RDE – 11

INTEGRAL MODEL
OF LEADERSHIP OF
ARMY OF CHILE

2014
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 RDE – 11

INTEGRAL MODEL
ON LEADERSHIP OF
ARMY OF CHILE

CHILE ARMY
DOCTRINAL DIVISION

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Responsible editor
Doctrine Division

Valenzuela Llanos 623, La Reina

(56-2) 2668 31 88

First edition
2014

In the preparation of this text, the RA (P) "ORDINANCE" was used as a source of consultation.
GENERAL OF THE ARMY OF CHILE”, edition 2006; the DD-10001, DOCTRINE, “THE ARMY AND THE
LAND FORCE, edition 2010; the RDPL-20001, REGULATION, PLANNING, edition
2012; the Constitutional Organic Law of the Armed Forces (Law No. 18.948) and the work of
research developed by DIVDOC within the framework of the 'Army Leadership Model.'

For correction proposals of this summary, please send your comments and opinions accordingly.
with annex 10 of RAA - 03001, REGULATIONS, "DOCTRINAL PUBLICATIONS OF THE ARMY",
2011 edition, directly to the Doctrine Division (DIVDOC), via Internet to the email
divdoc@[Link] or through Intranet to the institutional email J007 of Department II Doctrine,
Organization and Equipment.

4 DIVDOC
 INDEX

Page.

INTRODUCTION ....................................................................................................................................................... 7

THE NEW PARADIGM OF MILITARY LEADERSHIP

DEFINITION OF MILITARY LEADERSHIP

RELATIONSHIP BETWEEN COMMAND AND LEADERSHIP

INTEGRAL LEADERSHIP MODEL OF THE ARMY “MILE”......................................................................10

1. ATTRIBUTES OF THE LEADER IN THE CHILEAN ARMY ...............................................................................11

2. LEADERSHIP COMPETENCIES IN THE CHILEAN ARMY......................................................................12

3. IMPORTANCIA DEL PENSAMIENTO CRÍTICO Y PENSAMIENTO CREATIVO ..................................13

RELATIONSHIP BETWEEN THE MILE AND THE LEADERSHIP SYSTEM FOR THE ARMY 'SILE'........................13

AREAS OF LEADERSHIP EXERCISE IN THE ARMY............................................................................15

1. PERSONAL .........................................................................................................................................................16

2. DIRECT

3. ORGANIZATIONAL .........................................................................................................................................16

4. STRATEGIC

LEADERSHIP STYLES ..............................................................................................................................17

PERSONAL DEVELOPMENT AND LEADERSHIP

THE GREAT CHALLENGE

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6 DIVDOC
 INTRODUCTION

In order to disseminate the fundamental bases and principles of the Army's actions, it has been
resolved the production of a series of publications to raise awareness of the main texts
doctrinaires of the Institution, which will be called RDE 'DOCTRINAL SUMMARY OF THE ARMY'
whose correlational identification will correspond, first, to the matrix texts of the activity of
Army and, subsequently, to the main areas of operational doctrine.

As part of this set of texts, considering that leadership is part of the essence
of being military and transcending the command and the institutional hierarchical structure, the RDE-11 is presented
which reveals the Integral Leadership Model of the Army (MILE), whose objective is to have, in
at all levels, with real professionals, enthusiastic, with optimal technical training,
committed to the Institution and proud to belong to it, with strong ethical foundations
and Morales, with initiative and self-confidence, motivated and motivating because they believe in
what they do and know how to convey it, with strong influence over their subordinates, supported
in charisma and prestige and capable of facing a rapidly changing environment,
many times in the face of difficult-to-predict situations.

On the journey towards that ideal, it is intended that each member of the Army takes on the challenge of
to move towards a way of exercising the command or authority assigned to it, from a manner of
BE that distinguishes it.

On that path, we start from what we have a lot of, because the Army personnel have
not very common characteristics in organizations, whose value is incalculable: an
highly committed and distinctly vocational personnel at all levels
hierarchical and an extraordinarily rich institutional culture.

