7 AD-0182 842 TRAINING AND EDUCATING

OFFICERS FOR SENIOR

/

RESPONSIBILITIES DURING WRRTINE(U) ARMY WAR COLLU U S JEO CARLISLE BARRACKS PA J H KELLY it MAY 87

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CNJthe" iws e~p~ed in h pqmapem of the athc

(~ and do mot aecsuy reflec the views of theDepartment of Delean or may of its qpe.au TWsdocument may not be iMeed for oen publication athas been. ceated by h Ippopelt. mitay ,tnilc or

Ck) 9cwmamen' aeacy., --,-. IDTICW - ELECTE

I AUG 0 3 187

TRAINING AND EDUCATING OFFICERS FOR SENIOR RESPONSIBILITIES

DURING WARTIME

BY

LIEUTENANT COLONEL JOHN H. KELLY

I

4DISjRhBUtIjit SjATEMM A: Approved for public

releases distributlon Is ualluited,

11 MAY 1987

IS ARMY WAR COLLEGE, CARLISLE BARRACKS, PENNSYLVANIA

' . .. .; .. .. . .. .. . .. .. IL . .. .. .. .__8-?

SECuRITY CLASSIFICATION OF THIS PAGE ,,d' a P. en 4a eed) A

REPORT DOCUMENTATION PAGE READ INSTRUCTIONSBEFORE COMPLETING FORM

I. REPORT NUMBER 2 GOVT ACCESSION No. J. RECIPIENT'S CATALOG NUMBER

4. TITLE (and Subtitle) 5 TYPE OF REPORT & PERIOD COVERED

Training and Educating Officers for individual Essay

Senior DQ*es During WartimeA, .. '.'S 6 PERFORMING ORG. REPORT NU;MBER

7. AUTHOR(*) a. CONTRACT OR GRANT NUMBER(&)

LTC John H. Kelly

9. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT. TASKAREA & WORK UNIT NUMBERS

US Army War CollegeCarlisle Barracks, PA 17013

11. CONTROLLING OFFICE NAME AND ADDRESS 12. REPORT DATE

11 May 198713. NUMB'R OF PAGES

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The purpose of this essay is to recommend the study ofprofessional ethics starting during the pre-commissioningdevelopment period of an officer's career. This education shouldcontinue through all military schooling and in units and organ-izations. Another recommended change is to incorporate the studyof military history including staff rides to visit historicalbattlefields as a part of military qualification standardstraining and/or as a part of unit professional development

DO ?FI 147 EDITION OF I NOV 65 IS OBSOLETE

SECUR 'Y CLASSIFICATION OF TMIS PAE WIte r te ered)

SECURITY CLASSIFICATION OF TIlS PAGE(1UI, Dae e il~

programs. Both of these study programs should be coherentlylinked as the officer progresses in rank and attends higherlevel schools.

SECURITY CLASSIFICATION OF THItS PAGVI47asn Date Eraered)

ABSTRACT

AUTHO?: .on n H.- Ke !y, LTC, ,FA

TITLE: Training and Educating Officers for Senior Responsi-b!lities During Wartime

DATE 11 mAY 198?; PAGES: -- "r ASS T vT 'A TON! 1r~

) The purpose of this essay is- to re -cmrnen trne s-tuc;J -fprofessio-.a! ethics starting during the pre-corm ss'-c.development period of an offcer' career. Tn's eua :cortinue through all rr.ilit1ary school ing ana I units anaor-ganizatons. Another recom.endec charge :s to ;nCcrpcr:=:e nstuay of Military histor- incu .dirg staff r ::es to vis;i:r.;stor;cai battiefie'.ds as a part of -. ',tar, qu!fc _:.onstandards tralning and,/or as a part of unit profession.ceve'oprnent programs. Both o-f these stucy prcg__rams snu~ceCo? erent',! linked as the officer progresses inrar. arc aztenashigher level schools.

USAWC MILITARY STUDIES PROGRAM PAPER

The wlaw. wpressed in this paper er* those of theatbor ad do set amesserily reflect the vlsi, ofthe oeetus f 3sfosae er ay of its agmeies.This dec-awt my oet be relesel fair spin publIationusti It has hemiiiiiii cleared by the approprito militaryferwicee or goverment acy.

TRAINING AND EDUCATING OFFICERS FOP sEN:.CP ? P~s:::

DUPING WARTIM~E

An Individual Essay

byAcc, c

Lieutenant Colonel John H~. K:el 'y, NT!CA&DTIC TA3

4 Colonel Dwight v ~~,UA e :rLea UId'.(.Llk'ro~lect Ad--vlse-. Jwti

By.. ... .....

