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Agenda
Part 5
Part 5- Need some help?
Holistic Change?
Cadet Command Actions
What the Army is doing?
What Congress can do
What does this do for the Army?
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© 2005 Donald E. Vandergriff
Holistic Change?
COMMAND:
CADRE:
Set up Cadre up for success
Stop focusing on making “mission”
Flexibility to evolve the program
based on lessons from war as long
as it supports principles and end
state
Evolve into a Learning Organization
Set the example, mentor cadets
Select and sustain the right cadre
Commission only the ones that are
prepared for future war
What Does
A Newly Commissioned
Officer Look Like?
CADETS:
Have the desire to become an officer
Have the commitment and self-discipline to
acquire knowledge on their own
Engaging & interactive learning-meet the
cadre half way
Possess the character to make decisions
and act
© 2005 Donald E. Vandergriff
COLLEGES:
Academic rigor (YES!)
Maintain accreditation standards
Student scholarships
Support establishment of a major in
leadership (BA in Leadership)
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Holistic Change?
Establishes Accession Functional
Area within Institutional Support
Field similar to FA 47 for
Education Command
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© 2005 Donald E. Vandergriff
Cadet Command Actions
Decentralize accession process in order to evaluate
the person, not the file
Cadets will appear in front of brigade boards (no photos)
Board members will question cadets
Will grade performance file as well in thirds, consisting of
GPA and degree
Performance at LEC
Performance on campus in ROTC
Also list and take in consideration, special skills such as hard
languages
Will make recommendations for duty and branch
Completed files will then go to Department of Army
for review and branching
Based on recommendations of boards
Needs of the Army
© 2005 Donald E. Vandergriff
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Cadet Command Actions
Establishing and sustaining a reputation
“Making-Mission” is subordinated to quality
Using “Goals” instead of “mission” when talking “numbers”
Flexibility to get within a percentage below or above “Goal”
It is subordinated to how well a program prepared cadets
LEC becomes a “test,” measure of Program as well
How do cadets do at other evaluations and training as well
Positive vice negative view, programs will build “credibility
points” for:
Honor and distinguished graduates of OBCs and Army schools
Or, finishing difficult schools like Ranger school
Sending a number of cadets and finishing summer training
Percentage of cadets finishing DMG
Inspections adhere to principles in education, bde/Rgn
sit in on classes, watch instruction or training
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© 2005 Donald E. Vandergriff
Cadet Command Actions
Consolidate Programs:
Continued operation of inefficient units results in:
Fiscal waste
Minimum size before it can offer meaningful leadership training to
cadets
Do not have the opportunities for leadership as cadets at more robust
units
“Large ROTC Programs Produce Better Leaders”
Can do multi-echelons of training, so cadet understands role of officer
in the “bigger picture”
More opportunities to train and learn from other peers
Mass critical resources
“First, the small size of these units coupled with the ‘inevitable absence of
students because of required collegiate activities’ reduced the effectiveness of
much on-campus military training. Second, a ‘meaningful leadership experience’
was a near impossibility when the number of cadets did not reach a certain
critical mass—which was around 100 students.”
Dr. William P Snyder,
“Leaders for the Volunteer Force”
© 2005 Donald E. Vandergriff
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What the Army can do?
Create units that are relevant and generate versatile
combat power
Self-contained, sustainable, lethal force packages
Organized with capabilities for the full range of missions
Truly joint interdependent – trained and ready member of
joint force
Adaptive, competent, and confident Soldiers and leaders
Stabilization and unit life cycles will
Further develop leaders on “What right looks like”
Army will have to educate leaders to deal with the
challenges of cohesion
“Create modular “brigade-based” Army that is more responsive to regional
combatant commanders’ needs, better employs Joint capabilities, facilitates
force packaging and rapid deployment, and fights as self contained units in
non-linear, non-contiguous battlespaces”
Major General Robert Mixon
“The Modular Army” 01 November 2004
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© 2005 Donald E. Vandergriff
What the Army can do?