It is for the reasons previously stated that the comprehensive training of its members is a key factor.
in the success or failure in fulfilling the missions that the State of Chile entrusts to it.
The Army is continually improving its work, conducting a process of analysis and
reflection aimed at understanding the new realities and trends of the time that, if not
addressed in a timely manner, would lead to the weakening of their bond with society.1being
this is the one on which its functioning depends and works with the actions of its staff. The nature of its
task and its mission demand a deep conviction, commitment, vocation, and a strong sense of
service to the homeland. This service task requires shaping a person with characteristics
exceptional in terms of their values, virtues, and professional competencies, which must be
develop and strengthen from the entry to the Institution and at all its stages.

The raison d'être of the Army is to fundamentally contribute to preserving peace and its
The primary mission is to guarantee national sovereignty, maintain territorial integrity and
protect the population, institutions, and vital resources of the country from any threat
external, as well as being an important tool of Chile's foreign policy2”.

1 R.A. (P) 110-A GENERAL ORDERS OF THE ARMY OF CHILE, 2006 edition, p. 19.
2 Mission of the Army stated in DD-10001, DOCTRINE, 'THE ARMY AND LAND FORCE', edition 2010, p. 60.

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8 DIVDOC
 THE NEW PARADIGM OF MILITARY LEADERSHIP

The essence of military leadership is self-leadership, which is based on self-knowledge.

and in the commitment to personal development, which constitutes a new paradigm, that is,
a new approach, framework, or a new way of looking at and understanding leadership
military.

Similarly, to influence is to make people, both military and civilian, do what

necessary to fulfill the mission, is more than giving orders to subordinates. In this sense, the
Leadership will not only relate to a position or rank, but will be a shared attitude.
that requires demonstrating personal example in all places and areas of the Institution.

The military leader acquires it through the development of a set of attitudes, knowledge.
and skills that can be synthesized into three areas: BEING, KNOWING, and DOING3These concepts
they are declared both in the General Army Ordinance (OGE) and in the Educational System
Competency-based institutionalism, which underpins the fact that leadership and its
Attributes and associated competencies can and should be developed over time.

By being part of the Chilean Army, one must accept

the challenge of becoming a leader.

DEFINITION OF MILITARY LEADERSHIP

The Chilean Army operates in a very particular environment where even the most
routine tasks carry risks. The military profession requires sacrifices and obligations that demand
to superimpose the interests of the country and the Institution over personal ones, reaching to yield the
life if necessary. In this sense, it is understood that our profession is different from others,
what explains that spirit of camaraderie that underlies among all soldiers regardless of their
hierarchical grade.

In that singular context is where the military leader constitutes a fundamental figure for the
Army.

Therefore, the new paradigm of military leadership in the Chilean Army that is proposed
this document implies assuming that the development of skills to become a
better leaders are not only the responsibility of the institution but fundamentally
are the responsibility of each individual, since each of its members can reach
to establish oneself as an independent leader regardless of the position held in the hierarchical structure.

In this area, the definition of leadership presented in the OGE, 2006 edition, has been modified, and
the MDM-90002 "Leadership Manual", 2012 edition, definition that in its first part referred to
to 'persuade subordinates' to 'influence others', a subtle modification, but that
change the traditional paradigm, assuming that leadership can be exercised independently

3 R.A. (P) 110-A General Ordinance of the Army of Chile, 2006 edition, p. 59.

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of the hierarchical role over a group of people. Consequently, military leadership
it can be defined as:

The art of influencing others, achieving their adherence to an ideal so that, equipped
with a purpose, direction, and motivation, develop a task, fulfill a mission and
improve the organization, while feeling both satisfied and fulfilled.

RELATIONSHIP BETWEEN COMMAND AND LEADERSHIP

In the Army, like in any military institution, authority is undisputed and indisputable, it emanates
of military employment and the position held. The authority to exercise command has a
legal support in Article 454from the Constitutional Organic Law of the Armed Forces (Law No.
18.948) and is supported by a formal designation procedure.

Leadership, however, does not have such legal backing; the authority of the leader emanates from
recognition as such by its followers and is based on conviction and on the
voluntary submission of the people you lead.

In this sense, the attributes of the leader are personal and, therefore, untransferable, while
Those in command are institutional and are automatically transferred upon their relief. The condition
ideal, which every member of the Institution must aspire to, is achieved when the legal authority
it is reinforced by independent personal leadership regardless of the degree and position held by the person in
the Institution.

In this line of thought, the motivation of subordinates will be greater the more
leadership is intimately associated with the exercise of authority, the more it contributes to
leadership to enrich and support the chain of command.

