Being a DOD publication, it's in the public domain: https://usacac.army.mil/sites/default/files/misc/doctrine/CD...
I can't stress enough how excellent it is.
State what you, as the leader, are trying to achieve, and why ('the big picture')
State what you want the subordinate to achieve
Define the resources available to the subordinate, and any constraints
Say how you want progress / issues to be reported
You don’t define how the subordinate should carry out the task – if they are competent and you trust them, they should be able to figure this out themselves.
[Edit] - the military distinction between command and control is also relevant to the civilian distinction between leadership and management. Paraphrasing slightly: Command is getting people to do something. Control is stopping them from doing something else.
I would argue that this isn't always the case. When tasking a subordinate you should also consider where they fit in a matrix of competency and confidence. If they are competent and confident in their ability to carry out the task then what you described is fine. If they aren't competent I'd give them the task but keep a very close eye on progress and be ready to step in with feedback before things spiral out of control. If they're competent but lack confidence I'd probably have them walk through their plan with me first. This can help them feel more confident in the approach that they planned to take. If they are neither competent or confident in their ability to perform the task I'd question why they're being assigned it.
I was taught a lot of bullshit in my Army days but the definition on the first page of that book is seared into my brain. It’s succinct and I still refer to it when evaluating myself and my efficacy as a leader. It’s a great little manual to start with, especially when most books on leadership are 90% marketing garbage.
"Because subordinates learn best by doing, leaders should be willing to take prudent risks and accept the possibility that less-experienced subordinates will make mistakes. Risk assessment and risk management help determine existing risks and mitigation strategies. If subordinate leaders are to grow and develop trust, it is best to let them learn through experience. Effective leaders allow space for subordinates to experiment within the bounds of intent-based orders and plans."
Good ones are also: "Duty" (Robert Gates) "Call Sign Chaos" (Mattis) "Extreme Ownership"
The one about Mattis has a very long list of book recommendations at the end.
https://www.audible.com/pd/Small-Unit-Leadership-Audiobook/B...
> The principal audience for ADRP 6-22 is all leaders, military and civilian
But people are people, communication is communication and at the end of the day, regardless of what else they are, armed forces are large complicated organizations. It would be foolish to assume that because your organization(s) have different goals and mandates, they have nothing to learn about communication, leadership, training, etc. from decades (at minimum) of well documented armed forces experience.
Leading troops in combat is as much a tactical challenge as it is a logistical challenge. As cheesy as it sounds, leadership skills developed prior to and during combat are directly translatable to the corporate world. A great military leader is equally capable of being a great corporate leader. There is nothing specifically in the Army leadership style that could not be applied to a corporate setting.
Something I've enjoyed as well which is a bit shorter and maybe quicker to digest is the chapter discussing leadership in the Art of Scalability https://www.amazon.co.uk/Art-Scalability-Architecture-Organi.... The authors have a military background no doubt influenced by DOD doctrine.
Are there any specific parts you'll recommend? Or anything I should skip?
Regarding skipping, I can't recall anything that's counterproductive to read, but it's possible I skipped those parts, and, so, can't remember them. I wouldn't hesitate to jump into sections that seem especially relevant to your situation, and then jump back out.
In terms of parts to recommend, I thought Chapter 6 had especially practical/applicable content for me as a manager. Within that chapter, I felt that the "Counseling, Coaching, and Mentoring" section (beginning at section 6-52, through Table 6-3) is especially pertinent, as it laid out those particular roles and responsibilities far better than any of the internal resources I was given. The lines between those roles at startups are often muddy, if they're even laid out at all, and there's a lot of great work that senior engineers / tech leads can do to develop junior engineers they work with, outside the normal manager / IC dynamic.
* Abusive behaviors—includes behaviors that involve a leader exceeding the boundaries of their authority by being abusive, cruel, or degrading others. These behaviors are contrary to what is required for the moral, ethical, and legal discharge of their duty. Specific examples include, but are not limited to, bullying, berating others for mistakes, creating conflict, ridiculing others because of the authority held, domineering, showing little or no respect to others, insulting or belittling individuals, condescending or talking down to others, or retaliating for perceived slights or disagreements.
* Self-serving behaviors—includes behaviors that result from self-centered motivations on the part of the leader, where they act in ways that seek primarily to accomplish their own goals and needs before those of others. Specific examples include, but are not limited to, displaying arrogance, lacking concern or empathy for others, taking credit for others' work, insisting on having their way, distorting information to favor own ideas, exaggerating accomplishments or abilities, putting own work and accomplishments ahead of others' and the mission, displaying narcissistic tendencies, or exhibiting a sense of entitlement.
* Erratic behaviors—includes behaviors related to poor self-control or volatility that drive the leader to act erratically or unpredictably. Specific examples include, but are not limited to, blaming others, deflecting responsibility, losing temper at the slightest provocation, behaving inconsistently in words and actions, insecurity, or being unapproachable.
* Leadership incompetence—includes ineffective leadership behaviors that result from a lack of experience or willful neglect. Incompetence can include failure to act or acting poorly. While incompetent leadership can arise from reasons unrelated to counterproductive leadership, it is included as a category often associated with arrogant or abusive leaders who are not aware of their shortcomings and do not seek to correct their shortcomings. Conversely, some leaders lacking competence are aware of their shortcomings, which lead them to behave in counterproductive or negative ways to cover up their shortcomings or mistakes. Specific examples include, but are not limited to, unengaged leadership, being passive or reactionary, neglecting leadership responsibilities, displaying poor judgment, poorly motivating others, withholding encouragement, failing to clearly communicate expectations, or refusing to listen to subordinates.
* Corrupt behaviors—includes behaviors that violate explicit Army standards, regulations, or policies. Violations may range from behaviors subject to administrative discipline to criminal actions subject to discharge or incarceration. Specific examples include, but are not limited to, dishonesty, misusing government resources or time, creating a hostile work environment, EEO/SHARP violations, or violating Section 3583 (Requirement of Exemplary Conduct), Title 10, United States Code, AR 600-100, or the Uniform Code of Military Justice.