to fit the context where the BAR (or at its start), it is presented ALP is applied. in a simple template to allow the Instructors, Trainers, Leaders or Commanders to prescribe the necessary actions that will need to be built into training, exercises or operations in order to increase learning and knowledge creation. The range of actions will depend on the nature and context of the activities on the

©SAF CLD

202 Army WOSpec – Backbone of Our Army Action Learning Process 203 204 Army WOSpec – Backbone of Our Army Action Learning Process 205 TETRA-TL Understanding personality differences has always been an important factor in team effectiveness. Focusing on diversity and inter-dependency are critical to teams, and leaders must understand that these have a direct impact on the team’s ability to learn and create new knowledge. CLD has successfully piloted and introduced the TETRA Team Learning in SAF, in order to increase the ability of the leader to leverage and promote team diversity and inter-dependency of members. Without this, the efforts of the leaders (especially junior leaders) will be limited in building the necessary understanding and communication in their teams. The half- day and one-day packages are designed for ease of use, with the junior leaders as the main target group, and should be conducted as part of or even the BAR. The Tetra-TL modules can be delivered in-house or by external trainers under CMD.

MY KEY MESSAGES ARE: All four elements contribute to the team effectiveness through RESPECT DIVERSITY their own preferences and diverse perspectives Elements work in alignment WORK to maximise preferences and INTER-DEPENDENTLY balance out gaps

©SAF CLD

206 Army WOSpec – Backbone of Our Army Action Learning Process 207 ©SAF CLD

BEFORE ACTIVITY REVIEW DURING ACTIVITY REVIEW POST ACTIVITY REVIEW

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

208 Army WOSpec – Backbone of Our Army Action Learning Process 209 SNAPSHOT (SS) 2-5-1 Understanding current reality is an (by instructors and/or trainers) in- As the team gathers to discuss the stands for self-introduction and what important aspect of the goal-setting between activities. Snapshots are objective(s) and the task(s) ahead, the story is about, five (5) verbalises process. As the leader leads his team typically created as part of the there may be members who might the past experiences in emotive forms, in goal-setting, it is important that he design process, and are replicated have knowledge and past experiences. namely fear, concern, frustration/ is fully aware and accepts the current and adjusted to fit the training, As we are hierarchically organised, not anger, lessons learnt and effect, and state of his team’s readiness e.g. exercise or operating context on the all may share. Not being able or willing one (1) summarises the story for training preparedness and manpower ground. The readiness is colour-coded to verbalise past experiences can message. Each story is not expected severely limit learning and knowledge constraints. This will ensure that the green (prepared/ready), amber (not to take more than three minutes of creation. It also concerns not goals being set are reasonable, and fully prepared/ready) and red (not narrative effort, yet the richness of repeating past mistakes, and this is a are not based on assumed start- prepared/ready) for ease of reference. key starting point in the BAR. The 2-5- emotion is often surprising. The 2-5- states. The Snapshot is also a product The Snapshot is built and presented 1 was created as the first of the two 1 technique is widely used among of generative team conversations, during the BAR, adjusted during the ALP story-telling techniques, to help junior leaders to narrate their past and subsequently used as an DAR, and eventually consolidated individuals and leaders recount past experiences in SAF, and such sharing is important tool for leader coaching during the PAR for subsequent activities. experiences using story form. Two (2) a first step to learning together.

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

210 Army WOSpec – Backbone of Our Army Action Learning Process 211 2-5-1 & STOP ORR The nature of how we are organised and make suitable recommendations and how we operate means that for changes to their leaders. This FEELINGS the leader might be out of line and tool is extensively used by the Army E of sight from the rest of his team. during training, as it complements OVERALL XPERIENCE, The Observations of the team the (organic) collection effort on the ground. However it is not intended LESSONS LEARNT, INSIGHTS, THINGS TO NOTE, TAKEAWAYS members will contribute to their Reflections, and subsequently their as the substitute for the STOP or S - What did I SEE Recommendations, especially during 3-2-1, as it does not account for the FRUSTRATION, IRRITATION, IMPATIENCE, ANGER T - What was I THINKING lower echelon team level AARs. The emotive aspects of the experience, O - What is my OPINION ORR tool is designed to help solders, which is important for learning and P - What is my POINT CARE, CONCERN, COMMITMENT, EMPATHY airmen and sailors capture their knowledge creation. thoughts, ponder over the issues, WORRY, HESITANCY, FEARS, VULNERABILITY

