1. CHAPTER 3
LEADERSHIP SKILLS

2. People behave in ways that will best
satisfy their needs.
Air
Water
• Survival is the most
basic human need.
Food
• Higher needs are felt
only after basic
needs are satisfied.

3. • Food and safety seldom bring
happiness or sense of
accomplishment.
• The satisfaction of higher needs brings
a sense of well-being and pride.

4. Survival needs are
similar for all people.
Higher needs vary
greatly mainly because
of the environment in
which the individual has
grown up.

5. This chapter covers those things
that influence the behavior of people.
Knowledge of human nature, and
what makes people behave as
they do, is important for a leader.

6. Everyone understands
the basic needs for food,
water, and shelter.

7. Once basic needs are satisfied,
desire for job approval, recognition,
and achievement will quickly take over.

8. Higher needs may never be completely
satisfied. That is probably good for it
might stop new ideas and initiatives.

9. Abraham Maslow
was one of the
foremost writers
on people’s
needs as
motivators.

10. His theory was that needs are arranged from
lowest (physiological) to highest (selffulfillment) in a hierarchy of needs order.

11. Individuals will try to satisfy all or nearly all
of the lowest level needs before they are
motivated to try those at higher levels.

12. Motivation
The psychological feature that
arouses an individual to action
toward a desired goal
The reason for the action
That which gives purpose and
direction to behavior

13. Two of Napoleon’s
many quotes
addressed the
concept long
before Maslow’s
theory.
“An army marches on its stomach.”
“A soldier will fight long and hard for
a bit of colored ribbon.”

14. A leader must be sure that the basic
needs of subordinates are satisfied,
then try to satisfy their higher needs.

15. Leaders can satisfy higher needs by:
• ensuring subordinates’ work gives
them the rewards of
~ belonging ~ status ~ advancement
• assigning jobs in a way that each
person does their part well and all
work toward the unit’s goal

16. Most people seek growth in their
work. They want:
• job responsibilities that use their
technical knowledge and ability
• to become skilled in their trade

17. Mastery of a job adds to a sense of
achievement.
Doing a “good job” in itself must be
personally rewarding.

18. People also desire proper recognition
for doing a job well.
This increases the drive to succeed.

19. Calling attention to mistakes is
necessary, but recognition of mistakes
alone will decrease the desire to achieve.

20. After inspecting a job, give deserved
compliments first, then follow with
constructive criticism, if needed.

21. Constructive Criticism
The process of offering valid and
well-reasoned opinions about the
work of others, usually involving
both positive and negative
comments, in a friendly manner
rather than an oppositional one
Criticism or advice that is useful
and intended to help or improve
something, often with an offer of
possible solutions

22. Most people want to contribute to the success
of the unit and organization, but they generally
need a boost or reward for doing a good job.
Leaders must remember this human nature
factor.

23. Sometimes a leader needs to impose
discipline when necessary to improve
attitude or performance:
~ additional physical training
~ verbal reprimand
~ written report
~ withhold advancement
recommendation

24. However, punishment alone cannot
motivate. Motivation is an inner force.
The motivated person is self-starting
and self-controlled.

25. What makes people want to do a better job?

26. In the civilian world, people doing a
better job directly affect production,
relationships with unions, and profits.

27. In the Navy, these things directly affect
morale, readiness, and reenlistments.

28. Surveys indicate there are nine main factors
motivating people to do a better job. In order of
importance:
1. Feeling that one’s work is important
2. Opportunity to do interesting work
3. Opportunity for self-development and
improvement
4. Good pay
5. Chance for advancement
6. Respect as an individual
7. Chance to produce work of high quality
8. Knowing what is going on in the
organization
9. High degree of freedom on the job

