Slide1: US Army Command and General Staff College Fort Leavenworth, Kansas As of 12 Aug 03
Slide2: U.S. Army Command and General Staff College The mission of the Command and General Staff College is to educate leaders in the values and practice of the profession of arms, to act as the executive agent for the Army's Leader Development Program, to develop doctrine that guides the Army, and to promote and support the advancement of military art and science.
Agenda: Agenda Change and Leader Education.
The Most Recent Chapter in Our Journey.
Implementing Competency-Based Learning in the CGSOC.
Challenges Associated with Changing ILE.
Future Leader Education and Development.
Q &A.
Slide4: Change and Leader Education
Joint Force Operations ☛ Full Spectrum Dominance
DOTMLPF Solutions
Doctrine
Organization
Training
Materiel
Leadership and Education
Personnel
Facilities Strategic Setting
Enduring Nature of War
Elements of Crisis Resolution
Challenges of a New Security Environment
Emerging Threats
American Culture and People Source: DoD Joint Operations Concepts, November 2003.
Slide5: Army Training and Leader
Development Panel (ATLDP) – 2000 Competency = an underlying characteristic related to effective or superior performance.
Competencies provide a common language for leader and unit performance and for leader selection, development and advancement.
This common language enables the Army to assess leadership and units, and feedback the results into its training and leader development programs.
Competencies also provide a roadmap, enabling leaders and units to know what they have to accomplish.
Focus on developing the “enduring mega-competencies” of self-awareness and adaptability. Source: Extracted from the ATLDP (Officer) Study Report.
Slide6: ILE Needs Analysis Charter Comprehensive assessment of the College’s Command and General Staff Officer Course (CGSOC).
Examine the current curriculum and identify the educational needs of CGSOC graduates to meet the demands of the full spectrum operational environment.
Focus on—
What a future field-grade leader is…
What the field-grade leader will be…
What the field-grade leader must know…
Mission requirements the field-grade leader must be ready to accomplish today and through 2015.
Slide7: ILE Needs Analysis
Recommendations (Partial) Provide both intellectual development and practical mastery.
Address new threats, technological change, future operational environment, and new Army organizational structure.
Address conceptual, decision-making, and tactical competency shortfalls observed at the Combat Training Centers.
Address full spectrum operational environment supported by specific educational learning activities. Source: Extracted from the ILE Needs Analysis.
Slide8: ILE Needs Analysis
Recommendations (Partial)
(Continued) Raise the educational bar using operationally-qualified instructors.
Use superior educational approaches and methodologies.
Establish a leadership performance center.
Integrate and imbed the competency-based learning model. Source: Extracted from the ILE Needs Analysis.
FM 22-100, Army Leadership: FM 22-100, Army Leadership Source: FM 22-100 (1999)
Competency Hierarchy Model: Competency Hierarchy Model Source: ILE Needs Analysis, with further reference to:
1. Competence At Work - Models for Superior Performance, Spencer, 1993.
2. Growing and Picking Leaders Using Competency Frameworks, Hall, 1999.
Slide11: Competency Integration ☛ The key is to tie this competency framework to the educational process
vice the more common approach to education of knowledge transfer. Source: Extracted from the ILE Needs Analysis.
Slide12: Leader Assessment Process Competencies
Skills
Behaviors Assess Feedback Create IDP Execute IDP End-of-Course
Assessment Provide Assist Overwatch Source: Extracted from the ILE Needs Analysis.
The Educational Strategy: The Educational Strategy Integrated Common Core Scenario
Driven by LEADERSHIP & EXECUTION Source: Synthesis of ILE Needs Analysis and Joint Operations Concepts. ☛ Developing skilled and knowledgeable leaders capable of synergistically combining the emerging capabilities in time, space, and purpose to accomplish the operational or strategic objectives.
Slide14: Vertical and Horizontal Integration Source: Extracted from the ILE Needs Analysis.
Slide15: + = DA Form 1059 + The Balance of Art and Science
Slide16: Challenges Linkage to institutional focus, goals, and objectives.
Integration, not a substitute into established system.
Buy in, not compliance.
Faculty / supervisor development.
Linkage and integration understood at all levels.
Assessment and feedback system.
Individual development plan.
Perfection, an enemy of progress.
