MX400 Course Guide 1 - West Point - Home · Web viewThe final theme, Developing Professional Habits, reflects the importance of inculcating a lifelong pattern of behavior designed

UNITED STATES MILITARY ACADEMY

WEST POINT, NEW YORK

MX400OFFICERSHIP

COURSE GUIDE

ACADEMIC YEAR 2013-2014Spring Semester

SIMON CENTER FOR THE PROFESSIONAL MILITARY ETHIC

As of: 03 JAN 2014

MX400: OfficershipTerm 14-02

COURSE INTRODUCTION

Class of 2014,

Welcome to MX400 – Officership! This course is the capstone experience for you at the United States Military Academy. It embraces core elements of the West Point Leader Development System, and it seeks, in an integrative way, to draw the various strands of your Cadet experience and education together to focus on what it means to be an officer in this era of persistent conflict and transition. This course, a graduation requirement for all Cadets, represents the Academy leadership’s continuing effort to prepare you for the challenges and uncertainties of the 21st Century operating environment.

This course focuses on the practice of being a commissioned Army leader, accountable to the President of the United States for the Army and its mission. In this role, you will soon swear an oath of loyalty and service to the Constitution, be expected to apply discretionary judgment and bear ultimate moral responsibility for your decisions, and accept total accountability and unlimited liability for your (and your unit’s) actions.

The notion of being an Army Professional and an officer in the Army Profession rests upon meeting the Army’s certification criteria of competence, character, and commitment. This certification process is a continual journey of honest self-assessment, dedicated developmental planning, and a persistent drive towards individual and collective improvement within a framework of a shared military identity and culture of sacrifice and service to the Nation. Using the Army’s concept of mission command to establish this critical foundation, the MX400 curriculum will also explore the five essential characteristics of the Army Profession and relate them to the effective application of the fields of expert knowledge by Army units and by individual professionals.

Five Essential Characteristics Field of Expert Knowledge of the Army ProfessionMilitary Expertise Military-technical knowledgeHonorable Service Moral-ethical knowledgeTrust Political-cultural knowledgeEsprit de Corps Human developmentStewardship of the Profession

Throughout American military history the Army officer corps has served the Nation in a variety of roles. The American people fully expect their Army’s leaders to fight battles justly (moral-ethical knowledge) and effectively (military-technical knowledge), to be culturally savvy about the environment(s) in which they fight and operate (political-cultural knowledge), and to train and develop their Soldiers—America’s sons and daughters—to their fullest potential (the knowledge of human development). We serve by demonstrating the highest qualities of character, uncompromising competence, and by exercising the commitment and leadership of mission command. This is your course, but it is not about you. It is ultimately about your Soldiers, about providing you the opportunity to discover how to better fulfill the trust placed in you to command and lead in combat. We look forward to our sessions with the Class of 2014, and to help you fulfill your class motto of “Forever One Team.”

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COURSE INTRODUCTION

Course Purpose: The purpose of MX400 is to help you discover some broad insights into how you, a prospective officer, can execute your duties honorably in service to our nation as a professional Army leader.

a. Intent: West Point's Capstone Course for Officership (MX400) provides all First Class Cadets a rigorous, integrative experience mentored by an interdisciplinary team of Mentors to complete the initial development of their identity as an Army Professional and as a member of the Army Profession. This is a fundamental graduation requirement, so they can best fulfill the trust placed in them in commanding and leading U.S. Army Soldiers in combat and other operations.

b. Learning Philosophy. Assigned readings for each class day will emphasize aspects of the profession’s expert knowledge, usually from more than one field. For the purposes of integration into a holistic officer’s perspective, Mentors (instructors) will expect cadets to engage the lesson topics with a scholarly, reflective approach commensurate with their academic maturity as seniors at USMA. Your preparation, in addition to thorough reading and note taking, will involve reflecting on and reviewing material to which you have already been introduced in various courses and experiences—from history, psychology, and political science to Cadet Field Training, military science, and others. The format of class will differ with each meeting, but it will always challenge you to think about the critical duties and the supporting identities of a professional Army officer. In MX400, you are responsible for your own learning and professional growth as a leader. Your Mentor (instructor) is there to assist, to help you discover, but he/she will not be there on the day, not long in the future, when you will execute the fundamental practices of the military professional— the “repetitive exercise of discretionary judgment” in decision making and taking actions that produce effective military results, thereby fulfilling the moral and legal responsibilities of a commissioned officer.

Course Goals. Successful completion of MX400 Officership will enable you to:

1) To develop a distinctive professional outlook based on an Officer’s (vice Cadet’s) way of thinking that is firmly grounded upon being a leader of character, a synthesis of mission command, and military professionalism.

2) To inspire the transition from a Cadet (apprentice) identity to an Officer (professional) identity, prepared for the stewardship of the Army profession and a commitment of service to the Nation.

3) To understand that war is a complex human endeavor and therefore practice leader competency sets focused on challenges and opportunities within the Human Dimension.

4) To hone judgment and refine decision-making ability across the domains of expert knowledge (Military-Technical, Political-Cultural, Human Development, Moral-Ethical).

5) To develop a habit of professional curiosity and a personal ethic that prizes total fitness and life-long learning and self-development as an Army professional.

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COURSE INTRODUCTION

Course Reinforcing Themes: When MX400 transitioned from a 2.0 to a 3.0 credit course, four integrating principles were created to drive course content, facilitate class discussions, and promote Cadet self-development. The first theme, Mission Command, represents a foundational doctrinal concept (ADP/ADRP 6.0) that will be reinforced through the study and application of historical/contemporary case studies, internal/external guest lectures, and personal examples from the Cadet experience. The second theme, Building Strength of Character, exposes Cadets to emerging doctrine that captures the Army Profession and the Professional Ethic (ADP/ADRP 1) and provides opportunities to explore and discuss military stewardship. Embracing the Human Dimension theme attempts to describe the complexities and challenges inherent in today’s operational environment, by emphasizing the unique set of competencies an Army leader requires to promote effective and successful mission accomplishment. The final theme, Developing Professional Habits, reflects the importance of inculcating a lifelong pattern of behavior designed to continuously and honestly self-assess, reflect, and develop personal roadmaps for self-discovery and professional growth. With Cadet assistance, Mentors will attempt to reinforce these themes daily.

Scope and Methodology.

a. Structure of the Course . MX400 builds upon the West Point curriculum, especially the core curricula of the academic, physical, and military programs. The course advocates for a connected focus on intellectual and practical skills, interweaving two broad, interrelated themes—mission command and military professionalism—to highlight the four clusters of expert

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COURSE INTRODUCTION

knowledge that undergird the Army’s core competencies and the professional responsibilities of an Army officer. The foremost core competency of officers, the understanding and application of mission command, is woven intentionally throughout the course in classroom discussions, self-study and case studies, and learning from others by speaking with and asking questions of recently returned or currently deployed military professionals from operations in Iraq, Afghanistan, and regionally aligned units with distinctive future mission sets.

b. Content . MX400 encompasses several types of learning experiences that will progressively develop the conceptual framework of officership:

(1) As an introduction to this important course on Officership, you will first be exposed

to the “Army in Transition”: transition within our Army; and transition in future deployment roles and missions. The intent of this introduction and continuing discussion throughout the term is to expose MX400 cadets to the strategic challenges of our Army as we transition from sustained Combat Operations of the past 12 years to an Army prepared and ready for future missions. Addressed in the introduction are strategic, operational, and tactical issues including new mission requirements in Afghanistan and throughout the world, troop reductions, a decrease in our DOD and Army budget as a reflection of our National economic trends, reorganization of our force structure and equipment adjustments, an exploration of how these changes impact brigade combat team (BCT) and below units, as well as changes in emphasis and required adjustments to our Officer Education System, and Officer and Soldier Leader Development. Many of these transition themes discussed in the first two lessons will carry over in subsequent discussions throughout this course.

(2) Following ‘Our Army in Transition,’ the remainder of the course consists of four instructional blocks that incorporate the course’s learning philosophy. The first block, Officership in Action: Mission Command, introduces you to the new doctrinal core competency of the profession, understanding and applying the concept of mission command in leading Soldiers in full-spectrum operations. This sub-course introduces the concept of mission command, which is a theme throughout the semester, via the framework of character, competence, and commitment. The second block, The Military Profession, concentrates on the common foundations of military professionalism and self-awareness. The third block, The Company Grade Officer, focuses on the key areas of expertise required by junior officers and offers numerous course take-aways as you continue to build your officer kitbag. The final block, Servant to the Nation: Field Grade and Beyond, centers on the greater demands placed on career officers’ political and cultural expertise as they progress to senior leadership positions as well as exposure to Army programs designed to assist you in navigating the challenges and opportunities of your future profession. Readings and classroom discussions will complement all blocks and will support each lesson’s conceptual foundations.

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COURSE INTRODUCTION

* Note that MX400 incorporates a delayed class start for the semester. Take all guidance regarding Lessons 1-3 from your section Mentor/Instructor. Despite this late start, there are several class readings and a web-assignment that you are required to complete prior to Lesson 4.

(3) For each block, reflection assignments, tactical decision exercises, case studies, or a Mentor-directed exercises will provide you with hands-on opportunities to apply the various concepts developed within the course.

(4) The course will also host several guest lecturers, including platoon leaders, company commanders, and also more senior officers and NCOs who will broaden your perspective on officership, mission command, and leadership in the Army. On 24 April 2014, all First Class Cadets attend the Mission Command Conference, which explores the experiences of combat veteran leaders to give you additional opportunities to learn and reflect on how you will be an effective officer in both preparation for-, and execution within deployed environments.

(5) Based on performance in MX400, 20 of the top cadets (10 each from AY14-1 and 14-2) will be chosen for a unique opportunity to attend an exceptional staff ride experience to Gettysburg, PA. This mission command-focused staff ride will be led by GEN (R) Frederick Franks, Jr., former VII Corps Commander in Desert Storm then TRADOC Commander and current USMA Class of 1966 Chair, and your battlefield guide will be BG (R) John Mountcastle, former Chief of Military History. Also present will be veteran mission commanders and NCOs from current conflicts that can connect the enduring truths of mission command we discover at

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COURSE INTRODUCTION

Gettysburg to the war today. You will spend two days at Gettysburg viewing the battlefield and focusing on mission command using the framework of character, competence, and leadership of various mission commanders on both sides of the pivotal three-day battle. The staff ride will occur on 4-6 May 2014.

