Command and General Staff Officer Education for the 21st Century Examining the German Model PDF Download
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Author: Major Luke G. Grossman USAF
Publisher: Pickle Partners Publishing
ISBN: 1786250470
Category : History
Languages : en
Pages : 88
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Book Description
Education has been the foundational cornerstone to every profession and continues to be so in the 21st Century. As a profession, the military is obligated to conduct not only training but also education of the keepers of the profession, the officer corps. Since the rise of large military bodies enabled by the levee en masse and industrialization, armies have required educated officers skilled in both command and staff functions. The Prussian-German model of staff officer education embodied in the Kriegsakademie of the Nineteenth and first half of the Twentieth Century’s, was highly regarded and much copied. The education officer received at the Kriegsakademie directly contributed to an efficiently organized and employed Prussian-German Army at the tactical and operational levels. The investment in Kriegsakademie officer education paid huge dividends at Gravelotte-St Privat and Sedan 1870, Tannenberg 1914, Battle of Poland 1939, and the Battle of France 1940, critical first battles. With the rearming of Germany in 1955 came the need for the fledgling Bundeswehr to educate general staff officers. This need was met by establishing the Führungsakademie (German Armed Forces Command and Staff College). The Führungsakademie was created with the same time honored principles that had served general staff officer training previously: careful selection of the most highly qualified and promising officers and a broad based education rigorously applied. However, little information on the current Führungsakademie Education System is available in the English language. This monograph attempts to address this void. The author conducted research and interviews with the faculty, staff, and students at the Führungsakademie in Hamburg, Germany in order to understand and assess the education given to German general staff officer aspirants. The central general staff officer’s education course is the National General/Admiral Staff Officers Course.
Author: Major Luke G. Grossman USAF
Publisher: Pickle Partners Publishing
ISBN: 1786250470
Category : History
Languages : en
Pages : 88
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Book Description
Education has been the foundational cornerstone to every profession and continues to be so in the 21st Century. As a profession, the military is obligated to conduct not only training but also education of the keepers of the profession, the officer corps. Since the rise of large military bodies enabled by the levee en masse and industrialization, armies have required educated officers skilled in both command and staff functions. The Prussian-German model of staff officer education embodied in the Kriegsakademie of the Nineteenth and first half of the Twentieth Century’s, was highly regarded and much copied. The education officer received at the Kriegsakademie directly contributed to an efficiently organized and employed Prussian-German Army at the tactical and operational levels. The investment in Kriegsakademie officer education paid huge dividends at Gravelotte-St Privat and Sedan 1870, Tannenberg 1914, Battle of Poland 1939, and the Battle of France 1940, critical first battles. With the rearming of Germany in 1955 came the need for the fledgling Bundeswehr to educate general staff officers. This need was met by establishing the Führungsakademie (German Armed Forces Command and Staff College). The Führungsakademie was created with the same time honored principles that had served general staff officer training previously: careful selection of the most highly qualified and promising officers and a broad based education rigorously applied. However, little information on the current Führungsakademie Education System is available in the English language. This monograph attempts to address this void. The author conducted research and interviews with the faculty, staff, and students at the Führungsakademie in Hamburg, Germany in order to understand and assess the education given to German general staff officer aspirants. The central general staff officer’s education course is the National General/Admiral Staff Officers Course.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
With the rearming of Germany in 1955 came the need for the fledgling Bundeswehr to educate general staff officers. This need was met by establishing the Fuhrungsakademie (German Armed Forces Command and Staff College). The Fuhrungsakademie was created with the same time honored principles that had served general staff officer training previously: careful selection of the most highly qualified and promising officers and a broad based education rigorously applied. However, little information on the current Fuhrungsakademie Education System is available in the English language. This monograph attempts to address this void. The author conducted research and interviews with the faculty, staff, and students at the Fuhrungsakademie in Hamburg, Germany in order to understand and assess the education given to German general staff officer aspirants. The central general staff officers education course is the National General/Admiral Staff Officers Course. The subject of this investigation focuses on five key areas of the Fuhrungsakademie Educational System as it is implemented in the National General/Admiral Staff Officers Course: student selection, curriculum, educational methodology, faculty, and post education concepts. An overview of the German officer education and training system and a brief description of the current German General Staff System are also included.
