This document outlines a leadership model based on the principles of 'be, know, do', emphasizing self-awareness, effective communication, and team development. It highlights the significance of ethical leadership, setting standards, and fostering a customer-centric approach in team dynamics. The guide serves as a resource for young leaders, emphasizing continuous learning and the importance of adapting leadership styles to various contexts.

1. Leadership Model: Be, Know, Do

2. Short Disclaimer:
Leadership has many different definitions and forms. Your company or circumstances may need
absolutely different set up.
This material may be helpful for young leaders, especially in pressing situations, use it carefully.
As basis for this material I used “Be, know, do” formula and U.S. Army field manual “Battlefield
Leadership”.
These principles are universal, well tested and work in many situations.
Never stop learning.
If you are interested in more material please contact me at: aslan.umarov@gmail.com

3. Content
 Leadership Defined
 Key elements of Leadership
 Leadership Context
 What leaders needs to be
 What leaders needs to know
 What leaders need To Do

4. Leadership Defined

5. Management vs Leadership
Manager Leader
Manage processes Manage changes
Values procedures Values creativity
Focused on current tasks Looks into the future
Maintains status que, prevents risks Thinks about opportunities, able to take risk
Thinks about results Thinks about staff development
Knows procedures Influence and motivates staff
Emotionally detached Emotionally attached
Focused on achievements Never satisfied with achievements

6. Leadership context

7. Leadership in business context
 Leadership must be customer centric
 Focused on development of leadership skills of company staff
 Development of cohesive and collaborative team
 Decentralization

8. Focus on client
The goal of the leader is to identify client (internal and external) and develop commitment to
the client amongst staff members

9. Leadership skills development
 Formal trainings
 Experience
 Self development based on personal interest
 Personal example

10. Team development
Efficient team characteristics:
 Loyal to company goals
 Efficient and proactive
 Cohesive and sustainable
Capacities of sustainable team:
 Able to understand and accept circumstances
 Inventive and proactively takes initiative
 Achieve tasks independently in accordance with company strategic direction

11. Decentralization
Efficient decentralization starts with:
 Constantly developing system of standards
 Definition of tasks at individual and team levels
 Staff members are able to independently select ways task should be accomplished

12. Goal of the Leader
 Define goal (explain why)
 Show direction (set priorities)
 Motivate
The task of the leader is to get his people from
where they are to where they have not been.
Henry Kissinger

13. Leadership situation
The led
Leader
Situation
Communications

14. Led
 The leader encourages the led to actively participate and help the leader to accomplish the mission.
Key ingredients of this relationship are mutual trust, respect, and confidence.

15. Leader
 Knows his strengths, weaknesses,
capabilities, and limitations so that he/she
can control and discipline him/herself and
lead team effectively.
 Efficient leadership starts with efficient self
control and self discipline

16. Situation
 Decision depends on analysis, professional
competence, motivation and desire to
accomplish the task

17. Communication
 Communication is exchange of information
 Efficient communication is when subordinates and leader
excellently understand each other (information)
 Best communication is personal example

18.  The four major leadership factors are always present but, in every situation, they affect each
other differently. The most important factor in one situation may have little importance in
another. You must constantly consider all four factors of leadership and choose the best
course of action. Mistakes happen when leaders fail to consider all four leadership factors and
see how they affect each other and mission accomplishment. Self-assessment, study, and
experience will improve your understanding of the four major factors of leadership

19. Principles of leadership
 Know yourself and seek self improvement.
 Be technically and tactically proficient.
 See responsibility and take responsibility for your actions.
 Make sound and timely decisions.
 Set the example.
 Know your staff and look out for their well-being.
 Keep your subordinates informed
 Develop a sense of responsibility in your subordinate.
 Ensure the task is understood, supervised, and accomplished.
 Build the team.
 Employ your team in accordance with its capabilities.
Team
Staff
Leader

20. Self knowledge & Self development
 Develop professionally
 Take full responsibility for your actions
 Show ability to take right decisions
 Defined role model

21. Development of subordinates
 Exchange Information (know your team)
 Develop sense of responsibility
 Control over task accomplishment
 Show personal example

22. Team Development
 Know strong and weak sides of the team
 Increase team commitment
 Develop cohesive team
 Realize team full potential

23. Part Two:
• Be
• Know
• Do

24. Values and beliefs
 Beliefs of Leader influence team cohesiveness, discipline and efficiency
 Values are guidelines to avoid moral dilemmas
 Character is link between values and behavior of the leader

25. Steps to avoid ethical dilemma
 Step 1. Interpret the situation. What is the ethical dilemma?
 Step 2. Analyze all the factors and forces that relate to the dilemma.
 Step 3. Choose the course of action you believe will best serve the nation.
 Step 4. Implement the course of action you have chosen.
Many subordinates want to please you, seeking recognition, do not ask them to do things that
will cause them to behave unethically to please you.