,l3IMNt=C 31A1? At Apprese few Publs --

r*ele atstlatis le w"titattod A;

US Ac-my War CollegeCar-lisle Barracks, Pennsylvania !7013 KLL

11 May 198"

CINS

C

TRAINING AND EDUCATING OFFICERS FOR SENIOR DUTIES DURING

WARTIME

INTRODUCTION

To be a successful soldier you must knOW history,read it objectively--dates and even minute det. .sof tactics are useless.. .You must :alsoi reac c-og-graphy and especially autobiography. If you oc,you will find war is simple.

Genera! George S. Patton 2.

Since the skills cf leaders in the technical, doctrcna ,

dec.slon-mawing and social aspects of their pos'ons ee..-e

the effectiveness of military units, ;t is essentie. tht -,-e

training anc educating of officers to perform mcre se:.or

cuties receive continuec emphasis anc rpmro-e~p:t .- We v.

take a seri ous lesson from the Prusslans, "-c e . %Zpc. e n

crushed their armies at Jena and Auerstadt i- 18C6. se

mot:o- a comprehensive staff training syste. .:hich nao tne tn-

to "institutionalize mi!itary excellence. "'- As Co. (Pe,

Harry Ball in his discussion of the art of war and what it hac

become in tne context of the Prussian genera! statf cee-'Cpe:t

statec "'f warfare was now character izec ny speec, io:,.:.

comp'exi:y, then a premium had to be placeo or compreien;s..

campaign planning and rapld command reaction.3 Th:£

statement exp!ained the need for educat'ng ano traln.7nc

officers in the eighteenth century, but it is even mcre

applicable today.

There have never been enough funds or time to devote to 3;

Institutional system that would train anc ecucate our perso.-,.

to the ideal level. In the Vietnam era and the few years

following that conflict, many serious shortcomings ;n tne

educational system were allowed to persist. More serious'1 ',

the school system did not keep pace with the Arm-' s neecw.

Even today, the Army is facec with budget recuctions or

hopefully only a zero growth situation. These, when ccupez

with an impending officer reduction. wi!:' place ever: n~g:

oemancs o7 ef -fIency anO innovation. Mocern.:- c nc-

techno~ogY and emerging doctrinal changes are p a.g

zrmecc emancs o- our officer corps. - n.s 2 ea:s tn....

imaginative and cost effective ways to train our off.ce:r::

perforn at higher levels must be use=. The purpose . .

paper is to p ..pose some ,nor changes to the c.rre.. s ::

which wil) ennance the professional cevelcp nt o tccn; S

officers. Clearly, we need a progressive training ana-

ecucationa' system that w;!! aoequately prepare cf± cers

operate effectively at the operational anC strategc :ee

curing wartime.

2

Hog&=

BACKGROUND

The 1978 study, A Review of Education ano Training fc::

Officers (RETO), made significant changes in the officer

training structure. Of4 the many recommel-dcations mace :D,-;,~

study group, some of the maJor ones resulted in mf~~;

to the military schooling structure. The key changes were

impllemnentati on of rmil :itary qua! f 'cati!on standards, 8~

restructured Officer's Basic Course (OBC), a modifiec Officer

Advance- 'ou-rse 10AC) wh ich a' owea for, special :zea ,ra ; .:n,-

meet the needs of the following assignment, t!he aci of tne

Combined Arms Staff School (CAS3),thAvaeciitr

Studies Program (AMS?) anc Batt~l on.,Brigace rcma

A second morstudy, Professional Develoopment ot

Off.'cers Stu:ds' (RDCS), was conducted in :,984 tc exnm

the officer professional development syster,. in- lignt. ot tne

RETO changes and to project its applicability forward to Year

2C25.5 LTG Charles W. Bagna!, study director, 'n h.'s

transm:ttal letter to the Chief of Staff, Army, st.=:ec

most, signifc1-ant, conclusion was that while the off icer

professiona! development system is not in neec of ma. cr

overhaul!, it must be transitioned to an educatio anc r

1 31111 & OSCN~

strategy which will more efficiently meet tomorrow s

challenges."6 T-'o of the far-reaching recomrnmendations ot

this study were for all majors and colonels to complete CIGS

and the senior service college through either the resident

course or a corresponding studies program. These actions

will provide a broader base of education and train~nr gs

officers progress to the senior levels.