COMPREHENSIVE LEADERSHIP MODEL OF THE ARMY 'MILE'

To represent what a leader in the Chilean Army should be under this new paradigm,
integrating the attributes and competencies represented in the fields of 'BEING', 'KNOWING' and
As previously exposed, a Comprehensive Leadership Model of the Army has been designed.
Understanding by 'model' a sketch that represents an object, system, or idea in form.
different from the identity itself, its purpose being to help explain or understand the
system.

In this regard, the MILE aims to graphically represent what is expected of a leader in the Army.
through the figure of a pyramid whose ends contain the dimensions of being,
to know and to do, understanding that these are inseparable and indissoluble from each other, but for
their explanation has been broken down in this model (Fig. 1).

4 Command is the authority exercised by the personnel of the Armed Forces over their subordinates and subordinate staff by virtue of
of the grade, seniority, or position held.
Military command is the one that naturally corresponds to the officer of arms and, by exception, to those of another rank, regarding

the personnel who is subordinate to him/her by virtue of the position held or an assigned commission and who tends to
directly towards achieving the objectives of the Armed Forces. It is total, it is exercised at all times and
circumstance and has no more restrictions than those expressly established in the laws and regulations.

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 At the base of the pyramid are the
attributes of the leader, expressed in the dimensions
of BEING and KNOWING, these constitute the foundation
from the military profession, that is to say, what makes us
different from any other organization through
a culture and identity that share virtues
and common values. At the top of the pyramid
behavioral competencies are found
associated with the dimension of DOING and that allows
to observe and clearly distinguish a military leader.

(Fig. 1)

1. Attributes of the leader in the Chilean Army

Attributes are exclusive properties of a person, without which they cannot exist.
being conceived corresponds to a distinctive trait of human beings. In this case,
they constitute the differentiating elements and part of the identity of a member of the Army
from Chile, for that reason they are the non-negotiable basis of the MILE, reflected in the dimensions of
TO BE and TO KNOW (Fig. 2).

Fig. 2

a. CHARACTER: This attribute has been identified as the foundation of leadership, therefore, it
it is necessary to understand its meaning in order to comprehend it and then apply it; because of it
we will understand that it is the distinguishing trait resulting from different experiences, which shapes

DIVDOC 11
 our doing. It is composed of the 'cardinal virtues' and the 'military values', both
addressed in Chapter III of the OGE.

b. INTELLECT: It is the human capacity to understand and reason, being able to discern how
the parts or aspects of a whole are related to each other, capturing their structure, meaning
and integrating them to connect with reality, using tact, discernment, and judgment,
acting with intellectual independence, in an agile manner, all of that added to our
professional experience, which will provide us with the tools to be able to solve
proper way.

c. PERSONAL EXAMPLE: We are not only referring to the physical aspect, but to the set of actions
what we do and that, in summary, generate an overall image of our person, here is
where BEING mixes with DOING, where our discourse gains validity, generating the
confidence of our followers through a clear emotional balance, military bearing,
military security and physical capacity; in summary, it forms the basis of the 'personal example'.

2. Leadership competencies in the Chilean Army

It is the ability to act in a specific work context, combining personal resources.

(knowledge and skills) and external (values, resources from the environment) to achieve a result
expected. They are based on the attributes and therefore rest on this indissoluble foundation,
expressing itself in the dimension of DOING that is located at the upper end of the MILE (Fig. 3).

Fig. 3

a. INSTITUTIONAL: These competencies are related to the level of commitment.

what we demonstrate in our actions and how we arrive at them, despite the inconveniences
and obstacles, in accordance with the intention of the upper step, demonstrating conviction,

12 DIVDOC
 perseverance and adaptability to change, all of that combined with the ability to appreciate the
environment in a systemic way and with a future-oriented vision.

b. INTERPERSONAL: This type of competencies relates to the ability to

to relate to others, a fundamental action in a profession where the most important thing
We are us, the people, which is why it is necessary to develop work skills.
in a team, lead others to better meet the imposed standards,
develop climates of trust and, above all, create environments for development and
personal and professional growth of our subordinates.

c. PERSONAL: This new leadership paradigm proposes that this is the highest level
important for their development and to be an example for our environment. This not only is
conform to being an advanced individual fighter, but in addition to this, we must
tender to develop skills to solve correctly, initiative and proactivity, generating
creative and innovative solutions, characteristic of the philosophy of maneuver warfare, for
a constant self-preparation is required at different levels.