Author: Tamir Libel
Publisher: Routledge
ISBN: 1317908309
Category : History
Languages : en
Pages : 228
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Book Description
This book offers the first systematic, comparative analysis of military education and training in Europe within the context of the post-Cold War security environment. Based on an analysis of military education institutions in the UK, Germany, Finland, Romania and the Baltic States, this book demonstrates that the convergence of European military cultures since the end of the Cold War is linked to changes in military education. The process of convergence originates, at least in part, from the full or partial adoption of a new concept by post-commissioning professional military education institutions: the National Defence University. Officers are now educated alongside civilians and public servants, wherein they enjoy a socialization experience that is markedly different from that of previous generations of European officers, and is increasingly similar across national borders. In addition, this book argues that with the control over the curricula and graduation criteria increasingly set by civilian higher education authorities, the European armed forces, while continuing to exist, and hold significant (although declining) capabilities, stand to lose their status as a profession in the traditional sense. This book will be of much interest to students of military, European security policy, European politics, and IR in general.
Author: Dale R. Herspring
Publisher: JHU Press
ISBN: 1421409283
Category : History
Languages : en
Pages : 364
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Book Description
A provocative approach to evaluating civil-military relations. Dale R. Herspring considers the factors that allow some civilian and military organizations to operate more productively in a political context than others, bringing into comparative study for the first time the military organizations of the U.S., Russia, Germany, and Canada. Refuting the work of scholars such as Samuel P. Huntington and Michael C. Desch, Civil-Military Relations and Shared Responsibility approaches civil-military relations from a new angle, military culture, arguing that the optimal form of civil-military relations is one of shared responsibility between the two groups. Herspring outlines eight factors that contribute to conditions that promote and support shared responsibility among civilian officials and the military, including such prerequisites as civilian leaders not interfering in the military's promotion process and civilian respect for military symbols and traditions. He uses these indicators in his comparative treatment of the U.S., Russian, German, and Canadian militaries. Civilian authorities are always in charge and the decision on how to treat the military is a civilian decision. However, Herspring argues, failure by civilians to respect military culture will antagonize senior military officials, who will feel less free to express their views, thus depriving senior civilian officials, most of whom have no military experience, of the expert advice of those most capable of assessing the far-reaching forms of violence. This issue of civilian respect for military culture and operations plays out in Herspring's country case studies. Scholars of civil-military relations will find much to debate in Herspring's framework, while students of civil-military and defense policy will appreciate Herspring's brief historical tour of each countries' post–World War II political and policy landscapes.
Author: Jörg Muth
Publisher: University of North Texas Press
ISBN: 1574413031
Category : History
Languages : en
Pages : 377
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Book Description
Muth examines the different paths the United States Army and the German Armed Forces traveled to select, educate, and promote their officers in the crucial time before World War II. He demonstrates that the military education system in Germany represented an organized effort where each school provided the stepping stone for the next. But in the US, there existed no communication about teaching contents among the various schools.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 76
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Book Description
"German General Staff Officer Education and Current Challenges" examines the institutional education of German General Staff Officers, as experienced by the author, and offers a "Conceptual Competency-Skill-Framework" for professional development. Five competencies (Physical, Intrinsic Motivation, Intrapersonal, Interpersonal, and Cognitive Competency) and five skills (Deduction, Synthesis, Analysis, Induction, and Revaluation Skill) define this model through a process of theory and praxis. A case study of an operational planner for the first German Provincial Reconstruction Team (PRT) in Afghanistan (2003) describes the experiences of the author and identifies competencies and skills that required improvisation, rather than reliance on a model of previous institutional, operational, and personal preparation. This monograph commends the balanced holistic approach of the German General Staff Officer course at the Fuehrungsakademie der Bundeswehr (German General Staff Officer Academy), and recommends several educational venues to improve the specific competencies and skills in an institutional setting. The trinity of premier institutional education, operational experience and practical insight, and a dedicated life-long program for professional self-development, invigorates the military leader for emergent roles in national, regional, and global mission responsibilities. The ultimate value of a conceptual competency-skill framework is the personal assessment, evaluation, and integration for professional learning and performance that results in how to think, act, and lead.