29. Motivating People To Do A Better Job
1. Feeling that one’s work is important

30. Motivating People To Do A Better Job
2. Opportunity to do interesting work

31. Motivating People To Do A Better Job
3. Opportunity for self-development
and improvement

32. Motivating People To Do A Better Job
4. Good pay

33. Motivating People To Do A Better Job
5. Chance for advancement

34. Motivating People To Do A Better Job
6. Respect as an individual

35. Motivating People To Do A Better Job
7. Chance to produce work of high
quality

36. Motivating People To Do A Better Job
8. Knowing what is going
on in the organization

37. Motivating People To Do A Better Job
9. High degree of freedom on the job

38. Motivating People To Do A Better Job
Items most often put at the bottom of
any such “motivations” listing are:
• the threat of disciplinary action
• not having to work too hard
• working under close supervision
Note that these three factors are
negative, whereas the previous nine
factors were all positive.

39. Supervision
Management by overseeing the
performance or operation of a
person or group

40. To help motivate,
a leader must:
• give each the
chance to develop
abilities and talents
• allow initiative
and judgment
within constraints

41. Talent
A marked innate ability, as
for artistic accomplishment
Natural endowment or ability
of a superior quality

42. High morale is the result of effective
leadership.

43. High Morale
No direction of human activity is
possible without it.
No failure is final until morale is
destroyed.

44. Morale is based on the belief of the
leader in the follower.

45. Morale is based on the belief of the
leader in the follower, of the follower
in the leader.

46. Morale is based on the belief of the
leader in the follower, of the follower
in the leader, of each in themselves.

47. Morale is based on the belief of the
leader in the follower, of the follower
in the leader, of each in themselves,
and both in the cause.

48. Morale
The state of mind of an individual
affected by:
~ living conditions
~ food
~ quarters
~ pay
~ duties
~ how important a person feels within
the group

49. Everything that makes a person feel
well and satisfied builds up morale.

50. Everything that bothers a
person lowers morale.

51. To have high morale, an individual
must first have standards and goals
that make daily life meaningful.

52. Second, they need to know what must
be completed or solved in order to
reach those goals.

53. Third, a person’s basic goals must be
in line with other members of the group
who provide support in times of stress.

54. The leader must realize that high
morale is present only in groups
that are disciplined and efficient.

55. Morale can be measured by inspections
of personnel and their equipment.

56. Interviews can help determine if unit
morale is high or low.

57. Remember, nothing will destroy morale
so surely as inactivity and boredom.
A leader must plan a mix of work and
play to build and maintain high morale.

58. Following are some general rules for
building high morale in a unit. The
leader should:
1. Make people confident in his or her
ability.
2. Stay in touch with individuals’
problems and wishes.
3. Be consistent and fair in assigning
duties and in giving rewards and
punishments.
4. Show people that he or she respects
them and is proud to be with them.

59. Following are some general rules for
building high morale in a unit. The
leader should:
5. Keep well informed of attitudes.
6. Be accessible.
7. Participate in planning and carrying
out unit activities.
8. Actively supervise lower-ranking
leaders to be sure that they do their
jobs with the unit’s welfare in mind.
9. See that people have plenty of
opportunity for further education.

60. Following are some general rules for
building high morale in a unit. The
leader should:
10. Always be friendly, courteous and
tactful.
11. Know each individual by name.

61. It is “good business” for leaders to stay
in touch with each of their subordinates.
It is one of the most effective ways of
letting people know they are important.

62. A leader must believe that each person
has something of value to say and may
know something the leader does not.

63. Starting a Conversation
A leader should begin a conversation
with a subject of interest to the
subordinate.
“Break the ice” about unit activity,
school athletics, clubs, etc., not about
health, finances, family, or hobbies.

64. Starting a Conversation
A leader should remember three things
when starting a conversation:
• No one wants their private affairs pried
into.

65. Starting a Conversation
A leader should remember three things
when starting a conversation:
• No one wants their private affairs pried
into.
• Many people like to talk about
themselves to someone they can trust.