Slide17: Defined Field Grade Competency Blueprint Conceptual Technical Tactical Influencing Operating Improving Not either or…CBL Is The Educational Link. Interpersonal Education vs. Training?
Constructivist vs. Behaviorist?
Collegiate vs. Practical Mastery of the Profession?
Agenda: Agenda Change and Leader Education.
The Most Recent Chapter in Our Journey.
Implementing Competency-Based Learning in the CGSOC.
Challenges Associated with Changing ILE.
Future Leader Education and Development.
Q &A.
Future Army Leadership Requirements Study March 24, 2004: Future Army Leadership Requirements Study March 24, 2004 Jeff Horey, Caliber Associates
Jon Fallesen, ARI
Clark Delavan, CAL
Project Rationale: Project Rationale Leadership is the lifeblood of The Army. Because of the personal and physical nature of ground operations, leadership is the most dynamic and essential element of land combat power. (FM 1.0)
FM 1.0 establishes the importance of leadership in the US Army.
Current Army doctrine provides only limited insight into how leaders should influence others to accomplish the mission and improve the organization.
Leader development could benefit from specification of enduring and cohesive leader requirements similar to what the promulgation of Army values and ethos has done for the Profession of Arms.
Further establishment of a Leadership Competency framework provides a means of reinforcing professionalism in the organizational culture and a mechanism for establishing a common core for leader identity.
Overview: Overview Study Purpose
Competency Modeling
Methodology
Results of Analyses
Expert Review
Proposed Framework
Application
Study Purpose: Study Purpose Determine Army leadership requirements for the Future Force (up to 2025)
Establish Core leadership framework
Evaluate existing FM 22-100 Leadership Framework
Determine implications of leadership requirements on leader development
Slide23: Methodology - Development Steps Identify literature Leader requirements Future requirements Req’ts mining Future environment Req’ts crosswalk Review Leadership
theories Study competency
approaches Proposed
frameworks Internal vetting Expert Review CAL
Review Compare service
frameworks Identify types of
leader relationships Attend Army
Leadership workshops Document results Identify applications Synthesize
information Other competency
frameworks
Future Environmental Influences: Future Environmental Influences Changing soldier characteristics
Increase in JIM
Increased volume, speed, and complexity of information
New “communities of service”
Updated doctrine and emerging unit organizations for the full range of Army missions
Evolving strategies of enemies
Increased media presence during operations
Improved equipment and weapon capabilities
Uncertain military budget and end strength
Expanding population in under developed nations; increased competition for resources
Requirements from Literature: Requirements from Literature Identified 35 key reports, articles, papers for mining future Army leadership requirements
121 requirements from:
Knowledge
Skill
Ability
Other characteristics
Values
Attributes
Processes
Composites
Tasks
Roles
Example “constructs”
Accountability Cognitive Ability
Counselor Empower
Handle ambiguity Initiate action
Interpersonal skills Leverage diversity
Motivating Openness
Peacekeeping Presence
Professionalism Team building
Technical credibility Vision
Proposed Competency Framework: Proposed Competency Framework Competencies are proposed as the best means to describe future Army leadership
Competencies communicate core performance requirements, especially for leaders growing within the organization.
Used by an increasing majority of organizations, particularly for leadership positions.
Easily modified and more closely linked to organizational goals than job/task approach.
More future oriented than job/task approach.
Comparison of 2 Methods to Identify Leader Requirements: Comparison of 2 Methods to Identify Leader Requirements Job analysis
Linked to specific jobs or job families
Work & task focus
What is accomplished
Typically draws on and produces more detail
Rigorous data collection possible
Compatible with rigorous selection & placement policies
Requires up-dating, no typical links across a career
End purpose usually relates to selection/placement Competency modeling
Linked to organizational goals or strategies
Worker focus
How objectives are met
Typically generalizes from detail and produces universal categories
Requires inferences from data
Compatible with high position mobility and organizational flexibility
Enduring for development along a consistent career path
Core competencies provide common framework across multiple, related applications
Leadership Theoretical Considerations : Leadership Theoretical Considerations Leaders influence others through
task structure through consideration of individuals Requires sensing of
Situation
Followers’ expectations
Followers’ needs
Followers’ commitment
Followers’ competence
Task clarity
Situation-follower interaction
Self
Change in these aspects Influence comes from
Impression given
Who Leader is perceived to be
How Leader uses position/power
How Leader motivates
How Leader communicates
How task direction is given
Army Leadership Doctrine Evolution: Army Leadership Doctrine Evolution 11 key Army leadership pubs (1946 – 1999).