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COURSE INTRODUCTION

Course Administrative Notes

Graded Requirements. See “AY 14-02 MX400 Graded Requirement Guidance” in Annex A for details.

Assignment Max Pts Course % Block

Pershing Essay 250 25% 2(20 FEB)

Platoon Leader Tools - Platoon Philosophy/Vision - Discussion with your PSG - PL Scenarios/Intro to BN CDR

250 25% 3(31 MAR)

Oral Practicum (public speaking, critical thinking, composure) - What it means to be a member of a profession - Essential components of Officership - Personal and professional goals - Self-assessment

250 25% 4(10-21 APR)

Mentor Points: As directed by your section Mentor, that include but are not limited to: Reflection assignments, Class facilitation leads, Reading Comprehension checks, Class Participation, etc.

250 25% 1-4(Various)

Total 1000 100%

Class Participation.

a. In class: MX400 is designed specifically not to mirror your typical classroom experience at USMA. As opposed to an undergraduate format of instructor lecture and testable knowledge, MX400 is intended to be a graduate-level, seminar-style class in which Cadets actively engage in discussion by asking open-ended questions to gain wisdom and experience via shared peer-, Mentor-, and external lecturer insights. While less structured in nature, this format places a greater amount of personal responsibility on you as a learner.

b. Online: The Platoon Leader online professional forum (http://PL.army.mil) will be introduced and integrated into the course per Mentor discretion. Cadets will have the opportunity to participate in the professional forum in order to supplement and reinforce their classroom learning and to reinforce their identity as a member of the broader profession in which members engage with each other in professional conversation. All Cadets must become a member of the Platoon Leader forum via the above link by Lesson 4. Directions for joining on listed on the website. Application of Cadet Honor Code to MX400 Writing Requirements and Documentation. Document all sources in footnotes. We will use the Chicago Style for footnotes and Works Cited. Refer to the Little, Brown Handbook or The Chicago Style Manual of Style Online at http://www.chicagomanualofstyle.org/tools_citationguide.html for guidance on formatting in accordance with Chicago Style. Document all collaboration or assistance in footnotes, as well. In accordance with the amendment to DWW, all homework assignments will include a written or electronic acknowledgment statement initialed by the cadet.

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COURSE INTRODUCTION

Formatting: Format your writing assignments as follows: cover sheet formatted in accordance with DWW; typed in 12-point Times New Roman font; double-spaced; 1” margin top, bottom, left, and right, with a ½ inch left gutter; last name in top right header, and page number in bottom center footer; document all collaboration or assistance in footnotes; Works Cited page and footnotes in Chicago style. The ethic of the American military profession we serve demands no less. The specific requirements for documentation of written work are enumerated in the Dean’s pamphlet, Documentation of Academic Work (DAW) (dated June 2011), and are fully applicable to the writing requirements for this course.

Assignment Submission: Unless directed otherwise by your section Mentor (instructor), all assignments are to be submitted in both digital (e-mailed to section Mentor) and hard-copy format (in a standard brown bomber folder) no later than the assignment due date. Many Mentors request that the same brown bomber folder is used for each subsequent assignment in order to allow Mentors to review all of your past submissions while grading your most recent. Grading System and Other Administration. Mentor (instructor) evaluation of your performance is built upon several graded course requirements (listed above). The specific objectives of each graded assignment may vary, but the overarching goal is to assess your understanding of the course material and your ability to apply what you learn in a manner that goes beyond basic textbook answers.

a. Course Points / Letter Grades . The course consists of a total of 1000 points. Grades will be awarded based on the percentage of maximum points earned. There will be no forced distribution (i.e., theoretically everyone can earn an A+ or everyone could earn a D).

b. Re-Grades.

(1) If you do not agree with a grade you receive, you should discuss your concerns with your Mentor within one week of the graded requirement being returned. If after your

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GradeEarned

PointsEarned

PercentageEarned

QualityPoints

SubjectiveInterpretation

A+ 970 - 1000 97.0 - 100.0 4.33 Above standards of writingMastery of concepts.Can apply concepts to new situations.

A 930 - 969 93.0 - 96.9 4.00 A- 900 - 929 90.0 - 92.9 3.67 B+ 870 - 899 87.0 - 89.9 3.33 Meets standards of writing

Solid understanding of concepts.Strong foundation for future work.

B 830 - 869 83.0 - 86.9 3.00 B- 800 - 829 80.0 - 82.9 2.67 C+ 770 - 799 77.0 - 79.9 2.33 Approaching standards of writing

Acceptable understanding.Questionable foundation for future work. C 730 - 769 73.0 - 76.9 2.00

C - 700 - 729 70.0 - 72.9 1.77 Below standards of writingDoubtful understanding.Weak foundation for future work. D 670 - 699 67.0 - 69.9 1.00

F 0 - 670 < 67.0 0.00Unacceptable standards of writingDefinitely failed to demonstrate understanding.


COURSE INTRODUCTION

discussion you still feel that you deserve a different grade than the one your Mentor gave you, you may request a re-grade of your assignment.

(2) A Mentor receiving a request for a re-grade will submit the disputed paper to the Course Director, who will ask two other Mentors to assess the paper. The Course Director will resolve any disagreements about the grade and assign the final grade.

c. Late Submissions. Absent any extenuating circumstances, the penalty for late submissions is one letter grade cut per every 24 hours late. Mentors are required to submit a COR on every cadet who turns in graded assignments late. Cadets must complete all graded assignments, late or not, in order to successfully complete this course. The minimum penalty for late submission is a letter grade (10 percentage points) per day.

d. Absences. You are required to notify your Mentor at least 48 hours in advance if you have a conflict that prevents you from attending class. You are required to notify your Mentor at least 72 hours in advance if you have a conflict that prevents you from completing a graded requirement, in or out of class. You will make arrangements to complete the graded requirement at a time specified by your Mentor. As stated in the USCC SOP, guard duty etc. does not preclude you from turning in graded assignments on their scheduled due date.

e. Mandatory Guest Lectures. At several points in the course you will have the opportunity to hear from leading scholars, authors, and practitioners in the fields that contribute to the military profession’s body of expert knowledge during formal lecture periods (typically during extended CMDTs hours). For all lectures, it is imperative that you arrive on time and are prepared for the lecture. Very often this will require completion of assigned readings, a review of slides, or a combination of the two. Sections are expected to sit together with assigned Mentor.

f. Major course Texts:

- Due to our desire to consistently update your readings with the most relevant and up-to-date material, there is no hard copy course reader for MX400. All major course readings and articles will be posted on the MX400 sharepoint for download. (MX400 Sharepoint site)

- The Staff of the US Army Combat Studies Institute. Wanat: Combat Action in Afghanistan, 2008. Fort Leavenworth: CSI Press, 2010. (Issued in class – as required)

- A Platoon Leader’s Tour (Digital - MX400 Sharepoint site)

- The Armed Forces Officer (This paperback text was issued at your Cow affirmation last year; it can also be found digitally on the MX400 SharePoint site)

- ‘Our Army in Transition’ supplemental reader (Digital - MX400 SharePoint site)

Lesson Schedule. All lessons will be available through the course SharePoint site:

http://usma-portal/collab/mscapstone/MX400/AY%2014%20Cadet%20Site/Forms/AllItems.aspx

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COURSE INTRODUCTION

Mentor Assistance. Your mentor will be available to help you in your continuing development to integrate your experiences at West Point across the various disciplines into an initial self-concept, an identity as a professional Army officer. Feel free to contact him or her on all matters academic, personal, or professional.

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LESSON OUTLINES

Lesson 1-3 – Section Counseling & Pre-reading Requirements for MX400

Lesson Goal: These first three lessons provide an opportunity for individual section counseling and self-developmental readings designed to develop a relationship with your section Mentor, understand the purpose, intent, and goals of the course, and develop a basic understanding of the Army’s strategic perspective prior to the start of MX400.

Lesson Objectives:1. Understand the purpose and intent of the course.2. Understand the various sources of content input (section Instructor/Mentor, relevant and

contemporary material, external lectures, guest speakers) designed to facilitate your personal growth and development as a future officer.

3. Understand the expectations for your participation in MX400.4. Understand the Army’s strategic perspective as we transition from an organization recovering

from 11+ years of persistent conflict in Iraq and Afghanistan to future mission sets and force structure.

Core Reading:Sharepoint Lessons 1-3 folder (SP1-3): Read Course Guide (Welcome, Syllabus, Graded Requirements, 16 pages).SP1-3: Read Hertling “The Officership Model” pp 33-41 (9 pages). SP1-3: Read The 2013 Army Strategic Planning Guidance, pp 1-21 (21 pages).SP1-3: Read The 2013 Army Posture Statement, pp 1-11 (11 pages).

Supplemental Reading: N/A

Available Resources: N/A

Discussion Questions:1. What is the purpose of this capstone course?2. How does your preparation and active participation influence the success of this course?3. How is the Army postured (force structure) and focused (strategic perspective) for the

challenges and uncertainties of the future fight?

Dimensions: N/A

Expert Knowledge Cluster: Military-Technical, Human Development, Moral-Ethical, Political-Cultural

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LESSON OUTLINES

Lesson 4 – Instructor/Mentor Introduction, Team Building, Course Administration

Lesson Goal: Build the classroom team, and understand the purpose, intent, and goals of the course. Be prepared to bring your expectations, ideas, concerns to this first meeting with your section Mentor/Instructor.

Lesson Objectives:1. Understand and summarize the purpose and intent of the course.2. Describe the course goals and the outline of lesson blocks.3. Build the team by setting conditions for becoming a cohesive classroom that can effectively

work together.

Core Reading:SP4: Read Franks, “Address to West Point Cadets,” p 1, (1 page)SP4: Read Franks, “Battle Command Quote,” p 2, (1 page)


Available Resources:- Lythgoe “Flight simulation for the brain: Why Army officers must write” pp 49-55 (6

pages)

Discussion Questions:1. What is the purpose of this capstone course?2. What clusters of expertise will you utilize throughout this course?3. What are the major areas (gaps) that you want to cover this term in order to be better prepared

for the responsibilities of becoming a commissioned officer and assuming your first platoon?

Dimensions: N/A


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LESSON OUTLINES

Lesson 5 – Course Introduction by Superintendent, Commandant, and Dean

Lesson Goal: Gain perspective from the SUPT, CMDT, DEAN, and GEN (Ret) Franks to facilitate your understanding of the purpose, intent, and goals of MX400.

