11

Language and Culture: A Strategic ImperativePanel One Outbrief

26 JAN 2011

2

Brigadier General Steven W. Busby, Deputy Director for Force Management, Joint Staff, J8 (Chair)

Mr J.Q. Roberts, OUSD/Policy BG Walter M. Golden, Jr., OJCS/J-1

Mr. Lee Johnson, N13 Mr. George Dallas, USMC BGen (Sel) Daniel Yoo, USMC and

Fellow at the Council on Foreign Relations

Design and implement a capabilities-based system that provides the enhanced capabilities and capacities needed to succeed in the full spectrum of operations

How do we employ a system to better address language, regional and cultural capability and capacity needs?

Focus Area

Panel One: Capabilities and Capacities System

Challenge Statement

Panel Members

3

Panel One: Capabilities and Capacities System

1. What are the OIF/OEF lessons? Parallel of Vietnam experience. Putting GPF in COIN environment without proper preparation. Steep learning curve

to adjust to. Learned similar lessons in the Balkans No standard methodology for determining LREC requirements DoD-wide acknowledgement of significant LREC requirements. Need to focus more on optimal capacity and Force

sizing LREC capabilities should stay in balance with full spectrum of warrior capability needs Need to avoid redesigning entire manpower/strength planning model based only on LREC needs Heavy reliance on contractor linguists

2. Looking to the year 2025, how do we equip the GPF warrior with the needed LREC capability?

SecDef recognizes the need to find the right capabilities balance. The challenge is defining that balance We need a faster, more agile requirements determination process. As it matures, the COCOM Capabilities Based

Requirements Identification Process will help with forecasting and prioritization COCOM requirements, and Force requirements in general, always exceed existing capacities We need greater institutionalization of pre-deployment LREC training. It remains a challenge to determine the best

“system” for determining training capability and capacity needs All GPF should have some basic, foundational understanding of importance of culture, and some regional focus This generation has moved from “linear,” mostly kinetic warfare, to something different. LREC is no longer just an

enabler, but is becoming a core operational capability

Key Themes

4

Panel One: Capabilities and Capacities System

# Initiative Name Initiative Description Impact

1

Department-wide LREC Capabilities Based Requirements Identification Process

Leverage the ongoing DLO and Joint Staff led initiative to develop a standard, repeatable methodology to determine the COCOMs’ LREC capability needs

Build a more effective requirements generation, validation, and prioritization process

2

Regional Alignment Process Within the Department

Focus operational units on specific regions to the maximum extent possible

Expand the National Guard State Partnership Program

Provide potential LREC-ready assets to operational commanders

Allocate at least one unit that is prepared to deploy to any region

3

Training Approach for Culture-General and Culture-Specific Capabilities Expanded to LREC Overall

Support building a Force that can more effectively operate in a variety of deployed environments

Develop a more capable, LREC-enabled global Force

55

Language and Culture: A Strategic ImperativePanel Two Outbrief

26 JAN 2011

6

Dr. Curtis L. Gilroy, MPP (Chair) Mr. Robert L. Gordon, MC&FP Mr. Pat Tamburrino, CPP

Mr. Joe McDade, USA Ms. Sheila Earle, USAF Mr. Mike Applegate, USMC

Create an enterprise approach to prepare, access, develop and sustain language, regional and cultural skills to prepare for and meet the full spectrum of operations

How do we effectively integrate language, regional and cultural capabilities across the personnel lifecycle?

Focus Area

Panel Two: Personnel Management

Challenge Statement

Panel Members

Valuing language and culture

Pre-accessions (DoDEA and Child Development Centers (CDCs))

Recruit language, regional and cultural capable individuals

Career management paradigm shift

Post-separation opportunities

Key Themes

77

Recruiting

Personnel Life Cycle

Initial Entry Training

Quality of Life

Separation and Retirement Language & Cultural

Management

Pre-K through 12 and Beyond

Development

AllocationSustainment

8

# Initiative Name Initiative Description

1 Language as a Primary/ Overarching Capability for Accessions Consideration

Make occupational specialties a secondary skill and language the primary/ overarching consideration. Recruit people proficient in a language and train them in an occupational specialty

2 Civilian Foreign Language Corps Develop a cadre of Civilians similar to a dual status technician proficient in a language and region/culture for a surge capacity (e.g. Air Reserve Technician)