©KARUNA RAMANATHAN 2011

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

212 Army WOSpec – Backbone of Our Army Action Learning Process 213 3-2-1 This tool is designed to help leaders learnt. This will involve possible systematically aggregate observations actions to success in the future. from After Action reviews. In training, the observations that are relevant C One thing to focus on is somewhat and deemed more important than similar to globalised knowledge, i.e. others are those that are directly simply a choice between the two related to SOP and doctrine. Leaders chosen factors, and the decision to are expected to practise the 3-2-1 take which one for action will be summarisation technique to steer the based on the opportunity to plough AAR to a close. Summarisation is a which of the two lessons into the three-step process: next activity. A Three Key Observations are RECOMMENDED a form of surface knowledge, observed and raw, which shapes the subordinate leader into READING LIST aggregating what his team shares with him. Often there will be similar observations from different people who go through the same activity, and these can be aggregated. This is because in normal training situations when there are no augmented observers, it will not be possible to list down all observations and analyse every one. When several leaders are gathered in the AAR, there will be a range of observations, and the leader will have to decide what he will share upwards.

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

214 Army WOSpec – Backbone of Our Army RECOMMENDED Reading List COURSES MANUALS

MUST READ MUST READ SELF READ • Infantry/Guards Battalion Manual Vo1 (1995) • The Army Manual • Infantry/Guards Battalion Manual Vol 2 (2001) • The Soldier Manual • Rifle Platoon and Section Manual Vol 1 (2005) • The Army Safety System Manual • Rifle Platoon and Section Manual Vol 2 (2005) • The Army Combat Service Support Manual • Infantry Battalion Standard Operating Procedures (2001) • Foundation of the Third Generation Army • Rifle Company Manual (Provisional) (2007) • Law of Armed Conflict (LOAC) Handbook (2004) • Infantry Platoon Manual (Provisional) (2007) • Battalion Urban Operations Manuals 1,2 and 3 • TERREX Infantry Carrier Vehicle Section and Platoon Manual • Area Support Operations (ASO) Manual (2002) (Provisional) (2010) • The Army Fitness System (2008) • Staff Organisation and Procedure Manual (2001) • Training Aggressor Regiment and Above (2003) • Military Law (2009) • Training Aggressor Supplement (2004) • SAF Core Values – Walk It, Live It • Training Aggressor Manual (Battalion and below) (1999) • Values In Action – Case Studies on the SAF Core Values • Combat Intelligence Manual (2008) • Stand Fast – Stories of the SAF Core Values • Combat Intelligence WOSPEC Handbook (2010) • Leadership and Values Workbook – SAF CLD (2012) • Military Symbols (Edition 3) (2010) • AFS Leadership Competency Development Handbook (2005) • SAF Planning Norms (2001) • SAF Leadership Framework • Joint Staff Procedures 10 (1994) • Our Army Customs and Traditions (2006) • Artillery Précis (Provisional) (2006) GOOD TO READ • Engineer Précis (2001) • How to Conduct Training (2005) • Armour Précis (2001) • Signal Handbook (2005) • Guide to Sleep Management (2006) • Combat Service Support Précis (2nd Edition) (2000) • Training Enemy Course of Action Development Doctrine • Leading Our Soldiers Well This list is to be used in conjunction with • Rationalising and Optimising the Will to Fight in SAF those from units and courses. Some titles • SAF Instructors’ Handbook may overlap with Vocational-level and Work Performance Reading Lists. This • The Full Range Leadership Model and its Application in the SAF suggested list is not exhaustive.