Lesson Objectives:1. Understand the purpose and intent of the course.2. Understand the various sources of content input (section Instructor/Mentor, relevant and

contemporary material, external lectures, guest speakers) designed to facilitate your personal growth and development as a future officer.

3. Understand the expectations for your participation in MX400.

Core Reading:SP5: Review Course Guide (Welcome, Syllabus, Graded Requirements, 16 pages)SP5: Read Franks, "Battle Command: A Commander’s Perspective," pp 3-14 (12 pages).



Discussion Questions:1. What is the purpose of this capstone course?2. How does your preparation and active participation influence the success of this course?

Dimensions: N/A


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LESSON OUTLINES

Lesson 6: Our Army in Transition I (Strategic)

Lesson Goal: Understand how the Army will best support the Department of Defense’s planning guidance during this period of transition.

Lesson Objectives:1. Know the 11 missions DoD must be prepared to execute for 21st Century Defense.2. Know the Army vision and describe the Army’s role as part of the Joint Force.3. Know what makes today’s strategic environment so complex and challenging and describe some Army missions needed to meet these challenges.4. Know and describe why the center of gravity for US foreign policy, national security and economic interests is “pivoting” towards Asia and why US strategy and priorities have to be adjusted accordingly.5. Know the central premise behind the development of regionally aligned forces and describe how they will help combatant commanders meet regional missions.6. Know current Army force structure reductions and describe the impact they will have on our operating force.7. Describe the impact 11 years of sustained conflict has had on the Army.

Core Readings:SP6: Read CSA Marching Orders, (5 pages)SP6: Read CSA Waypoint 1, (2 pages)SP6: Read CSA Press Conference on Force Structure Reductions (3 pages)SP6: Read GEN Dempsey - The Future of Joint Operations (4 pages)SP6: Read CRS “Pivot to the Pacific” pp 10-16 (6 pages)

Supplemental Readings Videos: 2013 Strategy Conference Dialogue with GEN Ray Odierno:http://www.youtube.com/watch?v=y5AEb1l9aHQ&list=PLYtGRVo8O_W20Wl_zsV4uYLaI_B28iwHK

Study Questions:1. What are the some of the threats, opportunities, and challenges facing our Army in Transition?2. How will regional alignment of forces impact training and unit readiness?3. What are some of the challenges that our Army is facing after 11 years of sustained combat operations in Iraq and Afghanistan?4. What are our Army missions currently in Afghanistan? 5. What areas do we need to consider as our Army Transitions from 11 years of combat to the Army of the future?

Dimensions: Intellectual, Military, Moral-Ethical, and Human Dimension


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http://www.youtube.com/watch?v=y5AEb1l9aHQ&list=PLYtGRVo8O_W20Wl_zsV4uYLaI_B28iwHK

http://www.youtube.com/watch?v=y5AEb1l9aHQ&list=PLYtGRVo8O_W20Wl_zsV4uYLaI_B28iwHK


LESSON OUTLINES

Lesson 7: Our Army in Transition 2 (Tactical)

Lesson Goal: Understand how this period of transition may affect you at the small unit leader level.

Lesson Objectives:1. Know the opportunities and challenges you will face as an Army small unit leader during this

transition period.2. Know the general concepts of the Decisive Action Training Environment.3. Know the fundamentals of the Army’s Ready and Resilient Campaign.4. Know and describe your role as a member of a Security Force Assistance Advisory Team.5. Know and describe the Army’s approach to integrating women into the combat arms branch.

Core Readings:SP7: Read Regional Alignment (4 pages)SP7: Read “The CTC Program: Leading the March into the Future” (7 pages)SP7: Read Lopez “Integrating Women into Combat Roles”SP7: Read “The life of an SFAAT (Security Force Advisory and Assistance Team)” (4 pages)

Supplemental Readings or Videos: SP7: “Decisive Action Training Environment: Future training grounded in today's intelligence” (3 pages)SP7: “Decisive Action Training Environment 2” (12 pages)SP7: “Army's 'Ready and Resilient Campaign' kicks off” (3 pages)SP7: “Returning Home from Iraq and Afghanistan” (4 pages)

Study Questions:1. What are the some of the opportunities, and challenges facing our Army junior officers

during this period of transition?2. How will regional alignment of forces impact training and unit readiness?3. What are some of the challenges that our Army is facing after 11 years of sustained combat

operations in Iraq and Afghanistan?4. What are our Army missions currently in Afghanistan? 5. What areas do we need to consider as our Army Transitions from 11 years of combat to the

Army of the future?



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LESSON OUTLINES

Lesson 8 – Introduction to Mission Command

Lesson Goal: Understand the principles and war fighting function of mission command.

Lesson Objectives:1. Understand and describe the key principles of mission command (mutual trust, shared

understanding, clear commander’s intent, disciplined initiative, mission orders, prudent risk) and evaluate a combat commander’s performance using them as a framework of analysis.

2. Understand the art of command and the science of control.3. Describe the fundamental components of the mission command system.

Core Reading:SP8: Read CJCS Mission Command White Paper, pp 15-22, (6 pages).SP8: Read ADRP 6.0 Mission Command (May 2012), pp 1-1 through 2-5 and 3-1 through 3-3 (13 pages).SP8: Read Gatzenmeyer, “What is Mission Command,” MIPB 2012, pp 9-13 (4 pages).

Supplemental Reading/VideosSP8: CSA Intro on Mission CommandSP8: US Army Mission Command StrategySP8: Do we really have the stomach for Mission Command?SP8: CSA speaks on Mission Command http://www.youtube.com/watch?v=Z2l1I8hY9WoSP8: Clip from movie “Master and Commander” – example of Cdr giving mission type order to his crew prior to deception attack on the Acheron, http://www.youtube.com/watch?v=KlfCBX2CwMM (length 2:36).

Discussion/Study Questions:1. Describe the enduring principles of mission command.2. At what level of leadership do the concepts of mission command apply?3. How do you develop mission command competencies?

Core Building Block Courses: MS1/2/300, PL1/200, HI103/4

West Point Leader Development System Dimensions: Intellectual, Moral-Ethical, Human Spirit, Social, Military

Expert Knowledge Cluster: Political-Cultural, Military-Technical, Human Development, Moral-Ethical

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http://www.youtube.com/watch?v=KlfCBX2CwMM

http://www.youtube.com/watch?v=KlfCBX2CwMM

http://www.youtube.com/watch?v=Z2l1I8hY9Wo


LESSON OUTLINES

Lessons 9 & 10: Mission Command in Historical Context, the Fall of France, 1940

* Take guidance from your section Mentor on which Case Study your section will be using for Lessons 9-10. This lesson sheet uses a WWII example. Your section Mentor may choose an alternative Case Study.

Lesson Goal: Analyze and understand a military professional’s role in a historical and/or contemporary battle, centering on the enduring truths of mission command and war fighting functions & principles (mutual trust, shared understanding, clear commander’s intent, disciplined initiative, mission orders, prudent risk).

* Lesson 9 provides an opportunity to have half of the class focus on the German northern Meuse River crossing in WWII and the other half focus on the southern crossing.

* Lesson 10 provides the opportunity to either examine the French reaction to the German advance or transition the class to a more contemporary case study from Operation Enduring Freedom (Mentor dependent).

Lessons Objectives: 1. Understand and describe the key principles of mission command (mutual trust, shared understanding, clear commander’s intent, disciplined initiative, mission orders, prudent risk) and evaluate the military leadership’s performance in battle. 2. Evaluate and describe the significance of the art of command and the science of control in determining the outcome of the vignettes. 3. Assess and understand the dynamics between senior and subordinate Mission Commanders. 4. Contrast the German execution of Auftragstaktik with the US Army’s Mission Command today in order to assess likely impediments to successful adoption.

Core Readings for Lesson 9 Read the German Historical Overview Document and one of the two German tactical vignettes (assigned by Section Mentor). Time dependent, for Lesson 10, all will read the French Historical Overview and tactical vignette or a more contemporary case study on the OPN Nashville vignette. SP9: Read Cook, “The German Breakthrough at Sedan,” pp 8-13 and read BG (RET) Doughty’s The Breaking Point, pp 33-39 (total of 11 pages). SP9: Read German Tactical Case Studies (read 1 of 2):

Case Study #1: “A motorized Infantry regiment crosses the Meuse,” 16 Cases of Mission Command, pp 53-66)—details the actions of LTC Balck, an infantry regimental commander at the crossing of the Meuse River (10 pages).

orCase Study #2: “An Engineer assault team crosses the Meuse,” 16 Cases of Mission Command, pp 133-142. Discusses some of the action at Regimental level, primarily focuses on the actions of a task-organized SQUAD that conducts a difficult river crossing under fire (7 pages).

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LESSON OUTLINES

Core Readings for Lesson 10: SP10: Read French Overview and Tactical Vignette: The Blitzkrieg Legend, pp 145-153 and read Doughty, The Breaking Point, 191-201 (total of 20 pages). Examines the collapse of the 55th Division and French battlefield failures in relation to the two German vignettes in Lesson 11.

orSP10: Read Carlson, “Operation Nashville: Breaking the Taliban’s Stranglehold in Kandahar, 2010,” pp 195-202 (7 pages).Supplemental Readings: Robert A. Doughty’s The Breaking Point: Sedan and the Fall of France, 1940 or Karl-Heinz Frieser’s The Blitzkrieg Legend: The 1940 Campaign in the West.

Additional resources/videos: 1994’s “Battlefield: The Battle of France” seems credible, with some particularly

useful segments for background understanding in the first 30 minutes; entire clip runs to 2 hours. https://www.youtube.com/watch?v=ss2kK7c87l8

Sieg im Western, Reel 5 of 12 (10:40 minutes): Opening clips appear to be Poland; 3 minutes: anti-French propaganda; at 5:10: French propaganda clips (call to arms to its African and Arab colonies); 7 minutes: German bridging engineer platoon clip; 8:30 shows river crossing clips. https://www.youtube.com/watch?v=5JQBNocBhaA

Sieg im Western, Reel 6 of 12 (11 minutes): shows France/Sedan Footage early. https://www.youtube.com/watch?v=ij-rDMbo130

World War II Blitzkrieg “The Lightning War: France Falls 1940” (Vision of War, 54:07:)– the France discussion starts at 20:00; film suggested that armor led, but that does not jive with historical accounts that the infantry led (indeed, that was one reason French aerial recon did not ID the main effort – their overflights generally only found motorized columns). https://www.youtube.com/watch?v=A-KfzcZ8dt4

Discovery Channel WW II HD in colour Lightning War (colorized): https://www.youtube.com/watch?v=g2RlFynulQs

Interesting Animation of the River Crossing, about 2/3ds of the way down the page: http://deuxiemeguerremondia.forumactif.com/t6306p30-sedan-point-faible-du-dispositif-francais

Study questions:1. How did leaders position themselves on the battlefield? 2. Which Mission Command principles impacted your case study the most? Justify.3. Assess the relative importance of planning, preparation, & synchronization to mission

success.