Author: German Army Lieutenant Colone Groeters
Publisher: CreateSpace
ISBN: 9781480022737
Category :
Languages : en
Pages : 76
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Book Description
"German General Staff Officer Education and Current Challenges" examines the institutional education of German General Staff Officers, as experienced by the author, and offers a "Conceptual Competency-Skill-Framework" for professional development. Five competencies (Physical, Intrinsic Motivation, Intrapersonal, Interpersonal, and Cognitive Competency) and five skills (Deduction, Synthesis, Analysis, Induction, and Revaluation Skill) define this model through a process of theory and praxis. A case study of an operational planner for the first German Provincial Reconstruction Team (PRT) in Afghanistan (2003) describes the experiences of the author and identifies competencies and skills that required improvisation, rather than reliance on a model of previous institutional, operational, and personal preparation. This monograph commends the balanced holistic approach of the German General Staff Officer course at the Fuehrungsakademie der Bundeswehr (German General Staff Officer Academy), and recommends several educational venues to improve the specific competencies and skills in an institutional setting. The trinity of premier institutional education, operational experience and practical insight, and a dedicated life-long program for professional self-development, invigorates the military leader for emergent roles in national, regional, and global mission responsibilities. The ultimate value of a conceptual competency-skill framework is the personal assessment, evaluation, and integration for professional learning and performance that results in how to think, act, and lead.
Author: Douglas A. Macgregor
Publisher: Bloomsbury Publishing USA
ISBN: 0313373590
Category : History
Languages : en
Pages : 302
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Book Description
This work proposes the reorganization of America's ground forces on the strategic, operational and tactical levels. Central to the proposal is the simple thesis that the U.S. Army must take control of its future by exploiting the emerging revolution in military affairs. The analysis argues that a new Army warfighting organization will not only be more deployable and effective in Joint operations; reorganized information age ground forces will be significantly less expensive to operate, maintain, and modernize than the Army's current Cold War division-based organizations. And while ground forces must be equipped with the newest Institute weapons, new technology will not fulfill its promise of shaping the battlefield to American advantage if new devices are merely grafted on to old organizations that are not specifically designed to exploit them. It is not enough to rely on the infusion of new, expensive technology into the American defense establishment to preserve America's strategic dominance in the next century. The work makes it clear that planes, ships, and missiles cannot do the job of defending America's global security issues alone. The United States must opt for reform and reorganization of the nation's ground forces and avoid repeating Britain's historic mistake of always fielding an effective army just in time to avoid defeat, but too late to deter an aggressor.
Author: Timothy T. Lupfer
Publisher:
ISBN:
Category : Electronic government information
Languages : en
Pages : 84
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Book Description
This paper is a case study in the wartime evolution of tactical doctrine. Besides providing a summary of German Infantry tactics of the First World War, this study offers insight into the crucial role of leadership in facilitating doctrinal change during battle. It reminds us that success in war demands extensive and vigorous training calculated to insure that field commanders understand and apply sound tactical principles as guidelines for action and not as a substitute for good judgment. It points out the need for a timely effort in collecting and evaluating doctrinal lessons from battlefield experience. --Abstract.
Author:
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ISBN:
Category :
Languages : en
Pages : 0
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Book Description
In 1981, then Lieutenant Colonel Huba Wass de Czege published an article that examined the conventional military education system of mid-career field grade officers. This paper not only created significant debate regarding the U.S. Army Command and General Staff College (CGSC) curriculum, it became the genesis for the formation of the School of Advanced Military Studies (SAMS). SAMS officially began in 1984 at Fort Leavenworth under the operational control of CGSC and was planned as a rigorous year-long academic program for selected officers. By conceptual design SAMS would provide a broad military education in the science and art of war at the tactical and operational levels beyond the CGSC course in terms of theoretical depth and application. Since the time of Wass de Czege's initial study in 1981 the environment of potential global conflict and the personnel and professional demands placed upon the army as an institution have changed. In 1983 most military analysts predicted that any crisis that would require the significant employment of U.S. military forces would be conducted against a Soviet adversary on the plains of Northern Germany. Yet, in the past 15 years the Department of Defense has been engaged in eleven major military operations and only one (the Gulf War) resembled the type of conflict anticipated in 1983. Additionally, when the U.S. Congress enacted the Goldwater-Nichols Defense Reorganization Act (GNA) in 1987 and the army adopted the Officer Professional Military System (OPMS) XXI in 1997, army officer career rules have significantly changed. Combined, joint and reserve component duty requirements have severely restricted the amount of time that most mid-career army officers will be able to spend in either branch or service assignments. As assignment guidance has changed, so has the resource pool of available field grade officers who can afford an additional year of study after CGSC at SAMS.