3. Importance of critical thinking5and creative thinking

Critical thinking holds special relevance, as referenced in numerous passages.

from operational doctrine, which is defined as the well-directed and self-regulated judgment to
solving problems. That is to say, it is a way of thinking that aims to improve the quality of this
by taking control of the act of thinking, subjecting it to intellectual standards that provide a
higher quality reasoning.

On the other hand, creative thinking involves setting aside old structures and ways of
doing things to solve problems in an innovative way and with perspectives or approaches
that had not been previously considered.

RELATIONSHIP BETWEEN THE MILE AND THE LEADERSHIP SYSTEM FOR THE ARMY 'SILE'

The MILE places emphasis on the person and their self-development. It invites the members of the institution
to take on the challenge of their personal management and the development of those around them. Only
With this participatory and integrative perspective, it is possible to achieve a true behavioral change.

For the identification, development, and strengthening of behavioral competencies

leadership, is considered relative to the curricular training by competencies, to which has
assigned to the Institutional Educational System (SEI), where the main objective is the realization
of a man and/or woman who is integral, fully developed and competent for the purposes of
Army. The above is also consistent with what is stated in the OGE, where it is established that
for the formulation and development of behavioral competencies in military leadership must
taking into account the manifestation of actions in the areas of BEING, KNOWING, and DOING.

The development and strengthening of leadership is necessary for all members of the
Institution, both civil and military, with special importance on those who have been
assigned to command positions.

5 Also defined as critical reasoning according to RDPL-20001, REGULATION, "PLANNING", edition 2012, p. 20.

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 The theoretical basis of the MILE is found in
national legislation, institutional doctrine
and current regulations, considering
predominantly what is established
in the OGE, the tactical operational model
established 'maneuver warfare', the axes
of action that the Army has determined and
the vision of the Institution by 2026, not as
a determined goal, but rather as a perspective
of the future that guides the MILE (Fig. 4).

Fig. 4
The MILE is supported by existing institutional systems, in such a way as to take advantage of the good
existing practices for its benefit. In this sense, the SEI is a valuable contribution with
the systems that compose it, contributing to the structure of the MILE; on one hand, with the systems
of Teaching and Training, on the other hand, with the Instruction and Training System.

The third face of the model is perhaps the

more importantly, the reason why it is situated
at the base of it. The development
personal is understood as the system
that integrates the development tools
and strengthening of competencies
behavioral aspects of leadership in personnel
of the Institution on a permanent basis and
using all the experiences that the
the person has lived throughout their career.
It must be considered that the development of
Fig. 5
this system, as implemented, is
the great challenge of the MILE (Fig. 5).

Finally, the MILE considers two areas in which the Institution's staff is
it plays, these are the Army Institution and the Land Force; it integrates a third area, the
from daily experience, on which it is estimated that at least 80% of the exercise is based
leadership.

14 DIVDOC
 Fig. 6

The emphasis of the model is on the daily experience of each person and their continuous development.
where superiors, peers, subordinates, and the individual themselves share the responsibility
and the challenge of leadership development.

This is how, integrating all the available elements in our Institution, it is generated.
a model (Fig. 6), which allows designing a system for strengthening and development
of leadership, for all members of the Institution, which has been called System of
Leadership of the SILE Army.

I know well what I can expect from you, who with admirable constancy,
morality and discipline, you have endured the rigors of military training;
I know well that I do not need to recommend value and sacrifice to you, because I know
that the motto of our homeland "to conquer or to die" is engraved in your
hearts.

General Erasmo Escala Arriagada

Assault and Capture of Pisagua, 1879.

AREAS OF LEADERSHIP EXERCISE IN THE ARMY

The way in which the MILE is linked to the leadership system 'SILE' within the different
institutional career paths are through areas of leadership practice. These areas do not
they constitute the hierarchical structure, but they obey the way in which leadership is
exercised by any of the members of the Institution in relation to the position they hold
in the structure. These areas are personal, direct, organizational, and strategic (Fig. 7).