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http://deuxiemeguerremondia.forumactif.com/t6306p30-sedan-point-faible-du-dispositif-francais

http://deuxiemeguerremondia.forumactif.com/t6306p30-sedan-point-faible-du-dispositif-francais

https://www.youtube.com/watch?v=g2RlFynulQs

https://www.youtube.com/watch?v=A-KfzcZ8dt4

https://www.youtube.com/watch?v=ij-rDMbo130

https://www.youtube.com/watch?v=5JQBNocBhaA

https://www.youtube.com/watch?v=5JQBNocBhaA

https://www.youtube.com/watch?v=ss2kK7c87l8


LESSON OUTLINES

4. What risks did the leaders assess in their respective plans? How did they mitigate risk?

5. LSN 9 only: Should Kleist have fired Guderian for insubordination? 6. Who has the greater challenge – senior or subordinate leaders? 7. What aspects of the historical/contemporary leadership examples are worth

emulating? What aspects might be infeasible to duplicate in the US Army today and why?

8. CPT Cook wrote the overview article for this lesson in Armor Magazine in 2004. At that time, he would have had approximately three to four years of commissioned service. Why was a captain writing about this campaign when others have written peer-reviewed books on the subject?

Core Building Block Courses: MS1/2/300, PL1/300, HI301/2West Point Leader Development System Dimensions: Intellectual, Moral-Ethical, MilitaryExpert Knowledge Cluster: Human Development, Military-Technical, Moral-Ethical, Political-Cultural

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LESSON OUTLINES

Lesson 11 – Mission Command Guest Speakers Round 1

Lesson Goal: Analyze military leaders’ mission command experiences. Using principles of Mission Command and the Army ethic lenses of character, competence, and commitment, analyze and synthesize what you discovered about the challenges and opportunities faced by the guest speakers. Lesson Objectives:1. Understand the enduring principles of mission command (mutual trust, shared understanding,

clear commander’s intent, disciplined initiative, mission orders, prudent risk).2. Demonstrate effective communication, which is a junior officer mission command

competency, by assimilating and briefing core conclusions precisely and concisely.3. Apply doctrinal framework to address the application of mission command in the various

contemporary operating environments discussed by the guest speakers.4. Describe the guest speakers’ effect on your identity as a future mission commander and the

importance of a) understanding the problem, b) visualizing the end state, c) describing the commander’s intent, and d) directing the war fighting functions.

Pre-lesson Instructions: Prior to this lesson, the MX400 Course Director will send a mass e-mail to all MX400 Cadets that outlines the names of the 5-6 guest speakers, a link for reviewing their respective biographies, timeline, and instructions for this extended CMDT’s hour event (a pizza lunch will be provided in Rob Aud rotunda prior to the speaking event). All Cadets are expected to sign up for their speaker of choice NLT 1700 on 03 FEB. Seating for each speaker varies (depending on allocated Thayer Hall classroom) and is limited based on the venue. Once the capacity for that room is met, that speaker’s name will be removed from the weblink choices.

You are highly encouraged to take detailed notes on this event (and subsequent Mission Command guest speaker events) in order to shape your thoughts/reflections for future mission command assignments and in-class discussion.

Core Reading:SP11: Read Biographies of mission command guest speakers will be sent via email from the course director.


Discussion Questions:1. From the leaders about whom you read or to whom you listened, what were the greatest

lessons you learned?2. How did they develop their expertise?3. What is your assessment of their mission command competencies?

Core Building Block Courses: MS1/2/300, PL1/200, PY201

West Point Leader Development System Dimensions: Intellectual, Moral/Ethical, Human Spirit, Military

Expert Knowledge Cluster: Political-Cultural, Human Development, Military-Technical, Moral-Ethical

20


LESSON OUTLINES

Lesson 12 – Mission Command Discussion Period 1

Lesson Goal: Analyze military leaders’ mission command experiences. Using principles of Mission Command and the Army ethic lenses of character, competence, and commitment, analyze and synthesize what you discovered about the challenges and opportunities faced by the guest speakers. Lesson Objectives:1. Understand the enduring principles of mission command (mutual trust, shared understanding,





Reminder: “My Development as a West Point Cadet (Pershing)” essays due NLT 20 1700 FEB 2014.

Core Reading: N/A



Discussion Questions:1. What is the difference between performance under fire and mission command? What is the

difference between command and mission command? 2. Are there differences in Mission Command when in a combat vs. training environment?3. What mission command principles must a leader master?4. What competencies did the mission command speakers demonstrate?




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LESSON OUTLINES

Lesson 13 – The Army as a Profession

Lesson Goal: Understand that the Army Profession is a noble and selfless calling founded on the bedrock of trust. Lesson Objectives:1. Know what it means to be a member of a profession and what it means to be an Army

Professional.2. Know the five essential characteristics of the Army Profession and be able to describe what

each one means.3. Know and be able to describe the framework of the Army Ethic.4. Describe the relationship between values and ethical principles.5. Explain the relationship between honorable service and the Profession’s moral identity. Core Reading:SP13: Read: ADRP-1: The Army Profession, Introductory figure 1 on page v, Chapters 1 through 6, (34 pages).

Supplemental Reading (for information purposes):SP 13: “The Imaginary Army Ethic” (4 pages).

Study Questions:1. What framework can we use to determine whether we can categorize an occupation as a profession? 2. What does honorable service mean to you as a Cadet?3. Describe the difference between the legal and moral foundation of the Army Profession.4. What is the Army Ethic?5. Explain what it means to be a steward of the profession.

Core Building Block Course: SS202

West Point Leader Development System Dimensions: Intellectual, Moral-Ethical, Human Spirit, Physical, Social, and Military


22


LESSON OUTLINES

Lesson 14 – The Officer as a Moral Exemplar & SHARP

Lesson Goal: Given the Officer’s Oath, commission, the Constitution, and Title 10 of the U.S. Code and drawing upon the Army’s history, assess how the Army ethic and expected roles/responsibilities of serving as a moral exemplar affects military units, culture and the behavior of members of the Profession of Arms.

Lesson Objectives: 1. Know the foundational documents and background that derive the legal authority for

fulfilling the role as an Army Officer.2. Understand the importance of character when leading others in complex environments.3. Describe how leading by example can define a unit’s moral climate.4. Understand the CSA’s five imperatives related to the DoD Sexual Assault Prevention and

Response Program.

Core Readings: SP14: Read Snider, “Leadership by Example” (3 pages).SP14: Read Krulak, “Moral Courage” (4 pages).SP14: Read “Fight with Honor.” ARMY Magazine 2006, pp 62-66, (5 pages).SP14: Read The Armed Forces Officer, Chapter 5, “Character: Nobility of Life and Action,” pp 43-50 (8 pages).SP14: Watch Australia’s Army Chief LTG Morrison’s address on the epidemic of sexual assault, (3:07 min).SP14: Watch: PFC Schuette: Effects of Sexual Assault/Sexual Harassment on the Army Profession Video: http://cape.army.mil/Case%20Studies/pfcschuette.php

Supplemental Reading (for information purposes):SP14: Mulrine, “Pentagon Had Red Flags about Command Climate in ‘Kill Team’ Stryker Brigade,” Christian Science Monitor, October 28, 2010, (6 pages).SP14: Boal, “The Kill Team - How U.S. Soldiers in Afghanistan Murdered Innocent Civilians,” Rolling Stone, (16 pages).SP14: Williams, “The NCO as the Moral Exemplar,” Sep-Oct 2009 Military Review, pp 110-117, (8 pages).SP14: Sontag, “How Colonel Risked His Career by Menacing Detainee and Lost,” New York Times, May 27, 2004, 96-103, (8 pages).SP14: “Case 6: The Company Commander.” USNA Stockdale Center for Ethical Leadership (March 2010), (4 pages).SP14: MAJ William Jenkins Worth’s Battalion Orders (1 page).SP14: A Summary of Lawrence Kohlberg’s Stages of Moral ReasoningSP14 : Daniels, “Developing Organizational Values in Others.” Leadership Lessons from West Point, pp 70-95, (26 pages).SP14 : Doty & Gelineau, “Command Climate,” Army Magazine 2008, pp 22-24 (3 pages).

Available Resources: - http://www.army.mil/sharp - Sgt. Maj. of the Army Raymond Chandler visits JBLM

http://www.army.mil/media/amp/?

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http://www.army.mil/media/amp/?bcpid=6981683001&bcpid=2263866323001&bckey=AQ~~,AAAAAG_GHPw~,CI0n3-GqPXFKMJBYBahVqZEi-ohDKTv6&bclid=2261011579001&bctid=2515866299001

http://www.army.mil/sharp

http://cape.army.mil/Case%20Studies/pfcschuette.php


LESSON OUTLINES

bcpid=6981683001&bcpid=2263866323001&bckey=AQ~~,AAAAAG_GHPw~,CI0n3-GqPXFKMJBYBahVqZEi-ohDKTv6&bclid=2261011579001&bctid=2515866299001

- www.preventsexualassault.army.mil

Discussion Questions: 1. Why are morally-grounded officers essential to the Army profession and the nation? Why

must Army officers strive to be “moral exemplars?” 2. Using a moral perspective, how would a complex and dangerous environment impact a

leader’s ability to influence his/her Soldier’s actions?3. How does candor and dissent impact the chain of command? Does disagreement =

disrespect?4. Discuss how a poorly defined climate of moral and ethical leadership could have a potentially

negatively impact on a unit’s collective notion of honor, toleration, the development of unit sub-cultures, desensitization to poor behavior (bystander effect), and a culture of sexual harassment and assault.

5. What are some methods to develop organizational values in others? 6. Why are shared values so important in the Army?7. How can you use the early socialization process in your platoon to develop organizational

values in your soldiers?