THE FOUNDATION

The professional Army ethic Is the foundation on which ":e

bzild our profession. This set of values and ethical

pri nciples applies to all members of the Department o! t ..

and sets the moral context for the Army. 8 :n a recent report

to the of fcer corps, ml:itary va!ues are oecrioec as

common frame of reference for leaders whhich drecty interoe

aeve~opment.' 9 Major General Leonard P. Wishart aptly

descr:cec tr.e importance of va!ues when he sac 'FrFro. r,,

perspective you must start with the development of common

values. Without this, everything else falls apart."i 0 A

close friend, who graduated from AMSP in 1986, stated that

among the most important benefits of this program were the

shared values, increased communicatior skills an- :eaaersh:p

study. 1 1 These shared values of loyality, duty, selfless

service, and integrity when coupled with individual values cf

!4

commitment, competence, candor and courage permit the Donc.'ng

necessary to facilitate our communications and mutual respect

needed in the educational and training processes.

The RETO study reported that professional ethics was the

least developed of 12 professional military educational f.e.as

and referenced a 1977 survey in which nearly 75 percent 0±

officers surveyed called for an increased emphasis or,

instruction in ethics., The report went on to state '.re

importance of ethics to any profession can,,t ne cver e:

They are the moral glue which binds members of a profess.c->

together.'3 Therefore, it is important that tne etn.cs

val'ues be taught early In an officer's o-=ree-r anc .,ze

incuicatea ny a!l commanders and mentors.- 1 4

Prcfess'onal values and ethics have al.ays e:.:eo, . .

expiictCly written, as a desired part of an officer s cssc

attributes. Our commissionlng oath of office incduces sn.t :::t

these principles which are further reaffirmec in every set ct

promotlion orders. Additionally, officer efficiencyh reports

contain a performance evaluation part where raters comment on

eight attributes of professional ethics. Pernaps, "te z-=..

has progressed to the point where a standard set of

professional ethics should be publishec. The PE7, an. ?Z.

reports clearly define the roles and needs of ethics ana v'.'eS.

In our profession. A significant conclusion of Doth stucie!.

5

'is

the relationship of these princ'p'es to a,- cff.cer s

committment.15

In the RET0 report, there was a reco.,mer.aation to se*

theme of ph osophlcal writings for the off.cer corps.

theme was as follows:

The ultimate principle towards efforts ot :'-eprcofession and its members are to :e c.rpce:.the values to be employed in purs.t cf t-e't..,ate principle, a The et. c Y s'e

.::th.. whi.ch the va'ues to -e e.p zyec -.- ev"-z.e choices and cecsocn. 6

This statement essentially lists the ends, ways and means of.S.

or profess-.a! eth -oa strategy .e.

-,,st, estao. 5r. its organizational goa.s anc va..es c

n c .c t..-, n. -7 .... s "7 o tyey are the neoroc- .-. :C

='7 zcc.: s n rt. ec. " The respcns .. y to -e c -

pr 'c: p es does not rest on ly w: th chap. ns, : c:.. ..

....... contro' the c :rr.ae a7C Of f l ee ocv7,u .

... e.. .... cc to the extent te s .ing to .7:,, t S

,rm', s f-t:,re and teach coacr and guide *un o- ot ce- -

Cur ofticers must, in the BE context of BE-KNOW-DO, Deuo.zteO to ,e professlonal Ar&'y et-.. -- Zor.

progressive stu-cy of our profess.on of arms neecs

coordinated at a!! levels, andit "o "o-o,^

cons.sten.t strategy w Ith attalnat.e gcals ar.c o-z-ec.e.

This study should be initiated during pre-co.ss:or:-:

education and integrated into every m[litary school curr....

6

,.A'*J.

.' : :,;,-:; :,;, v" "' " ' -", ,"' '-""," " " """ "- . , . - , " "-""-"- - "-",- , ,. *."- . " " " '

:t is Interesting to note that this topic is coverec-

Arrmy War- College in Course 1 and in at least three vazeo

cc .rses, t3ut it is not included in any detai, in the CAS!_

curri-.c.-. wh.ch was designed to train the .'s staff

officers. The CAS 3 staff leader is supposec to stress

ethica" pr.nc:pies during his interaction with the since-:

capta.ns throughout the course. Obviously, th's concept !-

s5 -. o::. on ncd does ;t cover theory rez~c tc t e

so ect of etnics anc values.

Va'ues ac et?. cs are also sutn ects whict snou:o o'e

*T.z:.por eo .r, N":: tra:nng programs. .nere :-!e so.-

.- g. Se.erai !ave oeen producec t'y The 0ete- to:

eer. Fo ea',er-Le a.' e:.:ap es re 2

;z..ea, a-'o 7' 22-6, . Anotner ser"es .t f.e.

.rc. :: .. ;:o 2 r. - "- " e ".-.- . '

- - " e esC. n ,ea s , 3 co c cc -- -,

" " . foc.sec respective y at patoon squac o -:

and tatta'ion instructon. Once this foundation is fir,.,.

esa- s e. ten:e:t tas- -s to e n arge th-e r-:Z e',e.e.c.

pe-spec .ofe c.- or cff cer corps. An e:ce en .eo , to me'

.s :re sti-:y of rr, lary history.