66. Starting a Conversation
A leader should remember three things
when starting a conversation:
• No one wants their private affairs pried
into.
• Many people like to talk about
themselves to someone they can trust.
• The key to getting acquainted is a
sincere and unselfish interest in the
people being approached.

67. Starting a
Conversation
Probably the
best opening
subject is
something
about their
work, which
will be of
interest to
both.

68. Starting a Conversation
The following are some conversation
starters that may be helpful:
• A question about what they are doing
or planning to do

69. Starting a Conversation
The following are some conversation
starters that may be helpful:
• A question about what they are doing
or planning to do
• A comment on their skill or speed in
doing the work

70. Starting a Conversation
The following are some conversation
starters that may be helpful:
• A question about what they are doing
or planning to do
• A comment on their skill or speed in
doing the work
• A suggestion for improvement, if this
seems needed

71. Starting a Conversation
The following are some conversation
starters that may be helpful:
• An explanation of the importance of
the work

72. Starting a Conversation
The following are some conversation
starters that may be helpful:
• An explanation of the importance of
the work
• A question about how the activity can
be improved

73. Starting a Conversation
The following are some conversation
starters that may be helpful:
• An explanation of the importance of
the work
• A question about how the activity can
be improved
• A remark regarding similar activities

74. Starting a Conversation
The following are some conversation
starters that may be helpful:
• An explanation of the importance of
the work
• A question about how the activity can
be improved
• A remark regarding similar activities
• A question about their earlier
experience with similar work

75. Starting a Conversation
Any of these conversation starters can
lead into other topics, if the leader is
sincerely interested and will listen well.

76. Listening
Listening is a skill the effective leader
must have.

77. Listening
Few things make a person feel so
important or so good about themselves
as really being listened to by
someone they admire or respect.

78. Listening
It simply is not possible to listen to a
person while thinking about something else
and fool the speaker.
Despite trying to follow with smiles, frowns
or other signs, thinking about other things
is bound to show through.

79. Listening
To become a good listener:
• Stop working when someone is talking
to you.

80. Listening
To become a good listener:
• Accept the speaker as a fellow human
being with an interesting personality.

81. Listening
To become a good listener:
• Do not interrupt continually with
insignificant corrections or arguments.

82. Listening
To become a good listener:
• Do not belittle the speaker’s
experiences, plans, accomplishments,
or possessions with greater ones of
your own.

83. Listening
To become a good listener:
• Probably the worst thing a listener can
do is to tell the other people what they
mean, or to anticipate the point of their
story when they have scarcely begun.
It is discourteous and may interrupt
vital facts. Give the speaker a chance.

84. Ending a Conversation
Thoughtfully ending a conversation
is almost as important as starting or
keeping one going.

85. Ending a Conversation
The leader should not abruptly end a
conversation he or she started.
Ending a conversation without
damaging the pride or feelings of others
is an art every leader should develop.

86. Ending a Conversation
Consideration and good listening
are the keys to this art.

87. Ending a Conversation
Once a leader becomes known for
being willing to listen:
• the person who may be inclined to
talk too much will shorten his or her
chatter
• others will respect the leader’s time,
make their pitch, and depart

88. Ending a Conversation
Attentive, patient, open-minded listening
is one of the biggest skills in leadership.

89. A Leader Must Be And Do Many Things.
Understand-Guide-Teach
Manage-Administer-Supervise
Dedicated and Responsible
Know Needs
Know Resources
Set Example
Know Human Behavior
Listen
Counsel
Plan

90. Summary
To be a leader, one must:
• understand, guide, and teach

91. Summary
To be a leader, one must:
• manage, administer, and supervise

92. Summary
To be a leader, one must:
• have a dedication and sense of
responsibility that inspires others

93. Summary
To be a leader, one must:
• set a good example at all times

94. Summary
To be a leader, one must:
• know people’s needs and understand
how these needs affect human behavior

95. Summary
To be a leader, one must:
• know how to deal with people and how
best to use resources

96. Summary
To be a leader, one must:
• listen effectively and give counsel
wisely

97. Summary
To be a leader, one must:
• plan ahead

98. Summary
This sounds like a monumental task
for anyone, but leadership (like any
other skill) is learned with patient
study and practice.

