JPRS ID: 8326 PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF A COMMANDER'S ACTIVITIES

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JPI25 L/e3z6
- 9 March 1979
PSYCHQLOGICAL AND PEDAGOGICAI, FOUNDATIONS
OF ll COP1MANDER'S AC'CIVITIES
BY
M.I. D'YACHENKO, YE, F. OSIPENKOV
AND L. YE. MERZLYAK
ir
U. S. JOINT PUBLICATIONS RESEARCH SERVICE
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REPORT DOCUMENTATION i,.N[rvRr Ho, z a.cia+.Re'. Ace...,on no.
PAGE JPRS L/8326
i, titi..na wenli.
!l Moon o,cs
PSYCHOLOCICAL ANU PEDACOCICAL FOUNDATIONS OF A COMMANDER' S 9 March 19 79
ACTIVITIES
1. AWDOr(s)
L~~/IOfTIRt JI~MI[NIO~ R~Dt. f17
M. I. D yuctienko, Ye. F. Ooipenko, L. Ye. Merzlyak
/vformlng 0ganltNlen Nsme and Address
10. Prp~Kt/T~~M/WorM Unif Ne
Joint Publications Research Service
_ 1000 North Glebe Road I4. Contnet(C) or GrAnt(Gi No.
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As above

- 1 14.
- 1!. iuP0lamentary Netes
PSIKHOLOCO-PEDAGOGICHESKIYE OSNOVY DE1'ATEL'NOSTI KOMANDIRA, Moscow, 1978
~
u. Ae.tr"t tuo"oc: :oo ..oro.
This report contatns a etuOy of the activities of a commander to impr.ove the
effectivenees and qualiCy of work involved in strengthening military disciplinP,
refining military training and improving the moral, political and psychological
, training of unit and subuni*_ personnel. The snciopsqchological and individual
mental factora in the commander's formation of the personality of a fighting
- man and military collective are examfned.
17. DewmWf Msyrsie a. DeseApton
USSR Peraonality
Military Individual
Training Collective
0. IdWflflllsn/Opoe�[/idoa 7Mna
Political training
MoraJ. traiiiing
Psycfiological training
C. CosAri n.le/Crovo $I, SJ, 13G
1R AvaItaWtiq ltalenwnt 1!. ffturfty Clus RhH AopetU
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JPRS L/8326 9 March 1979
PSYCHOLOGICAL AND PEDAGOGICAL FOUNOATIONS
OF A COMMANDER'S ACTIVITIES , -
Moscow PSZKHOLOGO-PEDAGOGICHESKIYE OSNOVY DEYATEL'NOSTI
KOMANDIRA in Russian 1978 signad to press 30 Nov 77 pp 2-10,
28-31, 74-80, 115-124, 144-145, 165-166, 175-191, 218-234,
253-295 _
[Annotation, table of contents, excerpts from chapters 1-8, !
chapter 9 and conclusion from book by M.I. D'yachenko,
Ye. F. Osipenkov and L. Ye. Merzlyak, Voyenizdat, 50,000 copies,
295 pages]
CONTENTS
PAGE
Introduction 2 ~

Chapter 1. The Special Features of a Commander's Activities......... 5
1. The Content of a Commander's Activities 5
~ Chapter 2. The Persona.lity ef a Subordinate and Its Formation
by the Commander
7
- Appendix to Chapter 2. Program to Study a Soldier's
Character -
10
Chapter 3. The Commander's Role in Formation of the Military
Collective 14
- Appendix to Chapter 3. Program for the Study of the
Military Collective......................................... 15
Ceneral Conclusions 20

ChapCer 4. The Commander's Surety of High Military Discipline....... 21
- a- [III - USSR - 4 FOUO]
CII - USSR FOUO]
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~
CONTENTS (Continued) p$ge ~
Chapter 5.
Formation of Soldiers' Combat Mastery by the
Commander
23
Chapter 6.
The Moral-Political and Psychological Training of
Personnel
23 -
App
endix to Chapter 6. The Pragram for Moral-Political
' a
nd Psychological Training of Personnel.....................
31
Ctiapter 7.
The Commander-Lexder and Organizer of the Combat
Activtties of Subordinates
35
Chapter 8.
Organizing Lessons on the CombaC and Political
-
Training of Soviet TYoops
37
:i 1.
Combat Training Lessons
38
2.
Political ZYsining Leasons
50
3.
The Commander's Lesson Critique
51
Chapter 9.
Development and Formation of a Commander's Pei�sonalitp...
58
1.
The Basic TraiCs of a Connander's Peraonality
58 -
2.
Formatian of a Commander'a PersonaliCy in a Military
~
School
63
3.
Ref ining the Training of a Commander During Practical
Work in a Unit
73
Conclusion

78
Footnotes .

81
Original Table of Contents.................
83
- b -
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PUBLICATION DATA
English title
; PSYCHOLOGICAL AND PEDAGOGICAL�
FOUNDATTONS OF A COMMANDER'S
ACTTVITIES
Rusaian title
: PSIKHOLOGO-pEDACOGICHESKIYE OSNOVY
DEYATEL'NOSTI KOMANDIRA
Author (s)
� M. I. D'yachenko, Xe. F. Osipenkov,
L. Ye. Mexzl;yak
Editor (s)
.
Publiahing Houae
� yoyenizdat
Place of Publication
� I,o8COW
" Date of Publication
� 1978
Signed to press
� 30 Nov 77
Copiea
� 50,000
COPYRIGHT
� yoyenizdat, 1978 '
- c-
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_ Annotation
[TexC] The activities of a commander to improve the -
effectivenesa and qual ity of work involving atrengthen- _
ing military diacipline, re�ine military training, and
to improve the mo.r,gl-political and paychological train-
= tng of aubunit [podrazdeleniye] and unit [chast'] per- -
. sonnel are atudied in the book. It examines the aoc io-
psychological and individual mental factors in the
= commander's formation of the peraonality of a fighCing -
_ man and a military collective and controlling their
activities under the conditions of modern war and when 9
organizing combat and political'training in peacetime. '
- The work illuminates the special paychological and
pedagogical features of a commander's activitea and
professional qualities and show the influence of train-
ing in a military school and of practic,:.l work in .
trooQ units on the formation of his personality.
