How do you demonstrate discipline?
Suggested Reading
TC 3-21.5, Drill and Ceremonies
Pages 1-1 through 3-5 based on printed document (PDF pages 13-29)
An introduction to drill and ceremony, focused on instructions and commands
This week’s Study: Posture
All excerpts below are from TC 3-21.5 unless otherwise noted
Introduction
1-1. Military history reveals that armies throughout the world participated in some form of drill. The primary value of drill, historically, is to prepare troops for battle. For the most part, the drill procedures practiced are identical to the tactical maneuvers employed on the battlefield. Drill enables commanders to quickly move their forces from one point to another, mass their forces into a battle formation that affords maximum firepower, and maneuver those forces as the situation develops.
1-3. … General Washington … enlisted the aid of Prussian officer Baron Friedrich von Steuben. Upon his arrival at Valley Forge on 23 February 1778, von Steuben … met an army of several thousand wretched, half-starved men in rags. He commented that a European army could not be kept together in such a state. To correct the conditions that prevailed, he set to work immediately and wrote drill movements and regulations at night and taught them the following day to a model company of 120 men selected from the line.
1-4. Discipline became a part of military life for these selected individuals as they learned to respond to command without hesitation. This new discipline instilled in them a sense of alertness, urgency, and attention to detail. Their confidence in themselves and their weapon grew as each Soldier perfected the fifteen 1-second movements required to load and fire their musket. As the Americans mastered the art of drill, they began to work as a team and to develop pride in themselves and in their units.
1-5. Watching this model company drill, observers were amazed to see how quickly and orderly the troops could be massed and maneuvered into different battle formations. Officers observed that organization, chain of command, and control were improved as each Soldier had a specific place and task within the formation. Later, the members of the model company were distributed throughout the Army to teach drill. Through drill, they improved the overall effectiveness and efficiency of the Army.
How do you demonstrate discipline?
When do you practice disciplined behaviors alone that no one sees?
What is the difference between disciplined repetition and mindless routine?
This Week’s Reading, Abridged
1-14. … There are five classes of bugle calls: warning calls, formation calls, alarm calls, service calls, and ceremonial calls. Some of the most popular and significant bugle calls are—
ATTENTION. This is taken from the British “Alarm,” at which call the troops turned out under arms. Attention is a parade bugle call letting Soldiers know that they are going to be called to the Position of Attention.
ADJUTANT’S CALL. The adjutant’s call indicates that the adjutant is about to form the guard, battalion, or regiment.
FIRST CALL. First call is the bugle call that signals to the troops as a warning that personnel will prepare to assemble for a formation. This bugle call lets Soldiers know to move to the designated formation area.
REVEILLE. Reveille is the bugle call played to signal the troops to awaken for morning roll call and coincides with the raising of the national Color.
MESS CALL. The mess call is the bugle call that signals mealtime.
RETREAT. Retreat is the ceremony that pays honors to the national flag when it is lowered in the evening.
TO THE COLOR. The old Cavalry call, “To the Standard,” in use from about 1835, was replaced by the present call of “To the Color.” This bugle call is played immediately after the playing of retreat.
TATTOO. Tattoo is a popular bugle call that is played later in the evening prior to “Taps” and signals to Soldiers that all loud talking and other disturbances must be discontinued within 15 minutes.
“TAPS.” “Taps” is played on some military installations late in the evening as it signals “lights out” (extinguish all unauthorized lights). “Taps” was adapted by Union General Daniel Butterfield for his brigade back in July of 1862. “Taps” is also played at military funerals and is known to be one of the military’s most recognizable and emotional bugle call.
What daily reveille ritual marks your transition from personal to professional discipline?
What is your equivalent of taps that signals transition from work to personal time?
What role should the concept of bugle calls play in modern corporate communication rhythms?
2-3. To ensure that a Soldier develops satisfactory proficiency during the time allotted and to ensure a complete and consistent presentation by the drill instructor, each movement, regardless of the method used, should be presented using three teaching stages—
Explanation.