Army leadership definitions and constructs have remained fairly constant over time.
Shift from focus on traits and principles to values, attributes, skills, and actions.
Shift in focus has paralleled shift in theory and research to the process of leadership.
Service Framework Comparisons : Service Framework Comparisons 50 unique “Constructs” across six models (9 are values)
Service Framework Comparisons - Recurring Constructs : Service Framework Comparisons - Recurring Constructs
Service Frameworks Comparisons - Infrequent/Unique Constructs : Service Frameworks Comparisons - Infrequent/Unique Constructs
Why Function-based Competencies?: Why Function-based Competencies? Express what leaders should or will ‘do’
Performance Oriented - Links leader attributes (KSAOs) to performance functions
Organizes different attributes, processes, actions, KSAOs into what leads to individual, unit, organization success
KSAOs describe ‘can do’ and are best used for selection
Competencies describe ‘will do’ and best used to determine training needs and evaluate performance
Most appropriate for leader assessment, development, and feedback (specifies actions/behaviors)
Framework Oriented toward Future: Framework Oriented toward Future Emphasis on continual preparation of Self
Understand aspects of Change, Openness
Importance and use of Conceptual Skills
Emphasis on preparing others to lead
Recognition of role of technology in leading
Cultural and geo-political awareness
Extending one’s influence (e.g. in JIM settings)
Expert Review: 22 SMEs reviewed & completed 32 page document & survey: Expert Review: 22 SMEs reviewed & completed 32 page document & survey
SME Comments: SME Comments All 22 said framework beneficial
4 comments related to the need for a representation of level of leadership, competency hierarchy, and/or competency sequencing
Most constructive comments related to additional competencies or components
Researchers wanted to know more about how framework was developed
Proposed Framework : Proposed Framework 8 Leadership Competencies
55 Components
2-8 Sample Actions per Component
Future Leader Requirements Study Proposed Leadership Competency Framework: Future Leader Requirements Study Proposed Leadership Competency Framework Competency Definitions/Descriptions (competencies 1-4)
Guiding Successful Operations: Ultimately, a leader’s purpose is to provide guidance and maintain control over the work environment in order to increase efficiency and effectiveness in one’s own and subordinate’s activities.
Preparing Self: Only through being prepared for missions and other challenges, being aware of self and situations, and the practice of career long learning and development can one fulfill the responsibilities of leadership.
Modeling Sound Values and Behaviors: Maintaining standards and providing examples of effective behaviors influences others to behave and perform similarly. All Army leaders should model Army values continuously. Modeling provides tangible evidence of desired behaviors and reinforces verbal guidance through demonstration of commitment and action.
Ensuring Shared Understanding: By understanding the nature and power of communication and practicing effective communication techniques, one can better relate to others and translate goals into actions. Communication is essential to all other leadership competencies.
Future Leader Requirements Study Proposed Leadership Competency Framework: Future Leader Requirements Study Proposed Leadership Competency Framework Competency Definitions/Descriptions (competencies 5-8)
Leading Others to Success: A leader motivates and influences others to take initiative, work toward a common purpose, accomplish tasks, and achieve organizational objectives.
Shaping Climate: A leader has a responsibility to establish and maintain positive expectations and attitudes which produce the setting for positive attitudes and effective work behaviors.
Fostering Growth in Others: Assisting others to grow as individuals and teams facilitates the achievement of organizational goals and is a primary function of leadership.
Extending Influence: Leaders need to influence beyond their direct lines of authority and beyond chains of command; this influence may extend to joint, interagency, inter-governmental, multinational, and other groups.
Example Components of First Competency in Proposed Framework: Example Components of First Competency in Proposed Framework
Aligning Processes to Framework: Aligning Processes to Framework Leadership
Competency
Framework Assessment:
Assessment Center
Multi-rater Feedback
After Action Review
Evaluation Report
Training and Education:
Institutional/Unit/
Self Development
Coaching/Mentoring
Feedback Performance:
Mission Accomplishment
Assignments/Tasks
Training Exercises Identify
Gap Validate Evaluate Accession Advancement Transfer Separation Career
Summary Leadership competency framework : Summary Leadership competency framework Allows enduring basis for future assessment, education, training, development, and promotion.