The book is intended for commanders and political
workers, teachers, and students:'.in highen mi3.itary-
political schools and in the pedagogical facultiea of
military academies. -
~
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Introduction
jTextJ The CommuniaC Party and Soviet Goverrmnent _pl$ce continual aCtention on
strengthening the defensive capability of our country anci* improving the Y-
Armed Forces. "We can report to the Congress rhat we have done a great
deal in this regard," CC General Secretary comrade L. I. Brezhnev noted
in the ReporC to the 25th CPSU Congress. "Supplying the Armed Forces
with modern armaments and military equipmeiit has been improved, as has
the quality of the cambat training and the ideological tempering of the
personnel." 1
Training of the command cadres, the backbone of the army, is of primary
significance. Without leaders who are trained in the moral-political,
/ military, technical, and psychological-pedagogical sense, it is impossible
Tto create and strengthen a modern army.
V. I. Lenin attached enormous significance to the questians of training,
indoctri.nation, selection, and-assignment of cadres.
The founder and leader of the world's first government of workers and
peasants placed unremitting attention on the political and military indoc-
trination of military cadres and the i.mprovement of their organizing role
in troop units. At his initiative problems of training commanders were
discussed at meetings of the Party CC and the Council of Peoples' Commissars.
Vladimir I1'ich Lenin actively participated in the preparation of the documents
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which formalized the sysrem ot seZecCion, training, indoctrinaCion, and
assignrnenC of cadres in Che Red Army. Personally meeting with commanders,
V. I. Lenin gave them advice and counsel on improving combaC masL�ery and E'
strengthening Che political and moral state of Che Red Army soldiers.
_ GreaC atCenCion was devoted at,that time Co the class selection of studenCs
assembled primarily from working and laboring peasants, along with strengCh-
ening Che party layer among them. -
x
Fulfilling V. I. Lenin's behests, the CPSU and Soviet government continually
demonstrate concern for the training of officer cadres. "The party,"
Che CPSU Program poinCs ouC, "will unswervedly concern iCself with Che
training of command, political, and technical army and navy cadres absoluCely
- devoCed to the cause of communism and selected frotn among the best repre-
sentatives of the SovieC people."2
Scientific and technical progress raised the demands for command cadres,
for their political, business-like, psychological, and moral-combat qualities,
assigned new tasl:s involving their training, indoctrination, and professional
preparation. The Soviet commander combines high political consciousness with
good professional training, the ability to proficiently solve problems in
military affairs wiCh the skill of employing modern command and ccntrol
methods.
Being a creatively thinking specialist, the Soviet commander masters that
method of thought and the scientif ic analysis provided by Marxism-Leninism.
And, this is only proper. Based u pon a foundation of Marxist-Leninist
methodology and profound understand ing af the laws of social development
- alone, a commander can correctly understand the objective laws of modern
- warfare and the special features of training personnel for active conduct
_ of combat operations and the conditions for successful supervision of sub-
~ ordinates' activities in peacetime and in wartime. _
' In the CC CPSU P.eport to the 25th C PSU Congress, L. I. Brezhnev emphasized:
_ "The modern su pervisor must organically combine within himself a party
_ attitude with profound competence, discipline with initiaCive and a creative
approach to business. Also in every sector a leader must take into
account the sociopolitical and indoctrinational aspects as well, be sensitive
_ towards peo ple, towards their needs and desires, to serve as an example in work
and in everyday life."3
Requirements placed upon officers also stem from the general regulations of
our party as applied to leadership cadres. The Soviet commander must pri-
marily be absolutely devoted to the party and people, actively and consistently
implement CPSU policy, serve ttie motherland in a model manner, and be its
model of high discipline, execution, initiative, and independence. Communist
moral substance, internal control, the readiness and ability to accurately
carry out orders, honesty and truth, will and organizational cabilities,
firmness in decisions and actions, the ability to organize and submit peo ple
to his wi_11, to guide them to accomplishment of the assigned mission in any
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situation--withouC such qualiCies the acCivities of a military lcader
are meaningless toCh in peacetime and in warCime.
- The motherland enCrusts an officer wiCh iCs mosC valuable and dearest
possession--people who must be trained and indccCrinated and, in ttie event
of war, led into baCtle. Forming in commanders the scienCific methods of
indoctrinating and training Croops is a viCal task. Considering growing
requirements the party has embarked upon organizaCion of the training and
reCraining of military cadres and is doing everything necessary to improve
their theor.etical level and the de pCh or" their knowledge concerning modern
achievements in Che field of miliCary science and Cechnology, as well as
the theory of leadershiI arid conunand and r.onCrol.
- Soviet officers possess a high military-technical culture. In addition
they must have a large reserve of general scienCific, psychological, and
~
pedagogical knowledge.
_ Thus, ideological conviction, high moral and psychological qualities, the
dernandingness u pon themselves and their subordinates, military organizational
� capabiliLies, general culture, creative thinki.ng, and tactical, pedagogical,
and milit:ary-technical preparedness--are the requisite condition for a
commandet-'s successful activi*ies.
A characteristic feature of today's Soviet Armed Forces officer corps is
- its youth. At the regimental level, young officers--Che commanders of
platoons, companies (batteries), and subunits at that organizational level--
. make up two-Chirds of the total supervisory staff. Along with acquiring
the experience of life and service know-how, they must continually im prove
their scientific knowledge, with military psychology and pedagogy occupying
a large place here.
- The significance of psychological and pedagogical knowledge increasec in
connection with the fact that, aC the present timea the general educational
- level of first-term soldiers and sergeants has significantly increased.
Working with people has become, on the one hand, easier and, on the other
hand, more difficult as well. Easier because they more rapidly assimilate
and more fu lly undersr.and that which they are taught. But, more difficult
- because their range of thinking has expanded and their desires are multi-
f acered. An officer must be not only well trained in the political and
military-Cechnical sense but must also be a good psychologist and skillful
- pedagogue in order to correctly structu re the training and indoctrination
of his subord;.n.ates.