216 Army WOSpec – Backbone of Our Army Recommended Reading List 217 RECOMMENDED Reading List MANAGEMENT AND POLITICAL/SOCIAL MILITARY MILITARY LEADERSHIP MUST READ SELF READ SELF READ • Kwa Chong Guan (ed), • United Nations Peacekeeping: • Pointer Monograph No. 9, • Peter M. Senge, Defending Singapore (1819-1965), A Decade of SAF Participation. Leading in the Third Generation The Fifth Discipline Fieldbook Pointer Supplement Pointer Supplement, July 1999 SAF • Stephen & Covey, The 8th Habit, • Tan, Andrew, Southeast Asia, • Pointer Monograph No. 1, • G L Desmond Kuek, MG Ng from Effectiveness to Greatness Threats in the Security Environment Creating the Capacity to Change: Chee Khern, LG Neo Kian Hong, • Robert K. Greenleaf, Defence Entrepreneurship for the RADM Chew Men Leong, • H u x l e y T im, D e f e n d i n g t h e L i o n C i t y : The Servant as Leader 21st Century Reflections on Leadership The Armed Forces of Singapore • Daniel Kim, Foresight as • Pointer Monograph No. 4, • AJ M Julie Belanger and • Founding Fathers, the Central Ethic of Leadership Spirit and System: Leadership LTC Psalm Lew (ed), Developing Great Singapore Stories Development for a Third the Next Generation of • Kim-Yin Chan, Star Soh and • Han Fook Kwang and Zuraidah Generation SAF Military Leaders Regena Ramaya, Military Ibrahim (ed), Lee Kuan Yew: Hard Leadership in the 21st Century • Pointer Monograph No. 8, • . J ames D Pendry, Truths to Keep Singapore Going Called To Lead The Three Meter Zone