Core Building Block Course: PY201, MS300

West Point Leader Development System Dimensions: Intellectual, Moral/Ethical, Human Spirit

Expert Knowledge Cluster: Moral-Ethical

Reminder – Pershing Essay

Assignment Due Date: 20 1700 FEB 14 in both digital and hard-copy format. Ensure you also cc: your TAC officer and NCO for this assignment as it will be considered for company, regiment, and brigade award in the spring semester.

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http://www.preventsexualassault.army.mil/




LESSON OUTLINES

Lesson 15: Leader and Self Development

Lesson Goal: Understand the Army’s Leader Development Strategy 2013.

Lesson Objectives:1. Know the doctrinal intent of the Army Leader Development Strategy.2. Describe the Army Leader Development Model and explain the developmental domains and

relationships.3. Explain why the Army needs a Leader Development Strategy.4. Describe your developmental role in each of these domains.5. Explain the Leadership Requirements Model and assess how you might achieve its

requirements.6. Describe and assess your commitment to self development. How will you do it? What are

some of the resources and opportunities available to you?7. Describe some of the challenges the Army is facing in officer career management and explain

some of the initiatives being considered for implementation.

Core Readings:SP15: Read Army Leader Development Strategy (ALDS 5June2013), pp 3-12, (10 pages).SP15: Read CSA LD/TF Final Report, pages 21-37, (17 pages).SP15: Read ADP 6-22, pp 9, (1 page).SP15: Watch ALDS Teaser https://www.youtube.com/watch?v=PfculI0-ZFUSP15: Watch ADP 6-22 https://www.youtube.com/watch?v=yZJPuLKoO_U

Study Questions:1. Why is Army leader development so important to sustain a world class fighting force after

eleven years of war?2. Can a strategy as broad as leader development be effective? What might be some of the

challenges?3. How much do you know about the institutional developmental domain? Where can you get

information to assist you on educational opportunities?4. What do you consider to be an important transformation in the officer talent management

system?5. Do you understand the attributes and competencies in the leadership requirements model?



25

https://www.youtube.com/watch?v=yZJPuLKoO_U

https://www.youtube.com/watch?v=PfculI0-ZFU


LESSON OUTLINES

Lesson 16 – Officer Development

Lesson Goal: Understand the Army’s officer development process

Lesson Objectives:1. Discuss how officer management and education has changed over the years.2. Describe the current Officer Education System.3. Explain a typical officer career path. 4. Design a professional development plan for a company grade officer to begin the process of

developing as a professional and intellectual.

Core Reading:SP16: Read Lopez “New OER means fewer boxes, more accountability for raters (3 pages).SP16: Read The Army’s Approach to Leader development (3 pages).SP16: Read DA Pamphlet 600-3: Commissioned Officer Professional Development and Career Management, Chapter 2 and Chapter 3-4 to 3-7, (8 pages).SP16: Read Kane, “Why Our Best Officers Are Leaving.” Atlantic Magazine (2011), pp 1-8, (7 pages).

Supplemental Reading/Video (for information purposes):SP16: HRC website: https://www.hrc.army.mil/LoginRedirect.aspxSP16: Promotion Board Preparation: http://www.youtube.com/watch?v=StgAlGsKfTg&feature=youtu.be

Study Questions:1. Explain the three domains of leader development.2. What are the key aspects of the officer education system?3. How should the Army (and you personally) facilitate a program for self-growth and

professional development?

Core Building Block Courses: PL1/300, MS1/2/300

West Point Leader Development System Dimensions: Intellectual, Moral-Ethical, Human Spirit, Physical, Social, Military

Expert Knowledge Cluster: Political-Cultural, Human Development

26

http://www.youtube.com/watch?v=StgAlGsKfTg&feature=youtu.be

http://www.youtube.com/watch?v=StgAlGsKfTg&feature=youtu.be

https://www.hrc.army.mil/LoginRedirect.aspx


LESSON OUTLINES

Lesson 17 – Taking Charge I: Initial Expectations and Responsibilities

Lesson Goal: As a newly-assigned leader, understand what is expected of you as you take over your platoon and assess your unit’s climate and culture while conducting effective transition management activities to build teamwork within the organization.

Lesson Objectives1. Discuss what is expected of a new platoon leader during the first days/weeks in the unit.2. Discuss the activities, interactions, and behaviors new platoon leaders should observe to

assess their unit’s climate and culture.3. Describe the cyclical dynamics of change within a unit, and identify their impact on Soldier

critical teambuilding actions.4. Analyze and discuss effective transition steps you can take as a new leader to manage change

and develop a shared vision of success.

Core Readings: SP17: Read Palisca, “Congrats, You’re a PL, Now what?” Company Commander’s Forum (6 pages).SP17: Read Buche, “Preparing to be a 2LT” (9 pages).SP17: Read “Advice for New Lieutenants, Army Magazine, pp 51-55 (4 pages).SP17: Read Weis, “Expectations from a Company Commander” (6 pages).SP17: Read Wingeart, “IBOLC Graduation Speech” (3 pages).

Supplemental Readings:SP17: Allen & Burgess, “Taking the Guidon: Exceptional Leadership at the Company Level,” Delaware: Center for Company Leadership, 2001, pp 23-37 (14 pages)SP17: Army Handbook for Leadership Transitions. Center for Army Leadership. pp 1-34. (35 pages)SP17: Jones “Improving Accountability for Effective Command Climate: A Strategic Imperative.” Strategic Studies Institute (September 2003): 1-30. (31 pages)

Available Resources: How I Assessed My Unit (Joseph Carr)https://www.milsuite.mil/book/leadercasts/2546Conducting an Initial Assessment Of Your Unit (John Vermeesch)https://www.milsuite.mil/book/leadercasts/1799

Discussion Questions: 1. As a newcomer to a unit, how do you initially determine the organization’s values and

climate? What are some ways you can evaluate the unit’s performance and climate?2. How does the change of unit leaders affect the organization’s climate? 3. Describe the key elements of an assessment and transition plan. What are the most important

priorities in establishing this plan? Why?

Core Building Block Courses: MS300, PL1/300


Expert Knowledge Cluster: Military-Technical, Moral-Ethical, Human Development

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https://www.milsuite.mil/book/leadercasts/1799



LESSON OUTLINES

Lesson 18 – Taking Charge II: Your NCO Leadership

Lesson Goal: Evaluate techniques and understand methods that cultivate an effective officer-NCO relationship that supports mutual development.

Lesson Objectives:1. Understand and discuss what officers and NCOs can do to strengthen the officer-NCO

relationship. 2. Understand and describe the role of junior officers in counseling and supporting NCO

development.3. Know how NCOs support the development of junior officers.4. Explore techniques, methods, and formats for your initial counseling of your PSG.

Core Reading: SP 18: Read SGM Usbeck, “Things I am looking for in an officer” (2 pages).SP18: Read “NCO-Officer Relationship,” NCO Journal (Nov 2012), pp 14-21, (8 pages).SP 18: Read “The Platoon Leader-Platoon Sergeant Relationship,” Company Command: Building Combat-Ready Teams, pp 111-115, (5 pages).SP 18: Read Hertling, “Year of the NCO: A Division Commander’s Perspective,” pp 104-108, (5 pages).

Supplemental Reading:SP18: “Noncommissioned Officer Evaluation Report and NCOER Counseling and Support Form.” In Adaptive Leadership MSL IV. pp 294-311 (18 pages)SP 18: Meyer, Jr., John G. "You and Your First Sergeant." pp 116-128. (13 pages)

Available Resources:* Highly recommend having section Mentors bring a NCO to class.

Study / Discussion Questions: 1. What are the keys to building a successful officer-NCO team? What can create failure? 2. What are the critical points on which you should focus during the initial counseling of your

platoon sergeant? 3. Upon arrival at your unit, how will you successfully interact with your NCO leaders? 4. Discuss five key TTPs you gained from the article on The Officer-NCO Relationship?

Core Building Block Courses: MS300, PL300

West Point Leader Development System Dimensions: Intellectual, Moral-Ethical, Human Spirit, Social


28


LESSON OUTLINES

Lesson 19 - Taking Charge III: Your Relationship with your Platoon

Lesson Goal: Dual purpose of this lesson is to understand the methods to build the appropriate professional relationships with the NCO’s and Soldiers in your unit, in order to set the proper foundation to build your team and to create an environment for success.

Lesson Objectives:1. Understand and describe the legal boundaries for appropriate relationships between an officer

and his/her subordinates and the dangers of Inappropriate Senior Subordinate Relationships and Fraternization (ISSRFRAT).

2. Understand and describe why military senior-subordinate relationships must be different than in many other professions.

3. Explore and discuss methods for building the team.

Core Reading: SP19. Read CSA’s “Message on Fraternization” and AR 600-20, paragraphs 4-14, 4-15, 4-16, pg. 26-27 (3 pages). SP19. Read (revised) DA PAM 600-35, preface on page i, paragraphs 2-10 through 2-26 (8 pages).SP19. Read FM 6-22 Army Leadership, 2006, paragraph 8-23 through 8-29, 8-91 through 8-103, 11-22, 11-23 (6 pages).SP19. Read Army Team Building, pp 3-11 (9 pages).

Supplemental Readings: N/A

Available Resources:Building Meaningful Relationships With Your Soldiers (1LT Robert Burke, length 2:35) https://www.milsuite.mil/book/leadercasts/1587 The Importance of Building A Strong Relationship With Your Soldiers (CPT Christopher Lucas, length 3:16)https://www.milsuite.mil/book/leadercasts/2755

Discussion Questions:1. What options do you have in establishing a healthy and effective working relationship with

your platoon?2. How can you set boundaries for professional, personal, and social interactions with your

platoon members and their families?3. Some would argue that a platoon that has been in combat together (survived hardships under

the crucible of life/death circumstances) are closer than family. Does this experience blur the boundary lines of appropriate superior/subordinate relationships? Why or why not?


West Point Leader Development System Outcomes: Military, Intellectual, Moral-Ethical, Physical


29




LESSON OUTLINES

Lesson 20: Developing Others

Lesson Goal: Understand the Army’s imperative for officer leaders to develop others.

Lesson Objectives:1. Explain the importance and imperative to develop others.2. Be familiar with the annual survey data related to subordinate development.3. Discuss the possible barriers and restrictions officers may face in trying to establish a leader

development program in their unit.4. Consider what may be limiting the efficacy of institutional education in preparing leaders to

assume new levels of leadership and responsibility.5. Describe the mechanics of coaching and counseling subordinates as a junior Army Officer.6. Describe the techniques and tools you can use to observe subordinate performance and then

provide feedback.