Military schools are continually refining the training of future officers.
The quality of their moral-political, psychological and pedagogical training
is improving. All of this work must be improved in the future as well.
- The rnain thing is to insure that the party possesses an even broader reserve
of excellent theoretically-mature military cadres.
M arshal of the Soviet Union D. F. U;tinov, member of the CC CPSU Politburo
_ and USSR Minister of Defense, stated in his speech at a scientific and
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practical confexence of supervisory poliCical workers from the army and
navy= "ln recent years significant work has been done in the SovieC Army
and Navy Co im prove the selection, assignmenC, and indoctrination of cadres.
The progression of young capable officers to basic command, political, and -
engineering-technical jobs is being actively accomplished. These officers
_ possess high theoretical training, but do not always have Che requ isite
practical experience."4
� Life in troop units convincingly shows that certain difficulties are noted
in Che work of young officers, primarily in the sphere of indoctrination
- and leadership of subordinates. They are noC always able to find the
individual approach to subordinaCes and Chey someCimes lack the skill of
influencing the consciousness and feelings of the soldiers.
Further refi.nement in commanders' work with collectives desorr,~s special
aCtention. "Labor coll,ectives," Article 8 of the new USSR Cui,stitution
= sCates, "develop socialist competition, faciliCate dissemination of leading
work methods and strengthening labor discipline, indoctrinate their members
in the spirit of communist morality, and concern themselves with i.mproving
their political consciousness, culture, and professional qualification."
This statute from the tJSSR Fundamental Law also is fully relevant for
military collectives, which are called upon to increase the combat mastery
of the troops and to direcr the efforts of subunit and crew personnel towards
skillful collective a::Cions when operating combat and training equiptnent.
The collectives develop amongst the troops bravery, decisiveness, spiritual -
stabili.ty, and the ability to maintain combat activeness and indefatigable
will for victory under the most complex conditions. Thanks to the example
of co-workers and the high standards of comrades, each soldier will learn
to be principled, temper, will, character, and moral-political qualities,
- and more profoundly r.ecognize his respansibility to the socialist homeland.
All of these qualities in the soldiers are formed by the goal-oriented and
consistent activities of commanders, political workers, party, and Komsomol
organiza;:ions. The ideas of collectivism f ill the work of off icErs with
lofty meaning and are inspired by high social goals.
This book is addressed to the largest detachment of Soviet officers--subunit -
commanders directly involved in the indoctrination, education, moral-political,
and psychological training of personnel. It is designed to provide them '
- assistance in stud ying the foundations of military psychology and pedagogy
_ and in practical work. -
The authors express gratitude to Lt Gen I. A. Magonov, Col V. S. Vinnikov,
Col P. M. S unchenkov, and Col M. P. Shmelev for valuable advice and recom-
mendations to improve the book.
Chapter y The Special r'eatures of a Commander's Activities -
1. The Content cf a Commander's Activities.
jExcerp ts] At the present tHp CPSU firmly requires that Soviet supervisors
"introduce modern methods of organizirig production and labor in accordance
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with the requirements of scienCific and technical progress."5 The party
iristructions fully aFply also to the miliCary organizer and ],eader--
the Soviet army coimnander.
Uridcir, contemporary condiCions when Che army is receiving the most complex
- cotnbat equ ipment and ar.rnaments, commanders at a11 levels are faced wiCh
new taslcs of insuririg the combat capability and combat readiness of uniCs
and subunits. They must not only be able to skillfully assimilate armaments
ancl combat equipment, new mearis and forms of conducting combaL, but also `
possess mast;ery in indoctrination, educaticn, command and control, and -
- lcadership.
- Leadership of personnel and their political and military indoctrination
- require of a cammander correcC explanaLion of immediate and long-range goals
af his work, a comprehensive evaluation of Che situation in the subunit or -
unit, rnaking decisioris, and selecAng ways to implement them. Evaluation of
the situation aiid the decision stem froin commanders' understanding of the
~ taslcs assigned by the party and the government to the Armed Forces, from
analysis of the palitical and moral state, discipline, military training,
and comhat readiness of personnel.
Sincc combat equipment and armaments presuppose the coordinated activities
- of military collectives, command and control is a necessary prerequisite for _
success of troop activities. Fully appli.cable to military affairs are the -
characteristics provided by K. Marx to controlling social labor. "All direct
sociai or joint labor accomplished aC a relatively large scale," he pointed
out, "requires to a greater or lesser d.egree control which establishes coor- `
dination between individual operations and accomplishes the overall functions =
arising from the .iiovement of the entire production organism as opposed to -
- the movement of its independent organs. The individual violinist controls -
- himself, Che orchestra requires a director."5 Problems of improving control ~
~ were examined at the 24th and 25Ch CPSU Congresses as an integral part af all
= C PSU activities. Great attention was devoted here to questions of a lead-
e r's style, to the culture of control apparatus operations. It was noted -
at the 25th (;PSU Congr?ss that an important condition for the succoss of a
party supervisor lics in the Leninist style of work. . The Leninist `
= styl.er" it was stated at the Congress, "this is a crea..ive sCyle, a style
that is the anathema of subjectivism, one permeated with the scientific
_ approach to all social processes. It presupposes high demandingness upon
oneself and others, it excludes self-satisfaction, and oprises any manifes-
= tations of bureaucrii:ism ?nd formalism. "7
These party instructions apply fully to the leadership activities of all
" categories of commanders and stiiffs. USSR Minister of Defense Marshal of
the Soviet Union D. F. Ustinov, speaking to the graduates of the military
- academies, stated: ..D uring independent practical work graduates
must steadfastly assimilate the art of troap command and control. _
demonstrate Choughtful initiative, elevate tneir ideological-political -
and military-theorer.ical level, and make a substantial contribution to ~
improving the quality of combat and political training, troop combat readi-
- ness and strengthening military discipline."8 .