The Study of Military History

Why study military history? The value of history inr

military training and education has always t~een recognizec r:

the United States Army.19 FM 100-5, Opezat ions, the Army~ s

keystone fighting manual which has had a profoundc lmpact. c02 tre

suCVY of m!iitary hi'story includes "he f o:lIowi ng cha rge:

The most esserntial element, of comnatl Po%-:efris coptn and confident ledrsi...Only excellence in the art and science cf warwill ena-l e the commander to gener ate ano c pp.

Sorrb &t p ow.er s,,;c _e ss 4,-' y . Th.. s n~o pez-Cet,.:.~eauty 'is more important for leaders than stucylingthe'r profession and preparinc for war. The re..-

suyof m:. ta- history ana cornyis :'In this regarc.

~T?" stud of historica e>--pe ccc-rs :r: every sn

curr .,mr; however , pr ,or t-o '.9 8 , th e s t udy cf - ;' ' : '.

h .stor-y vas almn ; shi;ng. The PDCS stated that o-r p f e Z

--eve.opment had 'a system weakness in than s7ric......

Is In char-ge."21 Another weakness was the lamck of coefe.ct'

where many players were taking unilateral actions whic-h wer-e

no n- ;e c ess ar ilIy i n li4n e w it h Dep art"me nt o-f t1 ,- , )-. C

goa s.22 The result of this was sunoptlm:at ic- of th e

goas. Tnere were many actions which were not, Co'ere::t.,

coordinatea, and they, were breaking down an-,, systemic::

approach.23 There existed a real need to :::c etter tcoth .

schools and in the field.2 4

Both the RETO and PDOS reports stress the valwe ot

historical study in an officer's education and training. :.n.l

study is an essential part in forming the Knoledge, stills a2 c

attitudes expected of an officer In the context of the

BE-KNOW-DO model. 25 A group of officers in the PDCS study

group stated that "A lifestyle of life-long ecuct.icr is5

must, not an option. An officer must be eLa e=^.. to st:oy

not just allowed to. " 26 PDCS recommended a reading program

in every development period 27 of a officer's career from

pre-commissioning to senior genera! officer :ith mita-ry

history belng inc:uded during the pre-com.issi...ig, .. ens.7

ana captain development per!ods.28 The concept is to szocy

the historical perspective of war in nctn the oor. core

curricula in TRADOC schools anc professional developmer in,

un.ts. A. major goal of this stucy is to broae. tne o.ce s

frame of reference 20 and to progressively stucy the art ano

science of var starting with the basics at the tacticn :eve-,

progressing through the operational level of war and witimately

i.ncucing the strategical considerations. Comparing tne levels

of war, the levels of command and the development per.cas 3s

depicted at figure !, it is clear to see the !nterre at.cnsn.

of the study needs at each and every deveiopment perloo.

9

A

S NATIONAL COMMAND AUTHORITYTRA JOINT CHIEFS OF STAFF ITE

0 G UNIFIED COMMANDSP IE CR THEATER ARMYA L

T ARMY~ GROnUP

NA FIELD ARMY

CORPS

AIT 71 Dv S : C.

A

T BRT GADE CT P

A BAT"TALION I

L L

COMPANY

PLATOON

F'gure 1. Levels of War, Levels of Cormmanc,Professional Development Stages.

10

In addition to education and training in the militacy

schools, there are great professional development opportunities

to train in the units. An examination of the professiona

development opportunities that exist between military and

civilian schooling reveals that during field and staff

assignments there are long periods of up to five years where

self study or unit professional development programs can

contribute to the ultimate goal.3 0

The implementation of military qualifications standards

(MOS) 4.ll institutionalize somewhat the profess'ona' reac*.::g

program which includes historical readings. MOS I, which ws

punlishec in September 1986, initiated an lntroducton tc zne

stucy of military history during pre-commissioning. MOS

w t e pub.ishec in final form uring 3rd CTR FY 8-

contain a MOS-directed reading program with the fol:ow'ng

on;ect >ves:

The objectives .... are to encourage officers tooevelop and enjoy the habit of reacing; to acquaintlieutenants with the standard works in their pro-fession; to foster an exchange of ideas : t. feI c-,officers on issues that affect the military: ano toexpand their understanding of world affa rs ana tnero!e of the military.

3 1

MOS-directed readings in the basic publication

encompass three areas. These are military classics, mizar'

ethics, and comtempary military subjects.3 2 The MOS Il

1i

branch manuals will contain a fourth reading list of boows

covering topics relating to branch proficiency. The reqolrement

Is for lieutenants to read two books from each of the four

categories prior to promotion to captain. Officers may selec:

the books or the books may be assigned by their commanders who

will also validate requirement completion.