Core Readings:SP20: Read Crissman, “Improving the Leader Development experience in Army Units,” MilReview 2013, pp 6-15 (10 pages).SP20: Read CSA LD/TF Final Report, Chapter 3, pp 21-34 (14 pages).SP20: Read CASAL Technical Report Main Findings 2012, pp 58-66, (9 pages).

Supplemental Readings: N/A

Additional resources/videos: N/A Study Questions:1. Why is subordinate development so important to sustain a world class fighting force after

eleven years of war?2. What are some techniques you can use in a platoon to ensure your subordinates are being

developed? What might be some of the challenges?3. What do you do if you feel you are not being developed by your superiors?4. Why do you think the Army trends for subordinate development are so low?5. What is the START technique for observation reports?6. How do you create the right environment for providing subordinates feedback?



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LESSON OUTLINES

Lesson 21 – Stress and Resiliency

Lesson Goal: Discuss how to taking leader actions to promote a resilient mindset can promote healthy mental, physical, social, emotional, and spiritual well-being, conducive to individual and collective reactions to high stress environments. This lesson should also address methods for motivating Soldiers in combat and analyze concepts and techniques for helping Soldiers (and families) deal with combat stress.

Lesson Objectives1. Understand and describe the importance of leadership and its effect on unit success in high

stress environments.2. Explain different techniques and methods leaders can proactively use in training environments

to help Soldiers thrive in a combat environment.3. Analyze different techniques that leaders can use to motivate Soldiers in combat. 4. Understand and describe how resiliency is a holistic concept, incorporating elements from

both the internal unit and extended personal family support structures.

Core Reading:SP21: Read “Force Protection for the ‘Hidden Wounds’ of War,” Army Magazine, 2007, pp 186-188, (3 pages).SP21: Read “Leadership and the Death of a Soldier,” pp 189-191, (3 pages).SP21: Read “Resilient Leadership,” pp 192-195, (4 pages).SP21: Read Fontenot, “Preparing a Unit for Confronting Fear.” Military Review (July-August 1995): 177-188, (12 pages).SP21: Watch http://www.nbcnews.com/video/dateline/13209696#13209696 BG Frank Weircinski inspiring speech on eve of battle (length 2:23).

Supplemental Reading and resources (for information purposes):SP21: Smith, “A Battle Within, pp96-98 (3 pages).SP21: Spiszer, “Leadership and Combat Motivation: The Critical Task” pp 181-185, (5 pages).SP21: Section 3, Combat Stress Management, pp 44-59, (16 pages). SP21: Comprehensive Soldier and Family Fitness (CSF2) website: http://csf2.army.mil/ SP21: http://www.youtube.com/watch?v=_9Ozno7HMGE (psychological cost of learning to kill – Dave Grossman)SP21: https://milspace.army.mil/CommunityBrowser.aspx?id=151469 Video Clip Interview- "Dealing with the loss of a Soldier" Discussion/Study Questions:1. What motivates Soldiers in combat?2. What can leaders do to prepare their Soldiers to face the rigors of combat?3. What morale factors does a leader have direct influence on?4. What are some things a unit leader can do to promote combat motivation and mitigate the

effects of the battlefield?

Core Building Block Courses: MS1/2/300, PL1/300West Point Leader Development System Dimensions: Intellectual, Moral-Ethical, Human Spirit, Physical, Social, Military

Expert Knowledge Cluster: Human Development, Moral-Ethical, Military-Technical

31

https://milspace.army.mil/CommunityBrowser.aspx?id=151469

http://www.youtube.com/watch?v=_9Ozno7HMGE

http://csf2.army.mil/

http://www.nbcnews.com/video/dateline/13209696#13209696


LESSON OUTLINES

Lesson 22 - Panel Discussion VTC with Deployed Officers and NCOs

Lesson Goal: Synthesize and evaluate mission command experiences, leader skills, and professionalism through direct interaction with currently deployed commissioned and non-commissioned officers, centering on the principals and competencies of mission command, including Army professional components of character, competence and commitment. Lesson Objectives:1. Apply the mission command framework to a professional’s experiences in combat and explain

how he/she modeled mission command.2. Explain how the panelists have changed, modified, or reinforced your own identity as a future

mission commander.3. Discuss the potential reality and expanding knowledge requirement of the profession.4. Enhance effective communication by asking appropriate and pertinent questions.

Note: You are highly encouraged to take detailed notes on this event (and subsequent Mission Command guest speaker events) in order to shape your thoughts/reflections for class discussion and future mission command assignments.

Core Reading:Information on VTC Panelists will be sent via email from course director.


Study Questions:1. From the commissioned and non-commissioned officers on the panel, what were the greatest


Core Building Block Courses: PL1/300, MS1/2/300

West Point Leader Development System Dimensions: Intellectual, Moral-Ethical, Human Spirit, Military


32


LESSON OUTLINES

Lesson 23 – VTC Mission Command Discussion Period

Lesson Goal: Analyze military leaders’ mission command experiences. Using principles of Mission Command and the lenses of character, competence, and commitment, discuss what you discovered about the challenges and opportunities faced by the guest speakers. Lesson Objectives:1. Demonstrate effective communication, which is a junior officer mission command

competency, by assimilating and briefing core conclusions precisely and concisely.2. Discuss the enduring principles of mission command (mutual trust, shared understanding,

clear commander’s intent, disciplined initiative, mission orders, prudent risk).3. Apply the mission command framework to address application of mission command in

offensive, defensive, stability, and counterinsurgency operations. 4. Discuss the guest speakers’ effect on your identity as a future mission commander and the


Core Reading: N/A


Study Questions:1. What is the difference between performance under fire and mission command? What is the





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LESSON OUTLINES

Lesson 24 – Expanding Your Sphere of Influence (Commander, Company and Battalion; External Resources)

Lesson Goal: Understand the platoon leader’s role with respect to the company and battalion (and beyond) and gain techniques for extending your influence/securing resources from external resources.

Lesson Objectives:1. Understand the differences between a leader’s internal and external span of control; and how

to leverage your competency sets for expanding your influence beyond the traditional span of control.

2. Know the available resources of a typical company and battalion headquarters and staff, and how to leverage them (XO, Armorer, Supply SGT, 1SG, CO, external resources).

3. Understand the relationship of the platoon leader with respect to other platoon leaders, the company commander, and the battalion commander.

Core Reading: SP24: Read Emotional Intelligence Is the Other Kind of Smart (4 pages).SP24: Read Spain, “Leading beyond your formal sphere of influence,” Leader-to-Leader, pp 74-84 (11 pages).SP24: Read Emotional Intelligence Primer (7 pages).

Additional Resources: N/ASP24: Goleman, "What makes a leader," Harvard Business Review, pp 1-10 (10 pages).

Discussion Questions:1. What resources might you need to obtain from your company and battalion headquarters?2. How might you approach requesting these resources?3. What value does collaborating with other PL’s in your company bring to your leader

effectiveness?4. Describe what you think your personal/professional relationship should be with you company

commander.5. What can you do if the relationship is strained or dysfunctional?


West Point Leader Development System Outcomes: Military, Intellectual, Moral-Ethical

Expert Knowledge Cluster: Military-Technical, Moral-Ethical, Human Development, Political-Cultural

34


LESSON OUTLINES

Lesson 25 – The Art of Command (Platoon Level)

Lesson Goal: Understand the leadership philosophies and competencies necessary to make you a successful leader.

Lesson Objectives:1. Explain the attributes and competencies expected of Army leaders. 2. Explain how transformational, authentic, and or servant leadership theory would translate to

Army officer behavior in practice.3. Explain why the Army uses the term “Art of Command” in its Mission Command Doctrine.4. Describe the difference between analytical decision-making and intuitive decision-making.5. Discuss the meaning and value of high emotional intelligence hardiness. How would this

make you a successful Platoon Leader?6. Describe the Human Dimension Concept for the Army and its relevance to you as a leader.

Reminder: Your PL “Tools” assignment is due NLT 31 1700 MAR 2014.

Core Readings:SP25: Read Courtney, “The Successful Lieutenant,” MI Bulletin (5 pages). SP25: Read ADP 6-22, pp iii, 1-7, (8 pages).SP25: Read ADRP 6-0, section 2-4 through 2-11, (2 pages).SP25: Read Army Human Dimension Concept, Chapters 1 and 2, (15 pages).

Supplemental Reading:SP25: Mayer, Roberts, & Barsade, “Human Abilities: Emotional Intelligence” (35 pages).SP25: Bullock, “Design: How, Not Why,” MilReview, 2010, pp 102-108, (7 pages).SP25: Caslen, “The Way the Army Fights Today,” MilReview, 2011, pp 84-88, (5 pages).SP25: Hardiness and Emotional Intelligence, (2 pages).

Study Questions:1. What is command presence?2. Why would the Army put specific competencies and attributes in doctrine?3. Do you have an appreciation for the importance of emotional intelligence? Can it be

developed? Have you ever worked for someone who had low emotional intelligence? What were the consequences?

Core Building Block Course: PY201, PL100, MS300

West Point Leader Development System Dimensions: Intellectual, Moral-Ethical, Human Spirit

Expert Knowledge Cluster: Human Development, Moral-Ethical

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LESSON OUTLINES

Lesson 26: Individual and Family Readiness

Lesson Goal: Understand the programs and resources available to you through Army Community Services (ACS) that will be needed to ensure the readiness of your first unit.

Lesson Objectives:1. Describe the services available at ACS for soldiers and families that enhance unit readiness.2. Understand the impact these programs will have on your effectiveness to accomplish your

mission as a Platoon leader.3. Describe where you can go to get support and assistance for soldier and family readiness

support.

Core Reading:SP26: Read Army Regulation 608-1 Army Community Service, Chapter 4, (10 pages).SP26: Read “To the Point,” (4 pages).SP26: Watch https://www.youtube.com/watch?v=o33pg599kEI

Supplemental Reading:West Point ACS website: http://www.westpointmwr.com/acs/

Study Questions:1. How does each of these services contribute to a positive command climate, and how can

failure to use them negatively impact an organization?2. What are steps that you will take as a company level leader to insure your soldiers and

families are ready and resilient?3. What are some of the most common ACS programs that support all soldiers and their families

Core Building Block Courses: PL100, PL300, LW403, HI301/2

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http://www.westpointmwr.com/acs/

https://www.youtube.com/watch?v=o33pg599kEI


LESSON OUTLINES

Lesson 27 – Civil-Military Relations

Lesson Goal: Facilitate the understanding and prompt discussion on the relationship between the officer corps and our civilian leadership.