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Skillful troop corrunarid and c:ontrol is the legHl respcrosibility of every
nfi iccr. 7'hc, lntcrnal 5ervir_c h'ield Manual of the U55It Armed Forces
emphasizes tlip-t the cottmander is the "organizer and supervisor of the IL
training and indactrination of subordittates." Therefore, he is obligated
"to cnntinually refine t1ie methods of unit and ship (subunit) command
ancl controlf steadfastly work to develap his organizaCional capabilities
wnd to im prove methodol.ogical Skills: study and ltnplement everything new
~ anc+ progressive which facilitates improving the effectiveness of trainirg
artd indoctrination of subordinates. . ."9
-A 'I'he fundanental content of a commander's activities boil down tv accomplish-
- mpnt of tie following importanC functions;
--organizational: ~
--political-indoctrinatior.alf
--military-pedagogicalf
--military specialistsf
' --administrative-housekeeping;
--leaclershi;> in daily service.
Chapter 2. The Personality of a Subordinate and Its E'ormation by the Commander _
(I:xcerptsJ Indoctrination and training,af troop from the point of triev of military
psychology and pedagogy are a complex and lengthy process requiriN; from
military leaciers high culture, enormous effort, varied knoWledge and
skills, great tact, self-control, benevolence, and the ability to control
people's activitits.
Nere each chief is called upon to creatively construct the training process,
assist subordinates to form high combat, political, and psychological
qualities, and to support and encourage innovative effarts, manifestations,
and activities of persannel.
"Speaking of" indoctrinational work," L. I. Brezhnev noted at the 25th CPSU
c:ongress, "one cannot avoid mentioning the enormous role played here by the
Soviet Army. youths join the military family, lacking experience from the
school of life. dut, they return from the army as people who have already
gone through the school of self-control and discipline aho have received
technical and professional knos+leclge and political training."10
Such a higt, evaluation of the role SovieC Atmed Eorces play in ideolog:cal-
(wlitical and military indoctrination of the upcoming generation is supported
by the cre ative activities in this sphere by all links of off icer cadres.
Soviet commanders demonstrate a guiding sense in their service and indoctri-
national practice and tave the ability to distinguish the progressive from -
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ttuu obsolete, the creative from the tritee 'I'his expr.esses not only their
1igh pr.ofF-ssional prepareclness, but- also an approach to facts, events, and
phenomena from a position of Marxist-Leninist dialectics. In actuality
all of a comunattder's ser.vice ar_eivities are a c:oritinual crear,ive process
iri which he hirnself learns to seek nut Che new and to indoctrinate subordi-
nat(is with the satne desires. An officer's creativity is itnpossible without
creativiCy on the part of the entire cnllective which he leads. It is
subnrdinated to a single goal--elevaCinp, the tnoral-poliCical and combaC
read iness of the troops.
So~viet corlmanders base themselves on the pr.emise that each subordinate
is a(ersonality with its own int-ernal worid and multifaceCed yualities `
which influence traininp,, service, and nuCua1 relatians with others.
St"dy of all the properCies and quali.ties of a soldier'S Nersonality acquired
_ hPit;htened significance in modern times. Yrofessional selection and assign-
Ment of servicemen, formation of important qualities, distribuLion by special-
ties, solution of problems of compatibiliCy attd harmony in crews, sections, ~
and so oti all are irisured to a significant d-2gree due to the cortunanders'
profound knowledgr of their subordinates. A scientific approach Lo indoc-
tririation and education of the troops considering the fundamentals of
rnilitarv psychology and pedagogy open up vistas in indoctrinational work
to coritrol LiiP formation of personality and accompl:.shment of the individual
- approach.
'I'he c'1:1551C5 of Marxism-Leninism attached enormous significance to the sCudy
ot ttie qualities, traits, and special features of people. In order "Ilo operate
With any r_hance of successp " K. Marx ~+rote, "one must knoa the material on
which nc~~ interaction is based.''11
Developing this, V. I. Lenin in the new historical si.tuation pointed out:
- "To livr in a/thick of things./ To knoa /moods./ To know/everything./ ~
'to ur~derstand the masses. To know the a "12
pproach. To win /absolute/ trust.
- An imEx)rt.nt pedaeop,ical problem in troop units is the study 3nd aiia-ysis
(jiiring tr:iinine and indoctrinational work of the age, psychological, demo-
t;raG)hic, an(i other sper_ial teatures of subordinates. KnoWledge of subordinates
ar)(i t:h(,ir profound study is the service responsibility of commanders and chiefs.
'I'h(, sCudy bFrgins frora the day the youne man first arrives in the subunit
:si;d contirue, during nis entire service in the army. It can be accomrl?shed
also during short-duration work uith subordinates: during temporary duty,
_ whl-rL accomplishinP temporar,v missions, and so on. During comprehensive
study of thp troops officers can use such methods as discussion, observation,
(!xperitneTit, generalizaLion of independent characteristics, analysis of the
rt-sult of activities, analysis of biographical information, and others.
F'rom tt,v multiplicity of m^ans at his command the commander selects those
Wt,ich give the best rest-ilts in a particular situation. Studying suborclinates
corimander_s and political aorkers see the prospects of their work, its goal,
ho:: [o elevate and develop the moral-psychological and combat qualities of
evpr~ soldier as high as possit,le.
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The main Ching fnrming thc basis of a commander's sCudy nf subordinatea
is analysis of Che apecial features of Cheir activiCies and deeds.
Anslyzing the personal qualities of the soldiers, military 1Qaders
- consider in Cheir pracCice all informaCfon about au bordinaCes= Cheir
educaCion, general developmenC, variety of Craining, service, and social
activities.
Being broadly informed about each individual from Che subunit entrusted
Co him, a commander can more profoundly undersCand the special features of
the personality of each one and more accurately noCe and Cake measures
Co psychologically and pedagogically affecC the military collective.
- Along with overall traits servicemen possess individual features that
differ one from the other. Therefore, one and the same meChod of indoc-
trinaCion, education, and leadership which provides a posieive effecC
when used for one subordinate may noC provide Che anticipated resulCs
when used with anoCher (sometimes Nhen used aiCh the same subordinate
but under different condiCions). ConsequenCly, a commander musC take note
of the special features and differences in subordinates any time he is in
contacC aith Chem, in all lessons, during daily service, when employing
- encouraeement and taking disciplinary acCion. The know-hos+ of leading '
commanders ahows that the registration of individual and oCher special
features of subo:din.ates pe nneates their entire Craining and indoctrina- tional Work and is an important principle of all their acCivities.