While this is an improvement, an approach that woula have

provided more focus towards in-depth study of mitary hisioa-

in MOS !I and MOS !MI plus a linkage to institutional ecca!tio.

would have been the inclusion of a series of three or more case

studies of campaigns or major battles which could we stclec.

ever increasing detail and depth throughout the officer C;

career. For example, OPERATION OVERLCD cooId te st-nien 7.

both the institutional schools and in units ant crgani:z crs

at the tactical level by lieutenants and captains; ma ors.

lieutenant colonels and colonels could study it from the

operational leve! of war; and lieutenant colonels thrcogh

generals could study the strategic level aspects. To prevent

this program of study from being overcome by events, it should

be scheduled into the unit or organizational long range

training schedule and supported with resources (reacirg

material, time and funds). The most critica resource, i:ne,

could be devoted not only to classes and seminar discussors

but also to visiting the Invasion site (for officers assignec

12

to USAREUR). Likewise, other battlefield sites in CONUS or

Korea could be visited and studied. With the monl"ity of o_.-

officer corps, it is likely that every officer would have ar.

opportunity to visit multiple sites prior to attendance a*, tre

command and staff school and senior service college ]eve..

Since operations like OVERLORD and INCHON are stuiec at

military schools, an officer would be much cetter preparec tc

participate in more detailed study, and he woult have a m7-c

more comprehensive background from which to contr.'o..te tc .. E

seminar group study. More importantly, he would continue tc

broade. anc deepen his knowledge of his prcfess:cn.

The ifetime of study needed to become an expert t'o...

necome closer to a reality. This depth of -o-roecge ..uo.c

permit the commander and other more senro: cflicers to c::.

more meantngful tours of battlefields without ha.':g o re.'

solely on a historian to provide all of the .nform a.cn ,

lessons :earned. The senior officers wou'c be pace, ..

mentor role rather than as a student who may be see.ng -ne

battlefield for the first time.

THE VALUE OF A STAFF RIDE

LTC john Tur!ington's artlce, "Tr -ly Le .r.g tne

Operational Art", very accurately states the needs an- gves

some excellent methods of training and ed cat'ng officers at

13

the operational level. He recommends several proven metrnccs

such as self-study, visits to historical battlefielos, anc

simulations./wargames. 33 During my time in CGSC, a Nblue

goose" providec the tasking to lead the wor, group in a

discussion of the Battle of Schmidt. After extensive stuoy ct

books ana pouring over maps in preparation for the c.ss, ne.e

was still a fee!ing that some teaching points nac escaper 7n,

research. Years later, the opportunity arose to v.s: e S. e

of this Datt'e. After more study and discussions w'tn en ,

Corps" historian, we toured the battlefle!d by bus an fcc-.

After wal :ng the trail from the village of Vossenacn acr:-s

the KahI Gcrge anc then on tO the v llages of !::e :.c

Sch-idt, the problems faced ny CPT Bruce M. Hostr.,p as he tr.ec

t: move h .s tans over thIs precip tously ,, nao.. . "

re~nforce the 112th infantry Battaion 'n Schmiat oeoane . e

v"v"a. 34 rhis experience provided uncerstan~ngs that oo

never be gainec oy reaclng a boo.. The value of these

visits to battlefield sites is essentia' to comp'e':nQ

in-depth study.

* Another illustrative example of the value of actu ':

seeing the terrain, is in David Schoentrun s art.c.e vn.ece re

writes that during a state visit to the United States,

President Charles de Gaulle asked to v;sit the Gettyscx.rg

battlefleld. 3 5 President de Gaulle, an avid student of

14

m!!Itary history, had read everything about the Gettysburg

battle and held strong views about the tactics and strategy

used there. 36 Time did not permit an extensive tour so th~e

site of Pickett's charge was selected. After walking the

Union's position and sighting the fiela of fire of two ot t".e

cannons, de Gaulle said to President Eisenh~ower, "Tnose

gallant, crazy Southerners. How could they have charged ra

4aIi of fire?,3 7 What he saw there on the nttle! e'o

cofirmec n.'5 stuc-Y arnalysis that PIokett shoulo! hav.,e never

been given the order to charge the strong center of the Union

:.ne o..sycomrandlet the most avr.eer:..

catastrophic 'osses ny the Sou.therners cuonever ne rep Bcen

and haa a cramatic Impact on the rest of the war.38

More comm-anders are using the historic-a! case t.;e:'c

for tneir prc~essio. development programs and are

s..pp'emen,.ng the stu;dy with visits tc histor'ca' ate~~s

When Genera' john P. Galvin cornrradec trne V:1 Corps . !

used his tr.'ea and proven "chain training' concept. ~repr

of the "chain training" was classes designed to qua:;iy, an

officer to perforr. his duties and respo-nt.>::-es-. r. B r

aspect of this programr, he wculd issue a ncooi to his or.~cr

at every mcnth~y conference and then dlscuss the no- tn

subsequent meeting.