26. What causes Ethical Dilemma
Avoid following attitudes:
 I don’t care how you get it done—just do it!
 There is no excuse for failure!
 Can do!
 Zero Defects
 Covering up errors to look good
 Telling superiors what they want to hear.
 Making reports say what your leader wants to see,
 Setting goals that are impossible to reach (missions without resources),
 Loyalty up—not down

27. Values
 Courage
 Candor
 Integrity
 Professionalism
 Commitment

28. Courage
 Courage is ability to defend principle values and beliefs, take unpopular and tough decisions
towards company goals in high level of uncertainty and risk, even when it hurts interests of
other people

29. Candor
Candor lets being frank, open and honest with
management, peers and subordinates. This trait is
undervalued as it is associated with personal
criticism.
Simple rules of constructive criticism
• select the right time and place to offer your criticism or advice;
• do not criticize a plan without giving a constructive alternative;
• recognize that when your leader has made the final decision, you must end your discussion and
support legal and proper orders even if you do not personally agree with them.

30. Professionalism
 Professionalism – is developed
competence in the area of activities.
Level of professionalism influence level
of individual and team confidence in
leader.
Skills and
knowledge
Tactics

31. Character
 Character describes a person’s inner strength and is the link between values and behaviors. A leader of
character does what he believes right. A leader’s behavior shows his character. In tough situations,
leadership takes self-discipline, determination, initiative, compassion, and courage.
 Character can be strong and weak
Subordinates assess your character from day one. As they watch your day-to-day actions. They
know if you are open and honest with them. They see whether you are indecisive, lazy, or selfish.
They will quickly determine whether you know and enforce the company standards. Your staff
perceptions of your actions combine to form a continuing assessment of your character.

32. Developing strong character
Questions for self-analysis:
 How well developed are your values?
 How firm and successfully do you defend your values?
 Which sides of the character do you need to develop?
Actions:
 Aim to accomplish the tasks that help to build up a character
 Find your role model

33. Summary
Who the leader must be Examples
Be a person of strong character
 Determination
 Compassion
 Self discipline
 Role Model
 Initiative
 Flexibility
 Consistency
Be example of professional ethics
 Commitment to company values
 Loyalty to the team
 Duty
Be example of individual values
 Courage
 Candor
 Competence
 Commitment
Be able to resolve complex ethical dilemma
 Interpret the situation
 Analyze all factors and forces apply
 Chose course of action

34. What leader must know
Standards
Self knowledge
Human nature
Professional knowledge
Team knowledge

35. Standards
 Standards define acceptable quality of work done. They are
control tools. Leader must establish high standards in every
aspect of team activities.
Professional skills
Social skills
• Did your subordinates understand what was expected?
• Did you provide the resources, authority, training, and
direction your subordinates needed?
• Did your subordinates know how to do what was expected?
• Were your subordinates motivated to do what was expected?

36. KNOW YOURSELF
YOUR MUST REALIZE YOU ARE THREE PEOPLE
 Who you are
 Who you think you are
 Who others think you are
Questions for Self Analysis:
• Am I reliable?
• How well do I listen to others?
• Do subordinates fear me, or trust, like, and respect me?
• Do I show others I enjoy what I am doing?
• Am I a delegator or a “micromanager”?
• Am I an optimist or a pessimist?
• Am I selfless or self-serving?
• Am I a decision maker or a “decision ducker”?
• Am I competent at my job?
• Do I lead by example?
• Do I allow standards to slip when I am tired?

37. KNOW HUMAN NATURE
Depression, sadness, feelings of hopelessness and lack of self-worth are dangerous emotions
that lead to ineffectiveness.
You can have an important influence on these emotions:
• Control them in yourself by exercising self-discipline.
• Sense these emotions in your team members, and
• Take actions to control them.
Minimize influence of negative emotions:
• Express positive example
• Keep them busy
• Keep them informed

38. Attitudes and social roles
8 defined stages of commitment:
 Resistant
 Reluctant
 Existent
 Compliant
 Committed
 Compelled
 Obsessed
 Apathetic
Successful team consists of compliant, committed and compelled personalities

39. Know Team
 Disciplined team is the team you can trust.
 Disciplined team takes efficient actions even if
there are no clear and comprehensive directives.
 Standards established by the leader are the
fundamental of discipline.
Professionalism
Social Skills

40. Cohesiveness
Respect, trust, understanding and confidence in each other are ingredients of cohesiveness.
Simple Rules to maintain cohesiveness:
 Avoid too often reassign staff to different jobs
 Conduct intensive collective trainings
 Prevent and resolve personal conflicts
 Make job and being in team interesting for staff
 Stress importance of cohesiveness

