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Languages : en
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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.
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Languages : en
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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.
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Languages : en
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As the United States Army enters the 21st Century, it is focused on transformation of the force to meet the challenges of the future. The Army is spending large amounts of resources to organize and equip the Initial Brigade Combat Teams (IBCT) at Ft. Lewis, Washington along with its continued digitization of the III Corps at Ft. Hood, Texas. Transformation's main effort has been centered on equipment and organizational issues. Some changes have occurred in officer leadership development, primarily in officer management and assessment with the advent of OPMS XXI in 1997. The United States Army has not given the same focus to the most essential element of combat power, leadership. Surveys indicate decline in officer morale. Record number of lieutenant colonels and%colonels are getting out early or turning down command. Officers attending the Command & General Staff Officer Course (CGSOC) are voicing their concerns. The Army Chief of Staff General Eric Shinseki, convened a "Blue Ribbon" panel in 2000 to investigate shortcomings in leadership and training. This monograph asks should the School of Advanced Military Studies (SAMS) have a leadership development program and if so, what should it look like? This monograph concludes that SAMS does need a leadership development program. SAMS graduates are leaders within staffs and units that require effective leadership abilities. SAMS graduates can be the "seed corn" to improve leadership not only in the United States Army but other services as well. The SAMS Leadership Development Program (SLDP) is an embedded program that establishes a process to provide individual feedback to the students attending the Advanced Military Studies Program (AMSP) and the Advanced Operational Art Studies Fellowship (AOASF). SLDP assesses, counsels (informal & formal), coaches and mentors students toward improving their leadership "blind spots" in a learning free environment.
Author: Jeffrey L. Spara
Publisher:
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Category : Military assistance, American
Languages : en
Pages : 0
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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: Randall C. Lane
Publisher:
ISBN:
Category : Military education
Languages : en
Pages : 0
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Book Description
This monograph examines whether the current focus of Classroom XXI provides the adequate advanced military education necessary to prepare company and field grade leaders for the future battlefield. Technology has become the driving factor as the Army enters into the twenty-first century. In line with this focus, the Army has taken a more scientific approach to military education and training while neglecting the human dimension of combat. Technology, and digitization in particular, are an important factor in the composition of tomorrow's force, but it cannot be the sole nor even the central element controlling the education and training in line with the Force XXI initiative. This monograph first explains the connectivity of Classroom XXI, the institutional classroom education and training, to the Force XXI initiative and the impact on the force. Secondly, this paper discusses the present course of the Warrior XXI and Classroom XXI initiatives, the goals and objectives and desired endstate for the force. This portion is a brief description of TRADOC's campaign plan to support the Force XXI plan from the institutional perspective. Thirdly, this monograph analyzes each designed goal with analysis of the present situational developments under the execution of the Classroom and related Warrior XXI initiatives. As part of this analysis, the successes and shortcomings of the entire Army Training XXI initiatives are addressed, in general, in order to establish a base of reference for recommended solutions in the final chapter. Finally, this paper provides some general recommendations intended to refocus the Classroom and related Warrior XXI initiatives in order to achieve the proposed goals and objectives for the program. The recommendations proposed in this monograph are centered on de-emphasizing technology and adding emphasis to the human dimension.
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Category :
Languages : en
Pages : 0
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The United States Army, along with its sister services, is struggling to create effective doctrinal concepts for warfighting in the Information Age. Man's ability to manipulate and transport information at light speed is changing the conduct of military operations. While the services agree that 'Information Superiority' is key to decisive operations, there is little consensus as to how to achieve it and what the conduct of 'Information Operations (IO)' should entail. The various conceptions for IO can generally be understood as one of two types: IO as an integrating strategy or IO as a capability. Each of these viewpoints emanates from a distinctly different basic conception, or theory, of the nature of information; and each carries vastly different implications for military doctrine. Carried to its logical conclusion, the IO-as-strategy mindset demands a fundamental reformulation of all warfare. The U.S. Department of Defense must identify and articulate a relevant and theoretically sound definition of information before it can develop practical and effective doctrine for warfighting in the 21st century.
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Category :
Languages : en
Pages : 59
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As the nature of warfare evolves, the Army must produce leaders who comfortably interact with diverse populations and embrace complexity. This emerging truth dictates a need for change in how Army officers are trained and selected to lead at the highest levels in order to regain the initiative in managing today's fluid operational environment. The concept of strategic leadership, therefore, must be examined closely in Army doctrine. Social, cultural, and complex problem-solving skills are becoming a priority and must be developed in young officers to provide enough knowledge for senior leaders to leverage later in their careers. Rarely does the typical Army career prepare someone to succeed in the strategic arena where the non-military elements of national power carry greater effects than large numbers of troops and equipment. The basic question addressed in this study is "how effective is the U.S. Army at developing strategic thinkers capable of leading decisively in complex and adaptive environments?" To answer this question, three distinct areas are analyzed: (1) the ability of the Officer Education System (OES) to distinguish critical abilities deemed necessary to succeed in the modern security environment, (2) the ability of the Officer Evaluation Reporting System (OERS) to measure an individual's dedication to self study and lifelong education, and (3) the ability of the same OERS to measure individual skills acquired through operational experience.
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Category :
Languages : en
Pages : 0
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United States military forces face a different world as the 21st century begins. The phenomenon known as 'globalization' has created increased political, economic, and social interdependence among nations. With the emergence of new regional and transnational threats, world stability becomes a far greater challenge for the engagement strategies of the United States. For the United States to retain its prominent role in world affairs it must continue to exercise leadership abroad. Evolving national security policy originating from the United States Commission on National Security in the 21st Century (the 'Hart-Rudman' Commission), the National Security Strategy, and national security directives are suggesting the continued use of U.S. military force deployments in support of peace operations, notwithstanding criticism that utilization of military forces in peace operations degrades warfighting capability. This monograph traces the development of current national security themes from American preference for annihilation strategies and distaste of limited wars, and the historical dissonance between military resources allocated in peacetime and those found to be required for war. It examines recommendations of the Hart-Rudman Commission, and implementation of national security policy through Presidential Decision Directives (PDDs), to evaluate their probable impact on the operational preparedness of U.S. military forces and military 'readiness'. It concludes that use of U.S. military forces for engagement strategies in support of peace operations is a valid and wise exercise of the military implement of national power. In the 21st century the need for peace operations is likely to increase, rather than decrease, and future coordination between the military and other U.S. agencies such as the Department of State will become all the more important.
Author: Cynthia A. Watson
Publisher: Bloomsbury Publishing USA
ISBN: 0313084262
Category : History
Languages : en
Pages : 209
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Book Description
Professional Military Education (PME) is broader and more rigorous than is widely understood in the United States. Improving educational programs within the military service branches is at the very center of ongoing force transformation efforts and advanced educational opportunities occur at various, set levels of military experience. Military education increasingly conforms to standards imposed by outside civilian accrediting bodies and is mandated and monitored, to an extent, by Congress. Military Educationexplores this often-overlooked area of education within the context of the modern military force structure. In this unique work, Watson chronicles the evolution of professional military education during the last sixty years. Careful to draw distinctions between training and education, she briefly traces the history of PME and examines some of the major personalities involved in shaping it, as well as the evolution of the curriculum stressed in PME programs. Her narrative, combined with key documents, a glossary, and a timeline of important events, dispels popular notions of an uneducated military force.
Author: David C. Fowles
Publisher:
ISBN:
Category : Artillery, Field and mountain
Languages : en
Pages : 0
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