GOOD TO READ GOOD TO READ

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

218 Army WOSpec – Backbone of Our Army Recommended Reading List 219 GLOSSARY MSG Master Sergeant SLP Senior Leadership Course MT Master Trainer SLSL School of Infantry Section ABRSM Army Battalion Regimental DT Design Template MWO Master Warrant Officer Leaders Sergeant Major ePMET Electric Professional Military NCO Non – Commissioned Officer SM Sergeant Major AELO Architecture and Essence of a Education and Training NS National Service SMA Sergeant Major of the Army Learning Organisation EVTS Engineer Vocational Training NSF Full-Time National Servicemen SMIC SAF Master Instructor Course AF-CC Air Force Command Chief School NSLC NS Leadership Course SME Subject Matters Expert AHQ Army Headquarters EWOS Enhanced Warrant Officers NSRSM Cse NS Regimental Sergeant ALP Action Learning Process Scheme Major Course SOFUN Soldering Fundamentals ARMY RSM Army Regimental Sergeant FFP Full Force Potential NYP Nanyang Polytechnic SOP Standard Operating Procedures Major FMN/ DIV Formation/ Division OBS Outward Bound School ASCA Australian Strength and FT Foundation Term OC Officer Commanding SOTAC Special Operations Tactics Centre Conditioning Association HOC Hierarchy of Choices ORNSmen Operationally-Ready National ATEC Army Training Evaluation ICT In-Camp Training Servicemen SSG Staff Sergeant Centre IDP Individual Development Plan PAR Post Activity Review SSIC SAF Senior Instructor Course AVTS Armour Combat Training PC Platoon Commander SSL School of Section Leaders Centre IKC2 Integrated Knowledge-based Command and Control PCIB Pre Command Interview AWOC Army Warrant Officer Course ST Senior Trainer IPPT Individual Physical Proficiency Board STC Supply and Transport Centre BAR Before Activity Review PMET Professional Military Test SVTS Signals Vocation Training BDE Brigade Education and Training ISM Institute Sergeant Major School Bde SM Brigade Sergeant Major PS Platoon Sergeant JALC Joint Advanced Leadership SWAS Specialist and Warrant Officer Bde Comd Brigade Commander PT Professional Term Course Advanced School BN Battalion JFLC Joint Foundation Leadership R & D Research and Development SWI Specialist and Warrant Officer BWF-PS Basic Warfighter – Platoon Course RINCO Regular Infantry NCO Sergeant Course Institutes JILC Joint Intermediate Leadership ROA Route of Advancement SWO Senior Warrant Officer C & F Coaching and Facilitation Course ROVERS Reservist On Voluntary C2D Commitment to Defence JLC Joint Leadership Course Extended Reserve Service TIs Training Institutes CAT Combined Arms Term JSLC Joint Senior Leadership RSM Regimental Sergeant Major TTPs Tactics, Techniques and CCA Co-Curricular Activity Course SAF Singapore Armed Forces Procedures CEP Command Effectiveness JWOC Joint Warrant Officer Course SAFINCOS Singapore Armed Forces UIP Unit Induction Programme Program KAH Key Appointment Holder Infantry NCO School USASMA United States Army Sergeant CET Continuing Education and LBE Leadership By Example SAFWOS Singapore Armed Forces Major Academy Framework Training Framework LCP Lance Corporal Warrant Officer School VOC Vocation Obstacle Course CLASS Continuous Learning and LCM Leadership Competency SAF SM Singapore Armed Forces WO Warrant Officer Academic Sponsorship Sergeant Major Model WOLD Warrant Officer Leadership Scheme SAFTI Singapore Armed Forces LD Leadership Development Development CMD Centre For Management Training Institute LEP Leader Effectiveness Development SCC Specialist Cadet Course WOSpec Warrant Officer and Specialist Programme CMT Chief Master Trainer SCGP Specialist Cadet Course WSQ Workforce Skills Qualification LG Lieutenant – General CO Commanding Officer Graduation Parade WO1 Warrant Officer Class One LOI Ladder Of Inference CPC Control of Personnel Centre SCS Specialist Cadet School WO2 Warrant Officer Class Two CPG Commander Planning LTC Lieutenant Colonel SDTC SAF Training and 1WO First Warrant Officer Guidance L3E Leadership By Example, Development Course CPL Corporal with Empathy, Through 1 SIR First Battalion Singapore SEP Specialist Enhancement Infantry Regiment CSSCOM Combat Service Support Engagement Programme 2SG Second Sergeant Command MCN Master Chief Navy SGT Sergeant CSM Company Sergeant Major MDEs Military Domain Experts SIC SAF Instructional Course 2WO Second Warrant Officer CT Chief Trainer METL Mission Essential Task List SISL School of Section Leaders 3SG Third Sergeant CTOS Core Theory of Success MG Major General SISPEC School of Infantry Specialist 3WO Third Warrant Officer CWO Chief Warrant Officer MINDEF Ministry of Defence SLL/DLL Single Loop and Double Loop 46 SAR 46 Singapore Armoured DAR During Activity Review MPTS Military Police Training School Learning Regiment

220 Army WOSpec – Backbone of Our Army Glossary 221 REflection REflection

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An Army L.I.V.E Initiative An Army L.I.V.E http://www.mindef.gov.sg/imindef/resourcelibrary/publications/e-books.htm Army WOSpec Guidebook Edition 2 is available @ FOR WOSPECS BY WOSPECS FOR WOSPECS BY Our Warrant Officer (WOSpec) and Specialist Corps is the backbone of Our Army. WOSpecs are Warfighters, and Leaders;Trainers professional they are disciplined, and operationally ready. They partner the Commissioned Officersand Military Expert Officers to provide leadership and anchor the core competencies and the capabilities in SAF success. to achieve mission WOSpecs are expected to be keenly cognisant of organisational requirements and trends,soldiering and be proficientin command, training and leadership. This Guidebook describes what it means to be a WOSpec; it defines and roles their responsibilities, the professional partnershipbetween WOSpecs and Commissioned Officers, the importance of WOSpecs’ professional development and the leadership qualities WOSpecs. of expected