Encourages:
Mutual trust among leaders based on each leader's intimate
personal knowledge of the capabilities of the others.
Training and organization in everything the Army does to
reinforce the primacy of the judgment of the man on the scene
(decentralization)
A willingness to decide and act on the part of all leaders and
those who aspire to be leaders
Simple, commonly accepted and understood operations concepts
Army must evolve in order to expect:
That a subordinate's failure to act in the absence of orders was
"illegal" and, at the very least, inexcusable in the eyes of his
superiors and peers
A cadet has to be taught to expect to act on the situation as he
see it
As a result, action in the face of uncertainty and responsibility for
that action should be developed into a social norm
© 2005 Donald E. Vandergriff
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What the Army can do?
Trust between superior and subordinate is the cornerstone of
mission-oriented command
Superior trusts subordinate to exercise his judgment and
creativity
To act as the situation dictates to reach a specified goal
Subordinate trusts that his superior supports whatever action he
takes in good faith to contribute to the good of the whole
Empower and expect Commanders to continue development:
Responsibility for junior officer training and development
Knows who to trust to execute a mission on the basis of
broad orders
Who needs more detailed instructions, but knows each will
act
Subordinate exercises his judgment during periods of great
stress with no additional instructions once the action
started
Constantly nurturing this willingness allowing for mistakes
of detail or method and by permitting errors of judgment
during training
© 2005 Donald E. Vandergriff
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What the Army can do?
These recommendations create:
"A leader who can influence people -- by providing purpose, direction,
and motivation -- while operating in a complex, dynamic environment of
uncertainty and ambiguity to accomplish the mission and improve the
organization.”
And who has the following traits:
Decisive
Can balance human leadership dimension with technology
Comfortable with uncertainty (agile and flexible)
Focused, quick learner
Empowering and decentralized leadership allowing for
"initiative within intent."
Good communicator
Can build cohesive, trusting teams with candor
Can use force across the full spectrum of conflict
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© 2005 Donald E. Vandergriff
What Congress can do?
Congress can:
Consider a Goldwater-Nichols II on personnel reform
Help change a “numbers-driven” program (“neo-Taylorism”) by
Assisting the Army by reexamining “requirements”
Prioritize remaining “requirements,” alleviating demands
Not allowing the Army to undermine quality to meet “requirements”
Support Army in consolidating ROTC programs to
“Mass” resources
Provide more leadership opportunities
Enable Army flexibility to put right people with cadets
Create laws supporting Army loan and initiative programs
“…the most critical task is to produce imaginative, adaptive
commanders and staff officers.”
Leonard D. Holder Jr., and Williamson Murray
“Prospects for Military Education,” Joint Forces Quarterly (Spring 1998)
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© 2005 Donald E. Vandergriff
What Congress can do?
Understand that some requirements undermine?
The Army accesses and trains
to 148% of its AC lieutenant
requirements, driven by internal
and external requirements. We
are undermining the experience
of our youth!
5000
4500
15,197
4000
3500
Population
3000
REQUIRED
17,843
2500
2000
INVENTORY
1500
6,916
1000
500
6,058
2,311
0
1
FILL%
2
3
148%
4
5
6
7
8
9
106%
10
11
12
13
14
15
16
17
Years of Service
67%
18
19
20
21
97%
22
23
24
25
26
27
28
29
30
103%
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© 2005 Donald E. Vandergriff
What Does This Do for the Army?
Conclusion
Evolution into the first step of a new learning
environment “lifecycle,” preparing our leaders for the
emerging operating environment
The professional "lifecycle" should be:
Tactical (implementation stage)
Operational (formulation and legitimization stage)
Strategic (agenda setting stage) oriented
Focus is on more than training (only one leg of a triad
of warrior learning), but also:
On formal education ("academics")
Experienced-based learning (simulated; real-world).
Three "domains" of warrior learning need to be "fullspectrum"—civil and military oriented ("its all war" being
the idea here)
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© 2005 Donald E. Vandergriff