Commanders are especially attenCive and tacCful aith young soldiers.
Soviet officers are guided in their activities Iiere by V. I. Lenin's
instructions Chat young peo ple "must be assisted in every way, looking ~
u pon their errors wiCh as much patience as possible, attempting to correcC
them gradually and predominantly through the use of /persuasion/. ..,,13
The commander is not alWays able to personally catch the many important
details in the mood and conduct of subordinaCes. Therefore, in his peda-
gogical activities he uses the k mW-hoa of warrant officers [praporshchik]
and sergeants and relies u pon the Komsomol aktiv. Meanuhile, taking inCo
account individual and age features of subordinates does not mean being
- indulgent and making a1loWances, A commander who allows leniency in rela-
tionship to the troops and frees them of the difficulties of military
service voluntarily or involuntarily hinders them in overcoming their
def iciencies.
Commanders must also attentively be concerned about all subordinates on -
a daily basis. The cambination of high demandingness in accordance With
regulations with deep respect for personal Worth is the main element in
the relationship betsreen Che military leader and subordinates. The
officer Who has the ability to give accurate and clear instructions, who
can achieve their unconditxonal execution, and, when necessary, Who listens
to the subordinate and takes his opinion into account enjoys special respect.
Thus, the study and registry of the spccial features of each subor.dinate�s per-
sonality plays a big role in the accomplishment of the great and complicated
missions facing the commander.
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Appendix to Chapter
_ Program to 5Cudy a Soldier's CharacCer
Thi, stucfy and rr_gistraCt.on of Che age, psychological, demographic, and
other special features of subordiraties during cnmbat and political training
are att impoctant servire and pedagogical task of subunie commanders.
The study of the Croops is a specific sysCem of ineChods, procedures, and
means.
It is advisable for the platoon (company) commander Co follow Che following -
_ seyuence in studying a subordinate's personality.
General information abouC the soldier.
l. Rank, last name, first name, patronymic.
2. Year, month, and date of birth.
3. Ylace of birth and call up for military service. _
4. Type of activities prior to coming into the army (student in a school,
- tekhriikum, W Z, specialty, Ci.me and place of aork. ParticipaCion in communist
labor brigade. Worked and studied. Came from another military unit.
Military Vtiz, institution, reason for transfer and other information).
S. Edt,cation and general intellectual development (aorld outlook, level _
of reading aptitude, suitability for general-poliCical, military-memoir,
tt:hnical, and natural science themes, and so on). Speaking d.evelopment
(vocabulary, style, emotionality, ability to express hitnself in writing
and orally).
6. Nationality.
7. Social-class origin (from the family of a servicemen, employee, Norker,
m.ember of the intellieentsia, kolkhoz worker).
8. Party status (Komsomol member, CPSU member, CPSU candidate member,
= non-party, when accepted, and co on.
9. General physical development (health, childhood illnesses, how often
subject to sickness, which sporCs is he good in, ahat results have been
achieved).
10. Information on parents and close relatives (place of residence, type
of activity, specialty, honarary ranks and special deeds performed for the
motherland. Father, mother, brother and sisters). `
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11. Family sCaCua (unmarried, married, number of children, wife's job,
addregg).
12. Living conditions and upbringing in Che family.
13. Brought up w ithout partnts (childrett's home, boarding house, relativeo,
guardians). '
E'ersonality trend and motives of a soldier's conducti.
_ 1. Dominant goal-oriented naCure, fundamental requirements, interests,
views, inclinations, ideas, convicCions, traiCs of personal positions.
- Morives for conduct when serving, during training, and during everyday life.
2. AtCiCude toNards assimilating his miliCary specialty, (responsible,
indifferent, negligenC). ManifQSCaCion of iniCiative and creativity, of
independence. Successes in combat and political training. Fulfillment of
socialisC pledges. Attitude towards encouragemenC and reprimand by the
commander.
3. AtCitude towards service activities. Now does he sCand guard watch and -
perform internal service. Attitude towards different housekeeping Work,
how his initiative and creativity demonstrated. AttiCude toWards the preser-
vation and conservation of atmaments and equipment assigned to him. Organi-
zation and discipline in labnr. WhaC types of labor does he prefer.
4. Successes in combat and political training, what disciplines is he most
af all attracted to and why. Determine in detail interest toWards reading,
uhat does he read, fiction, popular science, natural sc'o-nce, military-memoir,
or predominantly trivial literature, and so on.
- S. What does he dream about and what does he intend to do after service in
the atmy (study, Work, or both).
6. What does he do on leave (free time), where does he go, Who does he meet,
Where and hoN does he relax.
Mutual relations With other servicemen.
1. F'osition in the collective (does he use his authority, hoW is this
authority dete nnined, manifestation of altn.iism and egoism. Degree of
conformity).
2. Relationship to comrades in the collective (does he value the opinion
of the collective, is he indifferent to comrades. Who does he pal around
With and What is this friendship based on, and so on).
3. Mutual relations With young cammanders.
4. Mutual relations with officers (commanders, political workers, senior
chiefs).
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5. Is he satisfied wirh his position in the collective and what position
would he like to occupy.
= G, Does he value the honot and C.:aditions of his subunit and unit.
7. Mutual relations and cottCact with comrades and friends ouCside the uniC.
8. With whom does he mainCain conCacC and how often does he write to
parenCs, relatives, and friends.
9. Manifestation of military comradeship and mutual assistance.
SpeCial features in Che manifestaCion of character and Cemperament.
1. Clearly-expressed traits of characCer (in regards to those around him,
comrades, training, labor, service, specialty, and to himself. Perserverance
and ability to work. Porce and Crend in character).
2. Volitional traits of character (goal-orientect nature, self-possession,
courage, steadfastness, valor, decisiveness, initiative, independence, and
so on).
