This book examines officer in-residence professional military education (PME) as a critical investment in the most important element of our military -- people. The primary purpose of PME is to develop military officers, throughout their careers, for the rigorous intellectual demands of complex contingencies and major conflicts. The authors discuss professional military education two decades after the Goldwater-Nichols Act and the Skelton Panel and provide statements from important hearings on continued engagement.

This book brings together non-Western viewpoints on military pedagogy and professional military education. It contains essays on subjects including large-scale educational reform, civil-military and academic influences on military pedagogy, internationalisation, cross-cultural collaboration, and interoperability within military education.

Leadership development in the military is a multifaceted process that takes place over an officer's entire career. At its most basic level, this development occurs through professional experiences and a progressive series of professional military education, of which joint professional military education (JPME) is a subset. In May 2020, the Joint Chiefs of Staff (JCS) issued a vision statement with guidance and objectives for leadership development in the armed services. This vision calls for an outcomes-based approach that emphasizes ingenuity, intellectual application, and military professionalism. The new approach focuses on what students must accomplish rather than traditional metrics, such as curriculum content or the amount of time spent learning specific material. The JCS also emphasized the need to integrate officer talent management (TM) and JPME because these functions are so closely connected. To support the implementation of this vision, the authors reviewed foundational, policy, and implementation documents; conducted semistructured interviews with senior representatives of relevant joint and service offices; and analyzed officer personnel data. They used these methods to (1) describe joint educational institutions' transitions to an outcomes-based approach, (2) examine performance expectations and the qualities needed in effective joint officers, (3) explore how joint performance is measured, and (4) see how challenges in TM systems and processes affect the implementation of JPME, Phase II. They also provide recommendations for how joint stakeholders and the military services can best integrate the TM and JPME processes to support the outcomes-based approach.

The Noncommissioned Officer and Petty Officer BACKBONE of the Armed Forces. Introduction The Backbone of the Armed Forces To be a member of the United States Armed Forces--to wear the uniform of the Nation and the stripes, chevrons, or anchors of the military Services--is to continue a legacy of service, honor, and patriotism that transcends generations. Answering the call to serve is to join the long line of selfless patriots who make up the Profession of Arms. This profession does not belong solely to the United States. It stretches across borders and time to encompass a culture of service, expertise, and, in most cases, patriotism. Today, the Nation's young men and women voluntarily take an oath to support and defend the Constitution of the United States and fall into formation with other proud and determined individuals who have answered the call to defend freedom. This splendid legacy, forged in crisis and enriched during times of peace, is deeply rooted in a time-tested warrior ethos. It is inspired by the notion of contributing to something larger, deeper, and more profound than one's own self. Notice: This is a printed Paperback version of the "The Noncommissioned Officer and Petty Officer BACKBONE of the Armed Forces". Full version, All Chapters included. This publication is available (Electronic version) in the official website of the National Defense University (NDU). This document is properly formatted and printed as a perfect sized copy 6x9".

We are all familiar with ROTC, West Point, and other institutions that train young men and women to be military officers. But few people know of the U.S. Army War College, where the Army's elite career officers go for advanced training in strategy, national security policy, and military-government policymaking. This book takes readers inside the U.S. Army War College to learn about the faculty, staff, administration, and curriculum.Established in 1901, the school's mission has evolved from teaching the skills of war to training officers to negotiate both the complex world of modern strategy and the civilian bureaucracy in Washington. More like a professional graduate program than an academic graduate school, much of the education takes the form of exercises and simulations.Judith Stiehm, who holds the U.S. Army Distinguished Civilian Service Medal, allows readers to judge whether the U.S. Army War College successfully prepares its students for their many roles. She is skeptical that instructors can fulfill this difficult task in an era where civilians expect our military to be invincible, to win without casualties, and to serve as peacekeepers.The Military answers to the people of the United States and it is our responsibility to know how it operates at all levels. This book is a good place to start.

The U.S. military invests heavily in time and resources to train its officers to be leaders in the broadest sense – forming them not only in military art and science (strategy, tactics, command, etc.), but also in humanistic knowledge, character, and values, as well as how to apply this education on a lightning-fast battlefield or within an inertially slow bureaucracy. The military develops its leaders, at the service academies and in ROTC programs, through very specific but also broad and deep education – a way of thinking that also has wide application in the civilian world, not only in various professional fields that need leaders and thinkers, but also among military history enthusiasts who want to understand how officers have thought across time and among American citizens who want – and, really, need – to understand how our military leaders think, how they advise presidents, how they lead on the battlefield. In a genre-busting book that spans Stackpole’s two longstanding military programs – reference and history – Reed Bonadonna describes how officers think, how they ought to think, how they develop their skills, and how they can improve these skills, as well as how average civilians and citizens can learn from the example of military officers and their program of education. Bonadonna draws from military history, from military arts and science, from literature and science and more, to show how officers develop their critical-thinking and problem-solving skills. A military officer is often called upon to be not only fighter and leader, but also negotiator, organizer, planner and preparer, teacher, writer, scientist, and advisor, and needs broad learning. This is a deeply learned and insightful book, one that cites Lincoln, Grant, Patton, Eisenhower, Marshall, and Churchill as easily as Sun Tzu and Clausewitz, not to mention Homer, Plato, Joseph Conrad, Henry James, Wilfred Owen, Robert Graves, George Orwell, Ludwig Wittgenstein, Joseph Heller, Phil Klay, and even Jane Austen. The book is descriptive as well as prescriptive and should find eager readers inside the military (where officers take seriously their professional education and their professional reading lists) as well as outside, where many look to the military, to military reading lists, and to military history, to glean lessons for life and work.

ADP 6-22 describes enduring concepts of leadership through the core competencies and attributes required of leaders of all cohorts and all organizations, regardless of mission or setting. These principles reflect decades of experience and validated scientific knowledge.An ideal Army leader serves as a role model through strong intellect, physical presence, professional competence, and moral character. An Army leader is able and willing to act decisively, within superior leaders' intent and purpose, and in the organization's best interests. Army leaders recognize that organizations, built on mutual trust and confidence, accomplish missions. Every member of the Army, military or civilian, is part of a team and functions in the role of leader and subordinate. Being a good subordinate is part of being an effective leader. Leaders do not just lead subordinates--they also lead other leaders. Leaders are not limited to just those designated by position, rank, or authority.

In 1950, when he commissioned the first edition of The Armed Forces Officer, Secretary of Defense George C. Marshall told its author, S.L.A. Marshall, that "American military officers, of whatever service, should share common ground ethically and morally." In this new edition, the authors methodically explore that common ground, reflecting on the basics of the Profession of Arms, and the officer's special place and distinctive obligations within that profession and especially to the Constitution.