99. Summary
The NJROTC cadet leader must keep
in mind that promotion depends a lot
upon the effort and preparation put
into each task assigned.

100. Q.1. After the basic human needs
are satisfied, what higher needs
will influence human behavior?

101. Q.1. After the basic human needs
are satisfied, what higher needs
will influence human behavior?
A.1. The person’s job and desire for
approval, recognition, and
achievement will take over
quickly.

102. Q.2. What are the basic needs of
man?

103. Q.2. What are the basic needs of
man?
A.2. a. Food
b. Water
c. Air

104. Q.3. Name three higher needs of
man.

105. Q.3. Name three higher needs of
man.
A.3. a. Approval
b. Recognition
c. Achievement

106. Q.4. What is a good "rule of thumb"
when making an inspection of a
job?

107. Q.4. What is a good "rule of thumb"
when making an inspection of a
job?
A.4. To give the deserved
compliments then follow with
constructive criticism,
if needed.

108. Q.5. Who was Dr. Abraham Maslow?

109. Q.5. Who was Dr. Abraham Maslow?
A.5. He was one of the foremost
writers on the topic of people’s
needs as motivators.

110. Q.6. What elements make up
Maslow's hierarchy, starting
with the basic needs?

111. Q.6. What elements make up
Maslow's hierarchy, starting
with the basic needs?
A.6. a.
b.
c.
d.
e.
f.
g.
Physiological needs
Safety needs
Belonging and love needs
Esteem needs
Cognitive needs
Aesthetic needs
Self-actualization

112. Q.7. What must the leader do to
motivate followers?

113. Q.7. What must the leader do to
motivate followers?
A.7. Give each one the chance to
develop his or her abilities and
talents.

114. Q.8. What things are sure to destroy
good morale?

115. Q.8. What things are sure to destroy
good morale?
A.8. Inactivity and boredom

116. Q.9. What are three helpful rules to
consider when starting a
conversation?

117. Q.9. What are three helpful rules to
consider when starting a
conversation?
A.9. 1. No one wants their private
affairs pried into.
2. Many people like to talk
about themselves to
someone they can trust, who
will listen and understand.

118. Q.9. What are three helpful rules to
consider when starting a
conversation?
A.9. 3. The key to getting acquainted
is a sincere and unselfish
interest in the people being
approached.

119. Q.10. Why is listening an essential
skill for an effective leader?

120. Q.10. Why is listening an essential
skill for an effective leader?
A.10. Few things make a person feel
so important or so good about
themselves as really being
listened to by someone they
admire or respect.

121. Q.11. What is morale?

122. Q.11. What is morale?
A.11. It refers to the state of mind of
an individual or group

123. Q.12. TRUE or FALSE. Leaders show
their subordinates that they are
important to the total
organization through
work-related conversations.

124. Q.12. TRUE or FALSE. Leaders show
their subordinates that they are
important to the total
organization through
work-related conversations.
A.12. TRUE.

125. Q.13. What are some negative
factors that can affect morale?

126. Q.13. What are some negative
factors that can affect morale?
A.13. a. Threats of disciplinary action
b. Not having to work too hard
c. Working under close
supervision

127. Q.14. TRUE or FALSE. Leadership
can affect morale.

128. Q.14. TRUE or FALSE. Leadership
can affect morale.
A.14. TRUE.

129. Q.15. To have high morale, an
individual must first have
what?

130. Q.15. To have high morale, an
individual must first have
what?
A.15. a. Positive standards and goals
b. A sense of what goals need
to be accomplished
c. Convictions and aims that
are in agreement with those
of other members of the
group