3. Discipline or.d execution (the ability to subordinate hi.mself and to
subordinate others, to carry out orders and give them. Relationship to the
demandingness of young commanders and officers, c.arrying ouC the training
and service regime in thp units does he adhere to the regime, does he violate
the regime intentionally or through negligence, is he able to carry out the
agenda in Che time alotted).
4. Enthusiasm for types of sports with military applications. Achievements
- during training periods.
5. Training work. Adherence to the agenda, organization, the ability to
independently work, to control himself, ability to mobilize himself for
training, for taking tests).
6. Expression of temperament (ability to aork, mobility, sociabiliCy).
7. Predominant mood (happy, sad. Stability of mood. What causes a change
in mood).
8. Negative character traiCS (mistrust, narcissism, conceiC, extraordinary
sensitivity in injury, noncritical attitude towards himself and comrades,
maximalism, unstable evaluations, stubbornness, imitation of standards -
disseminated to a circle of comrades).
9. Relationship to moral and material stimuli.
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Capabilities and progress.
1. Mental and physical capabilities. Progress in combaC and political
training (predominant evaluations, idenCical or not identical progress in
various disciplines).
2. Capabilities in the study of a particular miliCary specialty (special
features of atCenCion and interest in equipment, armaments, memory, Chought,
- expression. Quick and good memory).
3. Level of creaCive thought and nature of the development of the types
of inemory (studies mechanically or thoughtfully, does he master Che drills
of preliminary memorization, how fast and good is his memory, ease in presen-
tation, individual special features of inemory).
4. Felationship Co lessons and military training (does he assimilate the
miliCary s pecialty wiCh interest or w ithout interest, atCitude toward evalu-
ations).
Sacial activeness.
1. Relationship to social life, work, and activities of his subunit (does
he value it, does he have initiative, is he indifferent, does he relate
negaLively, does he do nothiiig and try in every way Co avoid iC).
2. Participation in life of the collective (does he have a regular task=
secretary, bureau member, agitator, member of the editorial collegium or
Lenin Room council, innovator, and so on. Does he carry out specific
tasking. Uoes he not do anything and does he have no social tasks).
3. Interest in the life of the country and international events (he continually
reads newspapers, periodically does so, does not read at all. Listens to the
radio and watches television, and so on).
4. Participation in mass-culCural and mass-sports work (likes to organize
and himself continually participates. Passably participates. Organizes the
leisure and everyday life in the subunit, and so on).
5. Yarticipation in preparation and dissemination of political inf6rmation,
- lectures, talks in his subunit.
6. Motives for activities in social Work (strives to put his ideals into
practice, to increase his political level. Concerns himself more about de-
fending his own rights or those of his comrades. Does he Work just for the
visibility. Does he frankly strive to better the work of the party and
Komsomol organization. Desire to continually be out in public With other people).
General psychological-pedagogical conclusions.
1. Basic strong points and deficiencies in the soldier's personality.
Reasons (internal and external) for shortcomings (indoctrinational conditions
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in the atmy and prior to the arrny, illness, absence which determine
cupabilities and skills in work).
7. DeCermination of the viCal psychological-pedagogical ta5IC5 facing
commanders, ways for furCher indocCrittaCiottal ard training work wiCh the
soldier.
The program for the sCudy of personality allows a commander. Co make con-
clusions and notes on the trend, character, abilities, temperament, views
on life, inclinations, and inCeresCs of every subordinate.
It is imporCanC to keep in mind that the program is not a sham. IC is
an example and can serve only as the initial reference point for creaCive
study of subordinates.
As the program is puC into practical use, it is not mandatory for the
comrnander to find answers to all points in every section. IC is sometimes
sufficient just to answer several of them in order to come Co the correct
conclusion as to the entire section. This will depend on the commander's
- know-how in working with subordinates and his skill in usir.g psychological
and pedagogical skills in service pr.actice.
Chapter 3. The Commander's Role in Formation of the Military Co1lecCive
[Excerpts] The officer's profession requires the ability to subordinat" people to
your will and to mobilize them to accomplish difficult missions, deeply
analyze the military situation, foreseeing the progress of events, to
make responsible decisions under any conditions and under compressed
suspenses, demonstrate initiative, and to embark on a reasonable risk.
This requires a firm knowledge of the principles and methods of political
and military indoctrination, the foundations of Soviet military pedagogy
and psychology, and skillful im plementation of them in practice. The
study by a commander or political worker of the psychology of a collective
subordinate to him is a complex task and its successful solution depends
upon reliability in personnel command and control, the force of the indoc-
trinational effect on the soldiers, and the moral state of the subunit.
In order to solve the problems of leadership, indoctrination, and training
it is imporLant for a commander to understand not only the psyctology of a
soldier's personality but also the psychology of the collective--the situa-
tions, moods, opinions, interests, and the mutual relationships inherent in
individual grou ps of subordinates and the subunit as a whole.
~
_ ...Development of the individual," K. Marx and F. Engels wrote, "is
- stipulated by the develapment of all other individuals with whom he is in
- direct or indirect contact. . ."14
Military se*vice is a collective matter. Young people joining the service
are sent to subunits in which they Will occupy a pa.rticular position and
will fulfill specific responsibilities. Facing them are tasks whose accom-
plishment requires coordination and careful joint work. Although the troops
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Ewssess special individual features and differ from one another, their
combinaCion however for ,joinC activiCies gives rise Co general mental
phenomena+ the emoCional atmosptiere in Che subuniC, common interests,
- feclings, traclitions, habiCs, sympathy, antipathy, auChoriCy, and so on.
The mutual influence of the troops on each other occ:urs in a military
subuniC as a result of direct conCacC. There is mutual demandingness,
following the example, exchange of experience, information, opinions,
moods. Imitation, psychological contaminaCion, suggestion come into
play in a collecCive. The desire arises in each soldier for self-confinnation,
_ to occupy an authoritaCive place in the life of the subunit (leadership),
evaluaCions of the conducC of comrades and self-evaluations are formed,
si and relationships are esCablished wiCh commanders and activists. -
- The collective usually exerts a mobilizing influence on personality and
elevaCes its capabilities. Even simple contacC in the process of labor,
as K. Marx noCed, "elicits competition and a unique impetus of vital energy.
which increases individual producCivity of each person. 0 ."15
The commander must take into account that the unique psychological atmosphere
which arises and exists in his subunit and Che moral climate exe,t great
~ influecice on the efficiency of overall activities, the level of harmony,
- of discipline, the effect on work and personality of each soldier.