One of the books was Charles B. Mac-Donald's The Battle 01

15

the Huertgen Forest. Later General Galvin took his

commanders on a tour of this battlefield. M'~r. MacDonalc

accompanied the group to provide his learned perspective of

historian who had not only studied and wr-itten about the watzle

but also had served in that area during the war. Many otner-

commands and organizations are using these learning tco~s soc,

as the i Corps" battlefield analysis program. The farsign'.ec

effects of these commanders is predictable. As a reso t of

Gen. Galvin's actions, numerous major subordinate com-t-a~cers

subsequently took their officers through similar studies ano

visits. Whie one commander, who has an uncerstana~ng c!- ire

value of historical study, uses this method, the contino:,no.

be bro~en when he is transferred and the next commancer .*nc nezi

different goals and priorities does not continue trnese

programs. This makes it imperative to have a corporate

training and elucat iona: strategy with stated goals ana

cw,,ec!;'es.

RECOMMENDATI ONS

in order to ensure that our senior officers ace preparec

to serve at the higher levels of command during wartime, tte

Army must have a training and educational system cooplec w.':n

professional development programs that educate anc train

officers. There must be formed a solid foundation based cr.

16

professional ethics and values in concert with tactical anc

technical professional expertise in the Airland Battle tenents.

The ultimate goal is for senior officers to be skilled in the

operational art of war and adept in stateg'c considerations -p

to ana including the national command level. Senior offlces

must not only understand how the Army runs ana f.ghzs, o~t so

they must understand the interrelationships of soclai,

eccnomic, political anC military consideraticns in the

execut.on of nationa! goals and objectives as they reatt-

policy execution and warfighting.

The current education and training system is e fecs..e a.c

has been improved greatly over the recent years. ie o ec-

are somne reco endec changes to the current system:

.. That stdy of the m Itary ethics be inc uzec in tne

',ADCC common core curriculum starting with the pre-colmm;s-

s~onlng development perod and be includec as a s-Dec: fcr

unit training programs.

2. That publications continue to be proaucea anc pro, cFc

through the publications system to support unit level

instruction in the topics of ethics an- values.

3. That the case study method of exarmnnc nszor .C-

battes be includec in an- coordinatea between the c,,r.v .

inst'tut'onal schools, MCS-directed self str.dy programs, &,.c,

unit and organizational programs. Battles or major oper :.on-F

17

selected for study should be selected for their teaching v,'.e

and applicable lessons learned at each level of war. These

case studies should be of battles where the battlefield sites

could be visited as a part of an indiv\Kuai or group stucy

project. Good examples are: INCHON, the Normandy landing

beaches for OPERATION OVERLORD, the Battle of the Huertgen

Forest and selected Civil War battle sites.

4. Staff rides or vis'ts to battlef~elc sizes sh c>c

encouraged if not officially directed as a Key part of the

stucy of military history.

5. That the Center for Mi 1.tary Histor'' ano The

Gener.=-" suppo:t the case study in the fie:.c _-Y prep--r. - se

stu.. pacets conttaining an annotated Dn iograpnz', s .g...

;-.for.ation to focus on the tactica !eve, the ope-a- ':.-

.eve! or strategic level, and maps or charts for ore .

These snoulc also be availaD e through nor.a pu. .cz.c:.

proceaures. The 'ntent is to provide an ai t u.t s

off cers starting a study prcject anc to save t -e .

and acquiring study materials. The packets should focus the

styCy, but they shou]d not be the sole reference so.-rce.

Time is important. MOS 1I is final'y oeing impiementec

during this fiscal year although all of the supporting dr-nt"

18

1''!' 'T.

manuals have not been published to date. MCS !I! is pr-c.ect.eo

to be implemented in 1990. The time required to see the

Influence of any change in the direct or tactical

organizational level of training and education is relative.-,

short. However, in order to see these benefits at the inclrect

organizational (operational level) and executive le.'e.