3 Language, Regional and Culture-specific Force Management Model

Services to develop a three-component model, establishing percentages as requirements for each of the following:– Language and Regional Professionals – Surge Capacity (a subset of the GPF which will reach higher proficiency level and

serve as a “bench” similar to the Air Force Language Enabled Program (LEAP))– GPF

4 Career Management Paradigm Shift for Language Capable People

Replace career management of language capable personnel by exceptions to policy with changes to policy and law– Change the retirement rules to accommodate a Lifetime of Service– On-and-off ramps to all components– Up-and-stay versus Up-or-out (establish promotion windows, and policies to

promote lengthy services) Ensure compensation is adequate to recruit and retain language proficient Service

members and civilians Incorporate language and cultural capabilities and proficiency for promotion

consideration for all Services. (Similar to the Air Force adding language to the Officer Promotion Selection Brief)

Panel Two: Personnel Management

9

Panel Two: Personnel Management# Initiative Name Initiative Description

5 DoDEA as a National Model Graduate functionally proficient (level 1 or higher) students from DoDEA schools Expand DoDEA’s foreign language training and education technologies (e.g. virtual

learning) to students nationwide Establish language as a core subject in all DoDEA schools Provide language learning in after-school programs Identify and invest in students who have a propensity for language learning

6 Language Learning for Children in CDCs

Develop a policy to require language learning for children in CDCs

7 Community College Recruitment

Expand heritage and native speaker recruitment programs (both military and civilian) to include the Community College market

8 Linguists-to-Teachers Develop a program, modeled after Troops-to-Teachers, that provides a mechanism for linguists to become teachers upon separation/retirement

1010

Language and Culture: A Strategic ImperativePanel Three Outbrief

26 JAN 2011

11

Dr. James Schear, DASD, Partnership Strategy & Stability Operations, (Chair)

Ambassador Charles Ford, International Trade Administration, Dep Dir Gen US Foreign Commercial Service

Mr. Richard Genaille, Jr., Deputy Director, DSCA Dr. Peter Stearns, Provost, George Mason University Mr. Dan Scott, Director, ODNI

Achieve the right proportions of English language capabilities and foreign language capabilities to maximize understanding and support interoperability

How do we improve interoperability and support building partnership capacities in a dynamic global environment?

Focus Area

Panel Three: Achieving Interoperability

Challenge Statement

Panel Members

Leverage commercial sector and business communities to build international partnerships

Current English language training capacity in DoD does not meet demand

Team with other US Agencies, academia, NGOs, and multinational partners to create “Renaissance Teams” using a best athlete approach to address National Security issues

– Cultural shift is required to promote sharing of resources

Opportunity exists in partnering with academia to create venues for DoD personnel to sustain language and cultural expertise between deployments and overseas assignments

Academic partnerships between US institutions and overseas universities to provide fully accredited degree programs in global affairs, offering potential for full academic immersions for ROTC cadets and students at military academies

Key Themes

12

Panel Three: Achieving Interoperability

# Initiative Name Initiative Description Impact

1 Academic and interagency

partnerships Active Education: Leverage universities to create continuing

education opportunities for language specialists Maintain language capabilities of

highly trained personnel, decrease attrition and loss of skill

2

Dual Degree Academic programs with international schools

Expand partnerships and align accreditation between US universities and international universities to create opportunities for ROTC and military academy students to increase immersion language and culture learning

Enable students to develop deeper communicative ability (i.e. linguistic nuances, body languages, customs that they would not learn in CONUS)

3

Renaissance Teams Develop a culture of sharing outside of organization. Experts in different areas collaborate and partner to address National Security issues; both formal and informal, without the barriers currently in place. Include language and culture experts across agencies, multinationals, NGOs, industry

Increase human and financial resource efficiencies and interagency interoperability by creating task force teams comprised of experts from various agencies

4 Expand resource base for

English language training capacity

Leverage creative resource avenues to provide English language training for Security Cooperation

Share financial burden of English language training with partner nations

5

Leveraging partner education and training opportunities

Promote interaction of partner military personnel in DLIELC with FAO community and others trained in languages and culture to further develop skills, understanding, and relationships; track and maintain relationships with partners in whom we have invested

Leverage the presence of international participants in DLIELC training to increase our own foreign language and cultural skills. Create mutually beneficial relationship and exchange through DLIELC

6

Advocacy approach: K-16 outreach

Create advocacy programs to deliver DoD, USG, industry and academia marketing campaign on the need for language and cultural competencies

Increase information, interest and motivation for language and cultural skill development for the benefit of DoD, USG, and the nation