A good psychological mood in the subunit, boldness, conviction, mutual
understanding, respect for each other, benevolence, mutual demandingness,
comradeship, friendship all are necessary prerequisites and the conditions
for harmony and coordination in the overall activities of the troops. And,
on the other hand, friction, conflicCs, unhealthy opinions, a suppressed
mood, and psychol.ogical division sharply reduce the results of activities
and the indoctrinational capabilities of any collective.
Creation of collectives possessing the high level of readiness for combat,
discipline, training, and cohesion is an important task in the training-
_ indactrinaCional and organizational work of a commander.
Appendix to Chapter 3
Program For the Study of the Military Collective
I. Ceneral Information on the Collective and the History of Its Formation
1. Name of the subunit.
2. Type of subunit (group)s battalion, company, pl3toon, section, party
group, sports teatr=, hobby group.
3. Disrribution o;" personnel by year of call up for military service.
4. Number of persons in the collective:
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a) by age (18, 19, 20, 21, 22, ar.d older);
- b) by parCy status (CPSU members and candidate members, Komsomol members,
non-parCy);
c) by naCionality (Russian, Ukrainian, Belonissian, and other nationalities)f
_ d) by type of work nrior Co call up into the army (school students, university
students, workers, and others).
5. Social and class origin (from a family of workers, kolkhoz workers,
employees, inCelligentsia, servicemen).
6. Information on parents and family (having a moCher and father, having
only a mother, only a father) no parents, bachelor, married, with children).
- 7. Other brief information oti the collective from the momenC of its
foundiiig until the present.
II. Preparedness of the Co1lecCive
lSequence_L
I Types of Activities I S 4 3 2
-
1 Military Training
- 2 Political Training
3 Social Work
4 Troop Unit Service and
Conformance with Regulations
5 Mass S ports Work
- 6 Mass Cultural Work
Group k.low-how, level of knowledge, skills, and abilities in a particular
type of joint collective activity are determined.
Evaluation of preparedness is graded on a four-point system and must reflect
the level of subunit preparedness in the given sphere of joint activities.
III. Motivation of the Collective
The goals, requirements, interests, and ideals of the collective. Subjects,
- objects, relationships which are more valuable for the collective. The
collective's understanding of the significance of its activities for the
society and the Armed Forces. The level of collective efforts to achieve
high results in training, service, discipline, and combat readiness.
Unity and coordination in the overall and individual motivation of the
- troops of a given collective. Evaluating the group psychological qualities
is done on a four-point system.
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Sequence I The Collective's'Moral and Psycholugical
1 Subunit activeness, its creative goal-oriented
naCure
2 At whaL� level are found the positive spiritual
requesCa and ipterests of Che troops
3 How does the collective rate its efforts and
affairs from the point of view of Che moral
code of a bu ilder of communism
4 Manifestation of honesty, comradeship, friendli-
ness, benevolence, joint experiences
5 The stability of the collective's faiCh in iCs
capabiliCies
6 The level of social activeness. Consideration
of the interest of the larger collective
1 The respect of the members of Che collectives
who are doing everything for the sake of
overall success
8 The desire of the collective's troops for
mutual contact and the exchange of information
9 The collective desire to interact and to coop-
erate with the collectives from other subunits
10 The presence of hopes on the part of the troops
to labor ;ind rest collectively
11 The role of the party and Komsomol aktiv in the
life of the collpctive
12 The business-like qualities of the collective's
aktiv
13 Respect of commanders, support for their re-
quirements providing them assistance
14 Is the authoriCy of the activists selected
by the society being put to use
IV. Organizational unity of the collective
1 Honesty in fulfilling the requirements of regu-
lations and in mutual relations
2 The capability of the collective to independently
and creatively accomplish various training
and service missions
3 How does the collective correct errors in the
actions and efforts of individ�al soldiers
4 How does the collective conduct itself in
complex and diff icult situations
5 How does the collective surmount the eonsequences
of failure in the achievement of the overall
goal
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.
I
~
Sequence The Collective's Moral and Psychological 5 4 3 2
Atmosphere
6 Now cioes Che collective coordinate general and
individual interests
7 The number of microgroups, their motivation and
mutual interaction
8 TradiCions of the collective
9 M ilitancy of the party and KQmsomol aktiv
V. The intellectual unity of the collective
1 Ways the collective solves various problems
and accomplishes missions. Rapidity in
developing the overall line of attack
2 Mutual understanding when accomplishing
collective missions. Presence of a common
language in the collective
3 Can the collective achieve a unity of
understanding and find a unanimous solution
when discussing the conduct of speciFic
individuals
4 How correcCly does the collective evaluate
changes in training, service, and daily
situations. Is new conduct rapidly elaborated
S ( Does the collective have a united and precise
opinion of its capabilities, achievements, and
shortcomings
6 How does the collecCive evaluate its place among
other collecCives
7 Now are critical comments from comrades, the
aktiv, and commanders evaluated and accepted
VI. The emotional unity of the collective
1 Presence of a good, elevated, bold overall tone
in the collective
2 The presence of benevolence in the mutual relations
among the servicemen, of a mutual cohesion among
each other, sympathy
3 Is there a desire for collective emotional exper-
iences, for daily phenomena
4 How are the successes and failures of the troops ,
in training, service, and personal life looked
u pon
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Sequence The Co llective's Moral and Psychological I 5 4 3 2 ~
Atmosphere
5 lloes a general mobilizing mood exist in difficult
serv ice situations
6 Is there a mutual position and berievolence in
relationships betwepn microgroups
7 DisaeminaCion of sympathy and friendship
between troops
VII. Volitional unity of Che collective
1
Is the collective in a position to mobilize
all forces, to surmount diff iculties and
carry things through from start to finish
Z
The ability of the collective to independently
esCablish collective goals and cohesively
achieve them
3
Rapidity and awareness by the collective when
making a decision, firmness in decision
accomplishment
4
The capability of the collective to subjugate
the manifestations of its own feelings when
the interests of the matter so require
5
The possibility for the collective to work
at length aad under stress to accomplish
the assigned mission
6
Timeliness in the identification and use of
reserves by the collective to overcome diffi-
culties
~
Generalization of the results and conclusions about the collective being studied
_ For an overall characteristic of the collective the commander rates e3ch
index (motivation, organizational, intellectual, emotional, and volitional
unity of the collective) in the taUle below and computes the total and the
, average score for its develo pnental level.