(strategic level), a longer period of time is requ~rec tc

systeratcally expand the frame of reference throughc:T ,-E

entire officer corps. This expanded frame of refere7 ce e

basis for decision making by senior officers who must otze7

aea. with contingencies of 2-.C years arno cey'c:~c

'Irect or-gani zational and indirect exec'utive p~~

respect 1 .,e Iy. 39

The Army has an effective structure to tra'in ano z;c'

our officers. But, the system must cont iue tc zce cevels:Pec

and exec-uted ;n a coherent manner with i in~age _-ez',.'een.

schools and duy n the f i*eld through each aeveop77.e:- per ,c

of officer progression. The training and edlucaticna: syse7

must be kept current with the most recent doctrine and t.3ugnt

using modern educational procedures in order to h,.,e a

professional officer corps that is s zIll ed an-- capan- e o

sustaining an Army that can deter aggression or fight arc:,

19

.~~~N N' *1-q -

ENDNOTES

1. Meredith P. Crawford, Research In Military Trair:.Q,Washington: George Washington University, Human ResourcesResearch Office, 1974.

2. Treavor N. Dupuy, Col, USA, Ret, A Geni.us for "'wzr,pp. 20-24.

3. Harry P. Ball, Col, USA, Ret, Of Pesponsie crr.-rpp. 3-4.

4. US Department of the Army, A Review of E

Trarinc fc. Cfficers (RETC). Vol. 1, pp. A-3-1 tr.r,_ A-L-6i.

A 5. US Department of the Army, Profess .ona . Devp. e:t

of Cff.cers Stuo, (PDOS), V-:. T, February '.85, p......

6. l . p. iii.

. Vo. ::, pp . E--122 & E-2-: 25

8. US Department of the Army, FX C-: heWsn :g: C. : SP-, 29 Au gust :086, p. 22.

o. US Department of the Army, Report to the Cf'!cer,r- o.p: PeF. ts of the Prcfessiona' DeveioP.ent of Ot:.ce_-St.iay, April i85, p. 6.

P, . , p. 30.

Ii.. Extracted from a persona, letter in ',hizh the '.:riner.a 1986 AMSP graduate, answered several of my questions about.the program from the perspective of having been in the fedf-: one -e - s.,nce grac...-.on. Use! '... t.e s.e:-permission.

'2. ,Vo . 4, P -P i -12.

:tic . p. M-1-28.

14. PDOS. Vol. III, p. V-1-5, Comments providec !yGenera: Thompson, Commander AMC, upon recelv:r.g the PODSbriefing.

20

15. EI.,C_, Vol.. 4, p. M-1-40 .

16. Ib~id. p. M-2.

'7 .. , Vol 1,! p. 7517. Ibid. p. 75.

19 ,. US Department of the Army, DA Pamphlet No. 20-2SO:

The Writing of Amer:can Military History, J;une .956, p.

2C. US Department of the Army, FM C0-5: Oper r:ors..4;. pp. 13-14.

-_:2 P"UVo p -'-

22. P. 97.

23. Vol. 1, p. 9*7.

26., " p. D- .

-C.. pp. '- -' .k-

2 I D p. L-3 Devebopmen per:oc -S p..!E. -s career. t .... e. .y c" p.oo.T.O , -' P' m.

acq..res a g ,ven set of ccgn.t.:ve sKTs. .ne ce'.ebope--4 per .o- represents an enve~ope of assignments oring n'..

C:-n oe...f" ge.er -' anc t-r-ancn. Or fu, nctions. a.rea spec-.:.att. [rittes, SK::!s ano performance standards for off:cers .catta.n basec on the range of positicns they' are Y .:7 ".e ..

29. iol. p. C-4. Frame of reference is the officer szreac:.". of perspective, a measure of his capac:.y t' -'c - .things and assert control over them. The frame ot refere.ce sthe su.-. total of an officer-s unoerstanding of ,.;imsef, ..role, his organization, his subor-dinates, and the cause

:- effect in the f .', of events around hi.m, a" of .7hich ceter.:his capacity for- proactive control of his environment, h.'5abl ity to oCeai with uncertainty and compe:;Ity ar t:.-perspective in terms of time.

30. Department of the Army, DA PAM 60C-3: Coum, iss,': ecOfficer Professional Development and Utilization, p. 101.

21

tO

a, ., .: :, , ., V "* =2 .'" <",- r" , , ,

31. Department of the Army, STP-II-MOS: VJ1*t-a-'Qualification Standaacis II (Draft), p. 3-1.

32. ID-P_4 . p. 3-1.

33. LTC John E. Turlington, "Truly Learnrng theOperational Art", P, Spring :Q87 pp 51-55.

34. Charles B. MacDonald, The Battle of the HuertQe._Frestz_, pp. 101-105.

35. Davi Schoenbrun, "The Battle of GetysDvg: The~T i<e ana De Ga :'e Debatec", Parade Macazine. 2 Feruay '086.

p. 8.

36. . p. 8.

37. _ p. 8.

38. . p. 9.