Lesson Objectives:1. Explain the difference between the responsibility and competency of civilian and military

actors in national security. 2. Distinguish between civilian and military relations and discuss the implications of civilian

control over the military.3. Understand the Army professional’s role in providing expert military advice to civilian

leaders.

Core Reading:SP27: Read Milburn, “Breaking Ranks,” pp 228-234, (7 pages).SP27: Read Mullen, “The Military must stay Apolitical,” (2 pages).SP27: Read Hastings, “Another Runaway General: Army Deploys Psy-Ops on U.S. Senators,” Rolling Stone, February 23, 2011, pp 1-5, (5 pages).

Supplemental Reading:SP27: Baker “Military Endorsements Hold Greater Benefit for Democrats” (2 pages).SP27: Snider, “Dissent and Strategic Leadership” (17 pages).SP27: Urben, “Wearing Politics on their Sleeves,” (31 pages). SP27: Weigley, “The American Military and the Principle of Civilian Control” (33 pages)


Discussion/Study Questions:1. How do the roles of military professionals and civilian national security professionals differ?2. How do the roles and responsibilities of retired officers differ from those on active duty? 3. How has interaction (and trust) between military professionals and civilian leadership changed in history?

Core Building Block Courses: SS202, LW403, HI301/2

West Point Leader Development System Dimensions: Intellectual, Social, Moral-Ethical

Expert Knowledge Cluster: Political-Cultural, Moral-Ethical

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LESSON OUTLINES

Lesson 28 – Military-Media Relations

Lesson Goal: Understand and explain the basic tenets that govern effective military-media relations in the contemporary operating environment.

Lesson Objectives:1. Understand the Army professional’s role in providing authorized and accurate expert military

information to appropriate media outlets.2. Identify and describe: 1) the various mediums through which you can communicate your

message the various audiences (soldiers, families, domestic, international), and 2) how to maximize the information battlespace to your advantage.

Core Reading:SP28: Read Emanuel, “I Love Those Guys,” pp 210-212, (3 pages).SP28: Read “Why Bother with the Media,” Army Magazine 2010, pp 206-209, (4 pages).SP28: Read Boylan, “A Way to Accomplish Interviews” (2 pages).

Supplemental Reading:SP28: Shanker & Hertling. "The Military-Media Relationship: A Dysfunctional Marriage?" pp 196-203, (8 pages).SP28: Supporting the Troops at Arms Length (2 pages)SP28: Public Affairs Center of Excellence (PACE), “Meeting the Media Guide,” pp 1-17 (17 pages).


Discussion/Study Questions:1. What are the information operations (IO) challenges for individual units and their higher

commands? How can these problems be overcome?2. What are the different ways IO and public affairs can be used as a decisive weapon?3. How should units address the enemy’s IO?

Core Building Block Courses: SS202, LW403, HI301/2

West Point Leader Development System Dimensions: Intellectual, Social, Moral-Ethical

Expert Knowledge Cluster: Political-Cultural, Moral-Ethical

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LESSON OUTLINES

Lesson 29 – Mission Command Guest Speakers Round 2

Lesson Goal: Analyze operational military leaders’ mission command experiences (company-grade officers from the contemporary operating environment). Using principles of Mission Command and the Army ethic lenses of character, competence, and commitment, build you’re your previous mission command knowledge to analyze and synthesize what you discovered about the different challenges and opportunities faced by the guest speakers. Lesson Objectives:1. Understand the enduring principles of mission command (mutual trust, shared understanding,





Core Reading:SP29: Biographies of mission command guest speakers (if applicable) sent via email from the course director.


Discussion Questions:1. From the leaders about whom you read or to whom you listened, what were the greatest





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LESSON OUTLINES

Lesson 30 – Mission Command Discussion Period 2






Core Reading: N/A








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LESSON OUTLINES

Lessons 31-34 – MX400 Comprehensive Oral Practicum

Lesson Goal: Intent of this evaluation is to measure each Cadet’s knowledge of the material covered throughout MX400 Officership Course, and to assess their ability to apply and articulate that which was learned in clear and understandable terms.

Lesson Objectives:1. Demonstrate an understanding of major course objectives of MX400.2. Describe major concepts of each of the four blocks of instruction for MX400.3. Clearly understand mission command, and the application of leadership, character and

commitment throughout ones army career.4. Apply concepts provided in the course to realistic Army situations to demonstrate

understanding of the material.

Core Reading: All lesson readings from term (sharepoint). Review course syllabus, all course materials, class notes, and associated readings. Lesson plan “Discussion” and “Study” questions are excellent prompts for the types of questions that will be asked during the practicum.

Structure: Each Cadet will be required to attend a 15-20 minute oral comprehensive practicum with their section Mentor (and potential guest panel members). The Cadet will be asked questions from Course content to think critically about a professional topic, display ethical reasoning as appropriate, and demonstrate knowledge and understanding of the course material via oral communication with an audience.

Questions will follow the formats found in each lesson plan’s provided “Discussion” and “Study” questions.. On/about Lesson 24, Cadets will be reminded to schedule to meet with their course instructor/Mentor for a 15-20 minute session (during lessons 31-34) where they will be asked questions for their final grade (25 % of your final course grade).

Intent of the oral comprehensive exam is for a Cadet to:

1. Demonstrate an understanding of Course material (disciplinary depth), and a thorough knowledge of topics discussed in the course.

2. Demonstrate ability to recognize professional officership issues and apply mature perspectives and concepts in decision-making.

3. Demonstrate one’s ability to think critically and creatively, and be able to effectively communicate one’s thoughts, ideas, and analysis of course material as a culminating exercise.

Required study materials: MX400 Course Materials in Blocks I, II, II, IV, Class notes, required readings

Oral Comprehensive Exam Study Questions to be provided separately by your section Mentor.

Core Building Block Courses: PL100, PL300, LW403, HI301/2

West Point Leader Development System Outcomes: Military, Intellectual, Moral-Ethical, PhysicalExpert Knowledge Cluster: Military-Technical, Moral-Ethical, Human Development, Political-Cultural

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LESSON OUTLINES

Lesson 35 – Mission Command Conference

Lesson Goal: Analyze military professionals’ mission command experiences, centering on the enduring truths of mission command, including the tenets of character, competence and commitment. Theme: Building Trust in Today’s Army

Mission: USCC executes Mission Command Conference (MCC) XVII on 24 April 2014 at West Point, NY in order to inspire graduating USMA, USNA, and ROTC Cadets by facilitating their development, and imparting knowledge and experience of recent combat veteran Officers and NCOs.

Objectives: Student Objective: Cadets and Midshipmen learn first-hand from operational

Mentors the challenges and opportunities of building trust, serving honorably, and leading Soldiers of all ranks.

Mentor Objective: Combat veteran mentors impart knowledge and experience along themes of building trust and honorable service.

Joint Objective: Mentors and Cadets are inspired by participating and sharing professional dialogue in a Leader-to-Leader (L2L) facilitated conversation, exposure to expert panels, and through small group discussion formats.

Endstate: Members of the Class of 2014 (USMA, USNA & ROTC) are excited about their future commissioning and gain a greater understanding of Officership.

Core Reading:Biographies of Mission Command Conference speakers will be sent via email by course director.


Study Questions:1. From the leaders about whom you read or to whom you listened, what were the greatest lessons you learned?2. How did they develop their expertise?3. What is your assessment of their mission command competencies?

Core Building Block Courses: PL1/300, MS1/2/300, PY201

West Point Leader Development System Dimensions: Intellectual, Moral-Ethical, Human Spirit, Military


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LESSON OUTLINES

Lesson 36 – Mission Command Conference Discussion Period






Core Reading: N/A








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LESSON OUTLINES

Lesson 37 – Mentor Option

Lesson Goal: This class is designed given to you additional time to cover topics in more depth and/or address topics that were not covered during the term.

Lesson 38-39 – Final Section Counseling

Lesson Goal: These two lessons provide an opportunity for final individual section counseling with your section Mentor.

Lesson 40 – Final AAR

Lesson Goal: This class is designed to capture your assessment of MX400 this past semester and constructive feedback on how we can improve the course in the future. This is valuable both in terms of content and Mentor improvement.

Assignment Due Date: Find the End of Course Cadet survey in sharepoint and fill out prior to class. Your section Mentor may ask you to fill out an additional, section-specific survey.

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ANNEX A: GRADED REQUIREMENTS

GRADED REQUIREMENTS: There are three major graded requirements for MX400 that make up 75% of the course, and Mentor-specific reflection and participation assignments that make up the final 25%. All of the assignments are designed to test your ability to apply the tenets of Officership.

Assignment Max Pts Course % Block

Pershing Essay 250 25% 2Platoon Leader Tools - Platoon Philosophy/Vision - Discussion with your PSG - PL Scenarios/Intro to BN CDR

250 25% 3

Oral Practicum (public speaking, critical thinking, composure) - What it means to be a member of a profession - Essential components of Officership - Personal and professional goals - Self-assessment

250 25% 4

Mentor Points: As directed by your section Mentor, that include but are not limited to: Reflection assignments, Class facilitation leads, Reading Comprehension checks, Class Participation, etc.

250 25% 1-4

Total 1000 100%

General Submission Standards

Cadets are required to submit both a hard-copy (Brown Bomber) and digital version (e- mail) of each paper requirement. Both the hard-copy submission and digital version are due at the suspense date and time. Mentors will determine which version (hard or digital) is the document of record for grade and provide further guidance concerning e-acknowledgement statements. Regardless of each instructor’s grading technique, the hard-copy version will comply with DAW.

NEVER cite Wikipedia or encyclopedias. While they are useful starting points for research, they are not authoritative.

Cadets must cite all works used in the preparation of the papers. The Works Cited section includes only those sources actually footnoted in your paper. IAW DAW (Appendix A, page 17), use the Works Cited page to note any outside assistance you may have received. See page vii of this document for guidance on documenting sources for MX400.