Overall numerical results characterizing the collective
Characteristics of the Collective S Evaluation of the collective qualities
in points (from a four-poii:t system)
Motivation
OTg8R12aC10i1S1 11111.tY � ~ ~ � � . � �
Intellectual unity
Emotional unity "
- VOLLt10I1S1 Ulllty ~ ~ � � � ~ � � ~ ~ ~ � ~ ~ ~ �
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General c:onclusions
- Considering Che overal] data (Section I), preparedness ef the collective by
- ac:Civity tylx� (Sr.cCion 1I), ancl Che uveraee score for eacl, subsequent sec-
tlori irt L�tue L�u,blu, tte coiunnrclnr provides a brief qualitative evaluation
_ of Che subuniC of troops as a collective and its sociopsychological stabiliCy. -
_ Fur example, the collective possesses good preparedness an combat and
rnilitary training (a score of 4), average social activenESS (3), and a well-
established mass cultural and sports program (4). Service activities and
fulFilling requirements of regulations, discipline, organization, and co-
- hesion--3. The collectives motivation is evaluated as average (average
- score from the rable 3.6). Organizational (3.5), intellectual (3.7),
and voliCional (2.9) unlty of Che subunit--average, and emotional--good (3.8).
The subuniC is characCerized as having a high level of development as a
= military collecta.ve (average 3.54). Its basic indicators (combat and political
training) are evaluated as good.
Having determined the basic shortcomings inherent in the collecti.ve and
the mut;ual relationships in it, the commander notes the way to make iC
cohesive, the way to form the positive qualities and traits of the soldiers,
how to viCalize work to overcome the negative moments in the life and activ- �
- ities of the subunit.
The pedagogical requirements for sLudying the troops and troop collectives
can be reduced to the following.
1. Study of the personality of soldiers and military collectives must lead
_ to an increase in the quality of their education, indoctrination, moral-
political, and psychological training.
2. Study of the traops and military collectives must be accomplished in
parallel with and mutually related to the indoctrinational effect on them
and stlpervising their activities.
3. An integrated approach to tt-~ indoctrination of subordinates must be
_ done in a planned manner, systeriatically and in a goal-oriented way during
_ combat and political training, during service, when accomplishing various
preventive maintenance and administrative duties, during days and hours of
rest, and within and outside the subunit.
_ 4. Both the specific traits of personality (positive and negative) as well
as personality as a whole shoul: be studied, as should the collective as a
unified, combat, harmonious, gcoal-oriented, and developing organism.
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Chapter 4. The Commander's Surety of Nigh M11iCary UigCipline
[Excerptci] AdherenCe to epecific forms and rules of digcipline is reeponsible for
accomplishment of misgions in various spheres of social life and activity,
Uepending u pon the special feaL-ures of Che regulaCed relativnships,
missions, and functions of collectives and Broups of people, various forms
of discipline exise= labnr, sports, training, party, military, and so on.
F:specially pr
is due to the
of the combat
conditions in
necessity for
equi(ment.
ecise and sCrir_t discipline is required in the army. This
special features of military nrganizaCion and by t1ie nature
trainirig and combat missions accomplished, by Che varied
which the activiCies of personnel take place, and by Che
Che study and practical employmenC of armaments and combaC
Uiscipline~ and oreanization are the vital levers aithouC which the ideo-
~oeical desires of the party and its decisions cannot be implemenCed.
In order to be victorfouse o . requires iron military discipline. The
individual who does noC undersCand this understands nothing of the condi-
tions for maintaining worker's power. .."16 affirmed V. I. Lenin.
Vladimir I1'ich profoundly substantiated the necessiCy for strict discipline,
cohesion, and organization of party ranks, basing their significance on
the very essence of the Communist Party as Che vanguard of Che working class
ahich leads it to the greaC goal.17 As he put it, "the sCrictest discipline
is necessary in the army"18 especially.
1'arty discipline is inseparable from state, labor, and military discipline.
The party program and regulations, as Nell as its decisions, oblige communisCs
to be ardent su pporters of adherence to socialisC legality and murality,
to set an exam ple of communisC att itude towards labor, to preserve and mulCiply
ixjblic social property. Within the Soviet Armed Forces, party and state
discipline organically combine irre proachable adherence to the requirements
of the military oath and military regulations, of the orders and instructions
of commanders and chiefs, and the example in fulfillment of all military
obligations. The Instructions to CPSt; 0 rganizations in the Soviet Army and
Navy state that their rnain task is implementation of the requirements of the
('1'SU proPram whereby "the Soviet Armed Pc,rces s+ill be a precise and cohesive
organism, tiave a high degree of organization and discipline, accomplish the
rn:ssions assigned by the party, gover.nment, and people in a model fashion,
and be prcpared at any moment to give a decisive rebuff t,-) im perialist
aP,gressors." Consequently, party, state, and military discipline in spite
of its varied aspects and manifestations has a unified ideological foundation,
a unified goal--to facilitate in every way possible the cause of the organiza-
tional development of communism in our country and the guarantee of its strong
defensive capability.
E'inn military discipline is a vital condition of high combat readiness and
the r:ornt,at capability of ttie army. Only on its basis can the requisite or-
eani2ation of the troops, their comhat mastery, continual readiness to accom-
plish the assigned missions, and hiE;h controlability be insured.
21
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Undor tho mo