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Personal area

It is the area that represents the essence of military leadership under the new institutional paradigm.
It is based on self-knowledge and the responsibility of making a commitment
with self-improvement waiting to be the best possible leader when distinguished with a
command position.
It is characterized by requiring personal management, self-awareness, problem-solving ability.
personal problems and strong self-discipline. For being a level of self-development and the foundation for
The exercise of leadership must be integrated by all members of the Institution.

2. Direct area

It is the area where leadership occurs face to face or at the frontline, the direct leader influences.
at all times. It takes place in the Army units where their members are in
permanent contact.

To characterize a narrow and continuous contract

with people or groups of people,
oral communication requires
y a
deep knowledge of its members.
Among the members of this area are
from the unit commanders of
fight until the team, from the bosses of
department up to Senior Staff, including
a PAJ, ECP, PAC and all those who deal with
directly with people.

Fig. 7

3. Organizational Area

It is the area where the leader's influence impacts the organization through policies and the
organizational climate. It is indirectly related to the members of the organization in
increasingly complex situations.

This area is characterized by indirect dealings, written communication, complex problems and
difficult knowledge of their subordinates. It is made up of the commanders of UACs, advisors
from the General Staff, heads of departments, school directors, and regiment commanders,
deputy directors and second commanders of units, among others.

4. Strategic area

It is the leadership area that includes military and civilian personnel at the highest levels in the Army. They are
responsible for large organizations that influence thousands of people; they establish
16 DIVDOC
the structure of the force, manage the resources, the communication strategy, the preparation of
the Institution for the axes of action, among others.

They are characterized by indirect and distant handling, written communication, huge problems.
complexity and repercussions and external interactions. This area is integrated by the Commander in
Army Chief, the Chief of the General Staff of the Army with his respective directors,
commanders of commands, senior divisions, aides, advisors, and department heads.

LEADERSHIP STYLES

There are different styles of leadership that can be understood as the way in which one
Exercise leadership. The Army Leadership Manual presents us with various styles, such as
authoritarian, transactional, transformational, situational, among others, not being exclusive
each other. In the Institution, they all coexist due to the different realities
that generate the unique identity of the weapons, services, and specialties, in addition to the
particularities of the human personality, essentially, it is original, emotional, creative
and evolutionary; however, all under the protection of the distinctive traits of the military profession and
guided by institutional purposes, which fully align with the different areas of
Leadership exercise.

PERSONAL DEVELOPMENT AND LEADERSHIP

Efforts to develop the competencies and attributes of a leader have better

results if carried out systematically, planned and focused through the application
methods that ensure effectiveness. Adequate management of personal development
allows managing one's own goals, objectives, and actions to achieve performance and
standards that one intends.

The development of leadership must be a deliberate, continuous, sequential, and progressive process.
always based on values; in this way, competent people are obtained as a result
and confident, capable of taking decisive actions, characteristic of a leader, at all times.

The development of leadership, its attributes and competencies occurs through a combination of
facing new challenges and experiences, new knowledge, where it is fundamental
dedicate time for constant analysis and reflection on one's own behavior.

THE GREAT CHALLENGE

From a systemic approach, the most relevant product that can result from the implementation
the leadership system is to have a feedback mechanism that allows
generate, execute and evaluate changes that are implemented, generally or selectively, in the
areas of action of the matrix functions.

The SILE can become one of the tools that allows for generating a
"cultural change," that brings the members of the Institution, and especially its leaders, closer together.
to the precepts of mission command and to strengthen the virtues and values of the ethos
military.

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The SILE will hold each individual of the Institution responsible for the development of their own
leadership skills throughout the professional career, thereby multiplying in a way
exponential good practices associated.

The SILE will align leadership training throughout the career, making it coherent.
behavioral competencies associated with leadership in the different IDs. At the same time, its
A systemic and process-oriented approach will allow for individual tracking of development.
these skills in the exercise of professional functions, being able to improve the
institutional leadership indices in this area.

The SILE implies a paradigm shift in the conception of leadership and command, which
It will bring with it a review and update of the doctrine related to this topic.

Strengthening the axiological foundation of the military profession by reinforcing the values and virtues associated.
to the profession that is the hallmark of military culture with other organizations.

A SILE established in a stable organic structure can serve as a benchmark.

national and Latin American related to the training and measurement of leadership, which is
an opportunity that exceeds the Institution itself.

18 DIVDOC
ARMY OF CHILE
DOCTRINE DIVISION