41. Summary
What Leader must know
4 factors of leadership situation and how
they affect each other
 leader
 Situation
 Led
 Communication
Know standards
 Quality of work done
 Corporate ethics
 Team behavior ethics
 Tools and instruments
Know yourself
 Personality and performance
 Efficiency levels
 Strong and weak sides
 Level of professional knowledge
 Level of experience and skills
 Diversity of attitudes and instruments
Know human nature
 Potential for good and bad behavior
 Understanding of negative emotions
 Skills to neutralize negativity
Know your job
 Planning and communication
 Management and training
 Couching and counseling
 Professional competence
Know your team
 Strong and weak sides of the team
 Steam potential

42. What leaders do

43. Main things leaders do
Provide the purpose
Set standards
Motivate team members

44. Providing the purpose
Purpose gives subordinates a reason why they should do things under stressful circumstances. It
focuses subordinates attention and effort on the task or mission at hand, enabling them to operate
in a disciplined manner in your absence, Subordinates can best relate to a task or mission if they
know the ultimate purpose of their actions.

45. Setting goals
 Goals should be realistic and achievable
 Goals should lead to efficiency (relevant)
 Subordinates should be involved into goals creation
 Goal should be accompanied by action plan

46. What It Takes to Set Directions
 Development and deployment of standards
 Setting priorities for goals and tasks
 Planning team activity
 Decision making, problem solving
 Management & evaluation of team members
 Development of team members through training, mentorship and couching

47. Planning
 Have final picture in mind
 Set Milestones (what, how and when)
 Set timelines

48. Leaders evaluate their team and team members
Set right balance between absence of control and micromanagement. Staff evaluation should
be systematic and continuous.
Ask yourself following questions about team:
 What experience do they have?
 Are they competent enough for assigned tasks?
 Are they confident enough in their capacities?
 Are they motivated enough?
Ask yourself following questions about team member:
 is his potential fully utilized?
 Is he loyal to the team and company?
 Does he do his work efficiently?
 How does he influence moral spirit of the team?

49. Leaders Motivate by
 Personal example
 Development of cohesive and collaborative team
 Using consistent rewards and punishment system
Punishment and rewards influence people behavior most of all.

50. What you need to know about Rewards
 Rewards system should be flexible
 Choose a reward valued by the person receiving it.
 Present awards in ways so that others can see hard work is rewarded
 Reward promptly the desired behavior of an individual or group
 Give lots of verbal praise. Be aware, giving too much praise cheapens its motivating value.
 There is nothing wrong rewarding the majority of your team if they exceed standard expectations
 Promote people who work and study hard,
 Influence others to achieve standards and show the capability for increased responsibility.

51. When it comes to reprimands…
 Let team member know you are upset about behavior and not about him
 Let know you care about team member as a person but expect more from him/her
 Make sure team members know you will tell them how they are doing
 Do not punish team members who are unable to perform a task, punish those unwilling or unmotivated to succeed
 Reprimand in private as soon as possible after the undesirable behavior,
 Do not humiliate in front of others
 Ensure that team members being reprimanded understand exactly what behavior led to this action
 Ensure that reprimand is neither excessive nor unreasonable
 It is not only the severity of reprimand that restrains but also the certainty of it.
 Do not hold a grudge after reprimand. When it is over . . . it is over.
 Never lose control of your temper

52. Team is ok when:
 Goals are clear to all members of the team
 Team members show high level of commitment
 Team roles are clear and accepted
 Team members show mutual respect
 Team communications are open and transparent
 Team members receive consistent and continuous training

53. Forming a team
Forming.
 This is a learning period for old and new members, acquainting and reacquainting themselves with how the
group functions, their roles within the group and the group goals. This is also the time when leaders go over
team rules, responsibilities, and roles within the team
Storming.
 The honeymoon period is over and now it’s time to get down to work. This phase is characterized by conflict
over who has control and infighting for status positions and the coach’s attention. Leader needs to be vigilant in
identifying conflicts when they emerge and open up communication paths to resolve the conflict in a timely
fashion. Successful resolution can lead to increases in team members self-esteem, respect for their teammates
similarities and differences, overall trust, and communication skill effectiveness
Norming.
 The calm after the storm. Norming is the period after storming where the team has come to a consensus about
what is acceptable and what is not acceptable. Goals, objectives and expectations have been clearly defined.
The respect they gain for their teammates unique contribution to the team is the most important realization
the athletes come to during the norming phase
Performing.
 The performing stage is similar to the peak at the end of the season. During this stage, there is a close bond
among the group members and a general want for one another to succeed. The team members begin to truly
value each individual’s contribution and the relationships are secure within the team. The group is finally acting
as a confident cohesive unit. In this final stage, the team should be able to combine effort towards the group
goals.

54. Summary
What leader should do Example
Provide purpose/goal
 Explain WHY
 Communicate your intent
Provide direction
 Plan
 Maintain standards
 Set goals
 Make decisions, solve problems
 Supervise, evaluate, train, mentor, coach
Provide Motivation
 Take care of subordinates
 Be a role model
 Develop cohesive team
 Make everyday routine meaningful
 Reward outstanding performance
 Correct performance that does not meet standards
 Punish intentionally fail to meet standards