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1. General of the Armies John J. Pershing Reflective Essay: My Development as a West Point Cadet (250 points)

Due: 20 1700 FEB 14 – paper copy and electronic copy

“What the Academy stands for, has always been my guide throughout my military career, and to have approached the high ideals of duty, honor, and service to country that are the real spirit of West Point has to me a meaning that nothing else has. The longer I live, the further I have gone in the Service, the more I reverence the things that inspire the heart and soul of young men [and women] at West Point.”

—General John J. “Blackjack” Pershing

“West Point develops leaders for the Army. The program at West Point is coordinated and integrated by design to achieve the overarching goal for our graduates to be commissioned officers who are warrior-leaders prepared for intellectual, ethical, social, and physical demands across the broad spectrum of challenges in professional military service.” 1

Consider the two quotes above. One is from one of West Point’s most famous

and distinguished graduates, in which he reflects on how his West Point experience shaped and informed him in both his professional Army career as well as a lifetime of service to America. The other is from West Point’s most current encapsulation of its leadership development system, now known as the West Point Leader Development System. It essentially describes how West Point “sees itself” as an institution whose primary purpose is to provide the U.S. Army with officers to lead its soldiers.

This paper asks you to think about where you have been and where you are headed. We do not expect a “party-line” document; rather, it should be a candid, honest assessment of how effective you think the West Point experience has been in developing you into an U.S. Army officer. As you are currently poised to begin your Army service, do you think your West Point experience will be something you can rely on as GEN Pershing did? Be candid and honest; use personal examples/experiences; explain with details. This is your opportunity to describe how well you think West Point has developed you for your future. Prompt: What does your West Point experience mean to you as you approach graduation and commissioning? Use personal examples to describe how this overall experience influenced your development, professional outlook, and grounding as a future Army Professional.

Every paper will be eligible to compete for the annual Pershing Writing Award, which will be given at a luncheon in April 2014. The Pershing Writing Award is an

1 United States Military Academy. “The West Point Leader Development System: Academic Year 2011-2012” (Tri-fold). West Point, New York: 2011.

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annual USCC event for first class cadets to “remind all West Pointers of the relevance and practical meaning of what the Academy stands for in their lives.” You must submit your papers to both your MX400 instructor (Mentor) and your company tactical officer.

Essay format: Length: 3-5 pages Title page: formatted in accordance with Documentation of Academic Work (DAW)

(dated June 2011); Page layout: typed in 12-point Times New Roman font; double-spaced; 1” margin

top, bottom, left, and right, with a ½ inch left gutter; last name and page number in the top right header;

Works Cited page: use Chicago Style for all sources, footnotes, collaboration, or assistance (See Little, Brown Handbook, Chapter 51).

Pershing Essay Rubric

Weigh

t MaxItem/Category

Content (200 pts / 80%) Overall: Discusses how well USMA has prepared/developed them 2 20

Provides personal examples/challenges to back up general statements (“What”) 6 60

Reflects upon personal examples/challenges to describe impact they had on Cadet's personal development (“Why”) 6 60

Synthesizes personal examples & reflection to arrive at a growth/development conclusion of their Academy experience

(“How”) 6 60

Style (50 pts / 20%) Thesis statement 1 10

Organization & Logic 2 20Grammar 1 10

Admin Requirements (length, cover page, DAW) 1 10

Total 250

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2. Platoon Leader Tools (250 points)

Submit the following documents to your section Mentor by 31 1700 MAR 14. There is no rubric for this assignment. The guidance on the content for each of the three sections below is just that – guidance. While there is no “correct” answer – there is such a thing as a “weak effort.” Grading will be fair but subjective based on the level of thought, detail, effort, and timeliness of your submission.

1. Letter of Introduction to your Future Battalion Commander: This 1-2 page letter will be written in the Army Writing Style and IAW AR 25-50. The purpose of this letter is to introduce you to your new battalion or squadron commander (or equivalent based on your branch). This is your opportunity to make a lasting positive first impression on your senior rater. Your letter should include a brief history of yourself, including the following: home of record, college attended/graduated, type/title of your degree, date of commission, military schooling, marital status, anticipated arrival date, hobbies, sports, and a leave address and phone number if you intend to take leave en route. Spend some time sharing something about yourself that will give your senior leader a sense of who you are and what drives you. This first portion of the assignment will be graded based on how clearly you present your message and whether your letter is free of errors in grammar, mechanics, and syntax. This letter will be the first impression your battalion commander will have of you—make it count. (50 points)

2. Platoon Leader Philosophy: A 2-3 page handout you could provide to members of your platoon shortly after you takeover, and as new soldiers arrive. It should include a vision statement and articulate your priorities, goals, and general guidance on how you plan to embody these standards and on how you want the unit to operate. Your philosophy should reflect a balance of ideals and specifics on how to individually and collectively reach them. Focus on goals/priorities with more substance than cheerleading (i.e., “we’re going to be the best platoon in the battalion”). Recommended focus areas: professional role/responsibility; “individual” competence, performance, growth, development, & welfare; and “unit/family” competence, performance, growth, development, & welfare. Remember your audience in terms of length, word/phrase choice, and focus (especially if you plan to hand this out to your platoon). (100 points)

This is not a repeat of your PL300 paper. While you may include elements of your leadership style, this should describe how you plan to “apply” your leadership to your platoon.

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3. First discussion with PSG: This final portion represents a description of what you want to discuss during your first meeting (or over the course of several meetings) with your PSG. The assignment requires both a DA 4856 counseling form (can be in bulletized format) and a more thorough and detailed 2-3 page word document covering items such as (but not limited to): how you would like to set the conditions for the meeting, what key topics you want to cover, guidance you will provide, expectations for your collaborative and complementary roles, plans for platoon member and unit assessments of competence, and any other additional questions want to explore with your PSG. Think about how you want to get to know your counterpart personally and professionally (family, hobbies, career aspirations, professional assessment of strengths and weaknesses) & sharing yours. While the DA 4856 is an actual document for use, your word document can be more of a “thorough and complete” guide for your meetings and discussions. (100 points)

Platoon Leader Tools Assignment(* Rubric subject to change based on section Mentor)

Introduction to BN CDR Lettero Appropriateness of letter’s tone

Professional o Balance of formal/informal

Interest in joining unit Sharing personal information

o Format/Grammar/Punctuation

max 20 pts ______

max 20 pts ______

max 10 pts ______

Total ______/50Platoon Philosophy

o Balance of vision/goals/priorities Are they feasible, attainable? Standards Red-lines

o Plan to “get there” Balance of ideals vs. specifics Substance vs. cheerleading Individual & collective focus Families

o Word choice, length, focus

max 50 pts ______

max 40 pts ______

max 10 pts ______

Total ______/100PSG Introductions / Counseling

o Plan of action Overtime or Initial counseling Format and conditions preparation

o Topic coverage Roles and responsibilities Acknowledgement of

partnership/collaboration Getting to know each other personally and

professionally

max 10 pts ______

max 70 pts ______

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Pet peeves / non-negotiables Platoon assessment (strengths/weaknesses)

Platoon mission/tasks Squad Leaders Soldiers SOPs

o Proper use of DA4856max 20 pts ______

Total ______/100

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3. Oral Practicum (250 points)

Practicum Goal: Intent of this evaluation is to measure each Cadet’s knowledge of the material covered throughout MX400 Officership Course, and to assess their ability to apply and articulate that which was learned in clear and understandable terms. Cadets will sign up for individual Oral Practicum sessions with their Mentor, to be executed during Lessons 31-34.

Lesson Objectives:1. Demonstrate an understanding of major course objectives of MX400.2. Describe major concepts of each of the four blocks of instruction for MX400.3. Clearly understand mission command, and the application of leadership, character and

commitment throughout ones army career.4. Apply concepts provided in the course to realistic Army situations to demonstrate

understanding of the material.

Intent of the oral comprehensive exam is for a Cadet to:1. Demonstrate an understanding of Course material (disciplinary depth), and a thorough

knowledge of topics discussed in the course.2. Demonstrate ability to recognize professional officership issues and apply mature perspectives

and concepts in decision-making.3. Demonstrate one’s ability to think critically and creatively, and be able to effectively

communicate one’s thoughts, ideas, and analysis of course material as a culminating exercise.

Core Reading: All lesson readings from term (sharepoint). Review course syllabus, all course materials, class notes, and associated readings. Lesson plan “Discussion” and “Study” questions are excellent prompts for the types of questions that will be asked during the practicum.

Structure: Each Cadet will be required to attend a 15-20 minute oral comprehensive practicum with their section Mentor (and potential guest panel members). The Cadet will be asked questions from Course content to think critically about a professional topic, display ethical reasoning as appropriate, and demonstrate knowledge and understanding of the course material via oral communication with an audience.

Questions will follow the formats found in each lesson plan’s provided “Discussion” and “Study” questions.. On/about Lesson 24, Cadets will be reminded to schedule to meet with their course instructor/Mentor for a 15-20 minute session (during lessons 31-34) where they will be asked questions for their final grade (25 % of your final course grade).

Topic/Question Scoring & Comments/Observations

Overall correctness of answer? Are all important components addressed? Are doctrinal/professional terms used appropriately?

05-09 answer meets basic standard10-14 standard + able to apply examples15-20 standard + examples + cross-discipline Communication Effectiveness

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Are thoughts articulated concisely? Does response follow logically? Confidence in the response?

Required study materials: MX400 Course Materials in Blocks I, II, II, IV, Class notes, required readings

Oral Comprehensive Exam Study Questions to be provided separately by your section Mentor.

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4. Mentor-specific assignments (250 points total)

1. General. In MX400, 250 points constitute Mentor/Instructor Points. We believe these points should be used to allow you to conduct and lead activities that will be meaningful to you as a 2LT. Section Mentors will provide a list of activities so to afford you some flexibility.

2. Activities. As directed by your section Mentor, activities may include but are not limited to: Reflection assignments, Class facilitation leads, Reading Comprehension checks, Class Participation, etc. Depending on your section Mentor, some of these activities will be mandatory; others are choices. Your Section Mentor is required to provide the allocation of assignments and points NLT Lesson 5.

3. Intent. The intent of these activities is designed to allocate course points to activities that will encourage your participation in class activities and encourage personal development and growth along the four course themes. For some of these activities, there may be no right or wrong answer – only the value you get from professionally accomplishing a task that you have been given.

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Documents

MX400 Course Guide 1 - West Point - Home · Web viewThe final theme, Developing Professional Habits, reflects the importance of inculcating a lifelong pattern of behavior designed