Demonstration.
Practice.
2-9. … Note. Notice that when marching, there are five steps in the step-by-step method of instruction: 1–Preparatory command step; 2–Intermediate step; 3–Command of execution step; 4–Additional step; and 5–Action step.
2-10. (Talk-through method of instruction) Demonstrations are combined. Each movement is orally described. In this method, the explanation and action by individuals is executed as the instructor tells the demonstrators what they want them to do and how to do it. The demonstrators execute the movement as the instructor describes it; then, the instructor has the demonstrators execute the movement at normal cadence.
2-16. Instructors could use one of the four formation types when providing instructions to their formation while conducting drill. In all phases of drill, instruction and practical work can best be presented by using the U-formation or line formation. As a rule, stationary movements are taught using the U-formation; marching movements, including squad, platoon, and company drills, are best taught from the line formation. Instructors also have the option to use the extended rectangular and circular formations. Soldiers should be taught in the smallest formation possible to ensure individual attention; however, squad drill, whenever possible, should be taught to squad-size units, platoon drill to platoon-size units, and company drill to company-size units.
2-24. When acting as instructors or assistant instructors, officers and NCOs go wherever they are needed. They correct mistakes and ensure steadiness and proper performance in ranks. When Soldiers shows that they are unable to execute the proper movements or assume the proper position, the instructor may physically assist them.
2-26. To count cadence while marching at quick time, the instructor gives the preparatory command, Count Cadence, as the left foot strikes the marching surface, and the command of execution, COUNT, the next time the left foot strikes the marching surface. The Soldier begins to count the next time the left foot strikes the marching surface and counts as each foot strikes the marching surface—ONE, TWO, THREE, FOUR; ONE, TWO, THREE, FOUR. To count cadence while double-timing, the procedures are basically the same, except the Soldier only counts each time the left foot strikes the marching surface. To maintain cadence when marching, Soldiers will be allowed to sing, or a drummer’s beat may provide cadence.
2-28. As Soldiers begin to master the art of drill, instructors encourage a spirit of competition among individuals and between units. Although repetition is necessary when teaching drill, instructors use competitive drill exercises to ensure that drill does not become boring or monotonous.
When does your role require you to be the drill instructor versus the strategic visionary?
What is the business equivalent of marching in formation and why does it matter?
When should you use the "by-the-numbers" approach for strategic initiatives versus allowing autonomous execution?
3-6. Supplementary commands are verbal orders, given by a subordinate leader, that reinforce and complement a commander’s order. They ensure proper understanding and execution of a movement. They extend to the lowest subordinate leader exercising control over an element affected by the command as separate element within the same formation.
3-11. When no direction is given, the response is understood to be Forward; when no rate of march is given, the response is Quick Time. Normally, when a direction or rate of march is included in the preparatory command, only the direction or rate of march is given as a supplementary command.
3-12. Directives are oral orders given by the commander that direct or cause a subordinate leader to act. The commander gives directives rather than commands when it is more appropriate for subordinate elements to execute a movement or perform a task as independent elements of the same formation:
TAKE CHARGE OF YOUR UNITS is the only directive on which a commander relinquishes their command and on which salutes are exchanged.
Directives are given in sentence form and are normally prefaced by the terms HAVE YOUR UNITS or BRING YOUR UNITS.
How do you ensure supplementary commands do not undermine your direct reports' authority?
What is the understood response from your team when no direction is given?
3-13. A correctly delivered command will be understood by everyone in the unit. Correct commands have a tone, cadence, and snap that demand willing, correct, and immediate response.
3-14. The loudness of a command is adjusted to the number of Soldiers in the unit. Normally, the commander is to the front and center of the unit and speaks facing the unit so that their voice reaches everyone. The voice must have carrying power, but excessive exertion is unnecessary and harmful. A typical result of trying too hard is the almost unconscious tightening of the neck muscles to force sound out. This produces strain, hoarseness, sore throat, and worst of all, indistinct and jumbled sounds instead of clear commands. Ease of giving proper commands is achieved through good posture, proper breathing, correct adjustment of throat and mouth muscles, and confidence.