Core competencies will define what Army wants leaders to achieve, allows diversity in personal style.
Systematic, broad method serves as basis for further validation and refinement.
Framework designed to correspond to contemporary operational environment, transferable to other organizations.
Next step will determine how best to incorporate into new version of Army Leadership doctrine, FM 6.22.
Agenda: Agenda Change and Leader Education.
The Most Recent Chapter in Our Journey.
Implementing Competency-Based Learning in the CGSOC.
Challenges Associated with Changing ILE.
Future Leader Education and Development.
Q &A.
Slide45: Back-up Slides
FM 1.0 on Leadership: FM 1.0 on Leadership Leadership is the lifeblood of The Army. Because of the personal and physical nature of ground operations, leadership is the most dynamic and essential element of land combat power.
The Army grows leaders with the character, competence, commitment, and courage to take action when and where required.
Leaders motivate subordinates, conduct operations, and continually develop and improve their units, their Soldiers, and themselves. Leadership is a life-long learning process—in the classroom, in personal study, and in practice.
The ambiguous nature of the operational environment requires Army leaders who are self-aware and adaptive. Self-aware leaders understand their operational environment, can assess their own capabilities, determine their own strengths and weaknesses, and actively learn to overcome their weaknesses. Adaptive leaders must first be self-aware—then have the additional ability to recognize change in their operating environment, identify those changes, and learn how to adapt to succeed in their new environment. Self-awareness and adaptivity are symbiotic. A self-aware leader who is not adaptive cannot learn to accept change and modify behavior brought about by changes in the environment. However, adapting without self-awareness is changing for change’s sake—without understanding the relationship between abilities, duties, and the environment.
FM 1.0 on Professionalism: FM 1.0 on Professionalism The Characteristics of Professionalism
The purpose of any profession is to serve society. Members of a profession consider their vocation a life-long calling to provide a necessary and useful service. To fulfill those societal needs, professions—such as law, medicine, the clergy, and the military—develop and maintain distinct bodies of specialized knowledge and impart expertise in them through formal theoretical and practical education. Professions establish a unique subculture that distinguishes practitioners from the society they serve, while supporting and enhancing that society. To that end, professions develop particular vocabularies, establish professional journals, and even adopt distinct forms of dress. They create their own ethos and standards to maintain the effectiveness of their service. And because professions hold their members to high technical and ethical standards, society grants them a great deal of autonomy for self-government.
The United States Army as a Profession
The fundamental characteristics of Army professionalism are a service focus, an expert knowledge, a unique culture, and a professional military ethos.
Army professionalism is intellectual, physical, and moral in nature; it requires expert knowledge of the concepts and tools of its trade. It is intellectual because the unique body of expertise required in military operations is extensive. The conduct of war, its technology, and the execution of military strategy, operations, and tactics are complex matters, certainly as demanding as the practice of any other profession. Moreover, Army professionals must exercise their expertise against intelligent adversaries. The consequences of failure in our profession—both for the Soldier and the Nation—are more dire than those in any other.
The need to master the intellectual, physical, and moral aspects of warfare forms the basis for our system of professional military education. Every Army leader must master all aspects of warfare, personally committing to the career-long process of learning, evaluating, and adapting to changing security environments, technologies, and military operations. Through this process, The Army professional continually develops expertise in the practice of the art and science of war.
FM 3.0 on Soldiers: FM 3.0 on Soldiers Success in battle depends on sound doctrine; competent leadership; effective weaponry, equipment, and organizations; and well-trained, motivated, quality soldiers and units. The most important of these factors is soldiers. Their character and competence, combined with the warrior ethos, comprise the foundation of a trained and ready Army. The combination of quality soldiers, competent leaders, and cohesive units creates a versatile, powerful force.
The duty of every leader is to be competent in the profession of arms. Competence requires proficiency in four sets of skills: interpersonal, conceptual, technical, and tactical. Army leaders hone these skill sets through continual training and self-study (see FM 6-22).