$9 J-S A;ry Research ins,; -,,,e, '2.;'vv.Execu-ve Leadership (Draft iI.', pp. 48-20.

22

BI BLIOGRAPHY

Ball, Harry P. Of Responsible Command: A Hstory of theArmy War Colleae, Dallas: Taylor Putll shl'ng Company,1984.

Bennis, Warren, and Nanus, Burt. Leaders: The Strategv c;Tak-inq Charge, New York: Harper and Roy-. 8.

Bounas, Gary L., eta! Military History ana r~s~~Development: Sua-gestions to Units anc Format ions, Cornc-Studies Institute, Fort Leavenworth.

Clausewlt:-, Carl vcn. On War, ichael Hco..'a-c anc ?e'-erPare:, editors and translators. Princeton: rne.University Press, 1984.

Coa, l'ey, Poc-ert W., and Jessup, Jo~hn j.. ;r.. ecs. G-=to the St-av and! Use of M, 1 1tary H.soy Wisn.CentIer for MA'!itary History, 1982.

~~ Merec. :n P. Pesearch in.It. rWashington: George Washington Univers. ty-, H~Rescz CPesearcn Ct'flce, 19-4. HP--1-4

Cr-ev~eic, Martin van. Command in War, Camrr'oge: :xr.verslt' Press, 1Q985.

Cr-oc-..-r, La -;rence P ., LTC , ( Pet. The Army Ctce:-oe41st ea, Wash :ngton: Sta-pc. e Bo-s08.

De Vries, Paul T., L-"TC. 'Mare.':ver and the Ce~1~War ' , Mi. tary Rev.iew, V--* 2. Fenruary .p

Dupuy, Treavor N., COL (Ret). A Genius for War: The Germa7;Arm%, anc Genera: Staff. 18C- - :045, Eng' e'wccc C'JlPrentice Hall, Inc., 1977.

Goerlitz, We'ter. History of the German Gener.-: S-t.1657 - 1945, New York: Prager, 1953.

Hc' ler , L. D., L-TC. "A New Day* f or Coper a 1,cnc: A:-,Vol. 35, No. 3, March 1985, p. 22.

Janowitz, Morris. The Professlona. Soldcer: AScai antcPolitical Portrait, New York: The Free Press, 1971

23

MacDonald, Charles B. The Battle of the Huertgen Forres,New York: J. B. Lippencott Company, 1963.

Mellenthin, Frederich W. von. German Generals of Worla War!I: As I saw Them, Norman: University of OKlahoma Press,.977.

Nye, Roger H. The Challenge of Command, Wayne: AveryPublishing Group, Inc., 1986.

Pennington, L. A., Hough, Romeyn B., Jr., anc Case, H.W. jaPsvchologv of Military Leadership, Nev.' YorK:Prentice-Hall, Inc., 1943.

Schoenbrun, Da.'€. "The Battle of Gettysburg," Par-3eMaqa :ne, 27 February !986, p. 9.

Slim, William, Ist Viscount. Defeat Into Victory, New York:Van Pees Press, 1961.

Sn o-k, 1.zabeth. CSi Historical !in! oQ-ap, N. 3: neOperational Level of War, Fort Leavenworth: Commana anoGenera' Staff Cc.lege, Combat StuCIes instute, Dece-.uer2.o65.

:r: ingt:cn, John E. "Truly Learning the Operationaz Az,Parameters, Vol. XVII., No. !, Spring !987, p, 51.

US Department of the Army. A Review of Education andTr .nnq for Officers, Washington: GPO, Vcs. -530 June 1978. (Referred ot as RETO)

US Depaftment o the Army. Professional Development oOfficers Study, Washington: GPO, Vols. I-V, Fenruar,1985. (Referrec to as PDOS)

US Department of the Army. STP 25-II-MOS (Draft): MilitaryQualii!cation Standards IT, Washington: GPO, unotec.(to De published in 3d OTR 87)

US Department of the Army. FM 10-: The Arma, W....ngcn:GPO, 29 August 1986.

US Department of the Army. Army Regulation 870-5: MHistory: Responsibilities. Policies and Procedures,Washington: GPO, 1 November 1982.

24

US Department of the Army. FM 22-100: Military Leactersnip,Washington: GPO, 31 October 1983.

US Department of the Army. DA Pamphlet 600-3: CommisslonecOfficer Professional Development and Utilization,Washington: GPO, 30 April 1986.

US Department of the Army. Army Training 199C (Fina. Dcaf ,,Fort Monroe: US Training and Doctrine Command, 8 Aprli1983.

US Army Research Institute for Social Behavioral an-- Sociz-Sciences. DA PAM XXX-XX: Executive Leadership Daf;Alexandria, 2 March 1987.

IN4

25

!MEW