3-15. The best posture for giving commands is the Position of Attention. Soldiers in formation notice the posture of their leader: if the leaders’ posture is unmilitary—relaxed, slouched, stiff, or uneasy—the subordinates will imitate it.
3-18. To develop the ability to give clear, distinct commands, practice giving commands slowly and carefully, prolonging the syllables. Then, gradually increase the rate of delivery to develop proper cadence, still enunciating each syllable distinctly.
3-19. Inflection is the rise and fall in pitch and the tone changes of the voice. Inflection is going to change when giving preparatory command, command of execution, and combined commands.
3-20. The preparatory command is the command that indicates movement. Pronounce each preparatory command with a rising inflection. The most desirable pitch when beginning a preparatory command is near the level of the natural speaking voice. A common fault made by beginners is to start the preparatory command in a pitch so high that, after employing a rising inflection for the preparatory command, it is impossible to give the command of execution with clarity and without strain. A good rule to remember: begin a command near the natural pitch of the voice.
3-21. The command of execution is the command that indicates when a movement is to be executed. Give it in a sharper tone and in a slightly higher pitch than the last syllable of the preparatory command. It must be given with plenty of snap. The best way to develop a command voice is to practice.
3-23. Cadence, in commands, means a uniform and rhythmic flow of words. The interval between commands is uniform in length for any given troop unit. This is necessary so that everyone in the unit can understand the preparatory command and will know when to expect the command of execution.
Does your command voice change when you are uncertain about announcing a decision?
How has your command voice evolved as you have gained seniority? What needs to evolve?
How do you demonstrate discipline?
Questions for Individual Reflection
When has your demonstration of discipline intimidated others versus inspired?
What is the relationship between personal discipline and your ability to command respect?
What happens to organizational discipline when you skip the "explanation, demonstration, practice" sequence in implementing new strategies?
How do you demonstrate discipline in your communication timing? How do you know when to give a preparatory command versus when to execute immediately?
What's the difference between demanding compliance and inspiring disciplined execution and how is it reflected in your leadership style?
How do you maintain discipline during periods of great success?
Professional Discussion Prompts
What is the corporate equivalent of drill and how do you know when you have too much versus too little?
When should C-suite executives personally model procedural compliance versus delegating it entirely?
What role should ceremony play in modern corporate culture (board meetings, all-hands, quarterly reviews, etc)?
When should executives visibly demonstrate discipline versus modeling flexibility?
When does your organization need ceremonial elements to reinforce culture and how do you evaluate the resource needs of such activities?
Personal Discussion Prompts
How do you maintain personal discipline in your daily routines without becoming rigid or inflexible?
How do you teach your children the value of discipline without crushing their creativity?
When has demonstrating discipline in your personal life required sacrificing relationships?
How do you maintain personal "formation" when your family dynamics are chaotic or unpredictable?
How do you teach your children to respond to preparatory commands versus immediate execution demands?
Exercises
Discipline Audit
Exercise:
Write down every disciplined behavior you demonstrated yesterday, hour by hour.
Categorize each as: visible to others, invisible to others, or performed for others.
Identify patterns in when and why you demonstrate discipline.
Debrief:
What percentage of your disciplined behaviors are performed for external validation?
Which invisible disciplines contribute most to your professional effectiveness?
When do you perform discipline that serves no practical purpose?
Tradition vs Innovation Debate
Exercise:
Teams debate whether to maintain long-standing company traditions (annual events, processes, values, etc). Take sides.
Estimate and address ROI, employee engagement, and competitive advantage in the debate.
Debrief:
How do you measure the value of intangible cultural elements?
When do traditions become liabilities? When are they strategic assets?
What is the risk of changing too much or too little in organizational transformation?
Feel free to borrow this with pride and use with your teams, professionally or personally. If you do, please let me know how it went and tips for improvement: matt @ borrowingwithpride.com