Leaders instill their units with Army values, energy, methods, and will. The professional competence, personality, and will of strong commanders at all levels represent a significant part of every unit’s combat power. All Army leaders must demonstrate strong character and high ethical standards. Leaders are soldiers first: they know and understand their subordinates and act with courage and conviction. During operations, they know where to be, when to make decisions, and how to influence the action.
Leaders build teamwork and trust. Trust is a key attribute in the human dimension of combat leadership. Soldiers must trust and have confidence in their leaders. Leaders must command the trust and confidence of their soldiers. Once trust is violated, a leader becomes ineffective. Trust encourages subordinates to seize the initiative. In unclear situations, bold leaders who exercise disciplined initiative within the commander’s intent accomplish the mission.
FM 6.0 on Leadership: FM 6.0 on Leadership The elements of command are authority, decisionmaking, and leadership. The definition of command refers explicitly to authority. It implicitly requires decisionmaking (effectively using available resources for achieving a future state or mission), and leadership (providing for the health, welfare, morale, and discipline responsibilities of command). Decisionmaking and leadership make up the art of command.
Having the legal authority of command and issuing orders will not suffice in battle. The leadership of commanders ultimately includes their will.
Trust is one of the cornerstones of leadership. It is essential to successful mission command. Like loyalty, it must go up and down the chain of command; like respect, it must be earned. To function effectively, commanders must trust their subordinates, and subordinates must trust their commander.
After commanders make decisions, they guide their forces throughout execution. After forces have been put in motion, commanders must provide the strength and will to follow through with the COA they chose. They must also possess the wisdom to know when to change that COA and make further decisions that address changes in the situation.
Establishing command presence makes the commander’s knowledge and experience available to subordinates. The commander’s presence also communicates the commander’s intent. Skilled commanders communicate tactical and technical knowledge that goes beyond plans and procedures. Subordinates can use knowledge of their commander’s leadership style to guide their tactical decisions in unanticipated situations. Establishing command presence does not require giving subordinates detailed instructions, nor does it include second-guessing subordinates’ performance. Command presence establishes a background for all plans and procedures so that subordinates can understand how and when to adapt them to achieve the commander’s intent.
Evolution of Competency Modeling: Evolution of Competency Modeling
Fleishman (1953) & Flanagan (1954) analyze supervisor behavior.
McClelland (1973) wrote key article: “Testing for competence rather than intelligence.”
Prahalad & Hamel (1990) advance the importance of people skills to build core organizational competencies.
By 1998, 75-80% of leading companies were using some form of competency modeling (Cook & Berenthal).
Methodology: Methodology Identify future environmental influences
Identify relevant literature and requirements
Determine the best format for representation
Develop Competency Model
Consider leadership theory, other models from Services, industry, public sector
Involve leadership SMEs in competency review
Interact with ‘competency’ communities
Use iterative process in competency development
Requirements Definitions: Requirements Definitions Term
Definition
Knowledge
Familiarity, awareness, or understanding gained through experience or study.
Skill
An acquired aptitude.
Ability
An enduring attribute of an individual's capability for performing a particular range of different tasks.
Attributes
A characteristic or fundamental property of an individual.
Traits
A characteristic (inherited or acquired) which is consistent, persistent, and stable.
Composites
Constructs that represented more than one KSAO combined and not otherwise characterized as a KSAO.
Task
An action or series of actions (i.e., behavior or series of behaviors) performed closely together in time and directed toward an objective, goal, or outcome.
Role
A broad subdivision of one’s job composed of a group of tasks that are somewhat related because of the nature of the work or behavior involved.
Leadership Theoretical Considerations : Leadership Theoretical Considerations Role of Power French & Raven, 1960
Emergent Leadership Fisher, 1974
Traits Stodgill, 1948
Leader Behaviors Blake & Mouton, 1985
Contingency Fiedler, 1967
Normative Decision Vroom & Yetton, 1973
Situational Hersey & Blanchard, 1969
Path-Goal House, 1971
Leader Attribution Lord, 1985
Leader-Member Exchange Dansereau, Graen & Haga, 1975
Transformational Bass & Avolio, 1990
Basic Leadership Theories: Basic Leadership Theories
Service Framework Comparisons – Constructs from 3 or 4 Services: Service Framework Comparisons – Constructs from 3 or 4 Services