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Recommended: Teaching methodology
At 7523 Headquarter Loop, Fort Campbell, KY 42223, in classroom 105, SSG Padilla instructed Army Correspondence to educate future leaders of 3rd and 4th squad of 1st Platoon on how to format and familiarize with the following forms: DA form 638, DA form 2823, and memorandum for record. The class is imperative to instruct because it demonstrates future leaders how to properly fill out the specified forms mentioned above, and know what type of scenarios the forms may be utilized for. SSG Padilla utilizes Student Handouts, slides, active conversation and hands on activity in order to teach the class. The class of instruction began on November 16,
At the beginning of chapter seven, the Second Company is taken further back to a depot for reinforcements, and the men rest. Himmelstoss wants to get on good terms with the boys and shows them kindness. Paul starts to respect him after seeing how he carried Haie Westhus when he was hit in the back. Tjaden is won over too after he learns that Himmelstoss will provide extra rations from his job as sergeant cook.
Guy Sajer’s The Forgotten Soldier is a work notable not only for its vivid and uncompromising account of his experience as a member of the Wehrmacht in World War II, but also for its subtle and incisive commentary about the very nature of war itself. What is perhaps most intriguing about Sajer’s novel is his treatment of the supposedly “universal” virtues present within war such as professionalism, patriotism, camaraderie, and self-sacrifice. Sajer introduces a break between how war is thought about in the abstract and how it has actually been conducted historically.
As the incoming brigade commander, LTC (P) Owens, I see the critical leadership problem facing the 4th Armored Brigade Combat Team (ABCT) is the inability or unwillingness of Colonel Cutler to lead and manage change effectively. In initial talks with Col Cutler and in reviewing the brigade’s historical unit status reports, the 4th ABCT performed as well as can be expected in Afghanistan, but as the onion was peeled back there are numerous organizational issues that were brought to the surface while I walked around and listened to the soldiers of the 4th ABCT, in addition to reviewing the Center for Army Lessons Learned (CALL) report. One of the most formidable tasks of a leader is to improve the organization while simultaneously accomplishing
PBS’ Frontline film “The Wounded Platoon” reviews the effects the Iraq war has had on soldiers as they return home and transition back into civilian life, focusing particularly on the rise in post-traumatic stress disorder (PTSD) among American military members from Fort Carson Army base (Edge, 2010). Incidents of PTSD have risen dramatically in the military since the beginning of the Iraq war and military mental health policies and treatment procedures have adapted to manage this increase (Edge, 2010). In “The Wounded Platoon,” many military personnel discuss how PTSD, and other mental health struggles, have been inadequately treated (if at all) by military mental health services. Reasons and Perdue’s definition of a social problem allows us to see inadequate treatment of PTSD among returning United States military members as a social problem because it is a condition affecting a significant number of people in undesirable ways that can be remedied through collective action (Reasons & Perdue, 1981).
The book Outlaw Platoon written by Sean Parnell is a soldiers’ tale of his platoon in one of the most dangerous places on earth. This book is a non-fiction riveting work that tells the story of a platoon that spent sixteen months on an operating base in the Bermel Valley, the border of Pakistan. This mission the men were sent on was part of a mission called Operation Enduring Freedom. This book is extremely relevant to the war that we are still fighting in Afghanistan and the humanitarian work that continues. We still have men in this area fighting and losing their lives everyday. It is the focus of ongoing political debates and the purpose of our involvement there is an ongoing question in the minds of many Americans. In writing this book, Parnell makes it clear in his author’s notes that he indeed was not trying to pursue one political agenda over another. His goal as not to speak of all members of the platoon and expose their identities and the types of soldiers they were but instead to showcase some of the men’s bravery and abilities during the war. Parnell believed that he owed it to the men to write something that would show the world what these men go through during combat in an honest and raw account. Another purpose of Parnell’s in writing this book is an attempt at making sure these men are given a place in American war history.
From family to squad members, communication acts as the cornerstone for a military officer, assisting in the mental health of the individual as well as facilitating the conduction of successful operations by an intricate, yet responsive, organization. Military officers are often times imagined as infallible heroes, unwavering against and untouched by the realities of modern warfare. Yet, newly commissioned, 22 year old officers often faces the arduous responsibilities of leading a platoon or flight comprised of men and women generally the same age as themselves into combat, or managing millions of dollars worth
CF02,Full Range Leadership Development. (2012). Maxwell Gunter AFB. Thomas N. Barnes Center for Enlisted Education (AETC)
This book substantially explains the vigorous training platoon 3086 went through in order to earn the title of being a Marine.
In his book, My Fellow Soldiers, Andrew Carroll tells the story of World War I through the eyes of the American participants. He uses quotes, personal letters and diaries, from an array of characters, to depict a day in the life of a WWI warrior. Though, he narrows his focus on the untold story of General John J. Pershing, a US army leader. He uniquely talks about the General's vulnerable and emotional side. "Pershing was notoriously strong-willed, to the point of seeming cold, rigid, and humorless, almost more machine than man" (p.XVIII). Pershing is commonly recognized for his accomplishments during the war and remembered for his sternness. He was "…especially unforgiving when it came to matters of discipline" (p. XVIII). Nicknamed "Black Jack" due to his mercilessness towards his soldiers, in this book, Pershing is portrayed as a General with much determination and devotion to his troops, family, and close friends.
The primary challenge for leaders in the Army is taking a group of individuals and molding them into a team. The framework that is employed to the greatest effect uses task-oriented instruction and is called battle focus training. After major objectives are defined, they are broken down into smaller sets. These smaller sets are known as collective tasks and are designed to be accomplished by small teams of soldiers. Each soldier is assigned one or more individual tasks that work together to accomplish the collective task. Training begins by teaching soldiers how to accomplish each of the individual tasks. At this point, emphasis is placed on the soldier as an individual. Although training is conducted in small groups, soldiers are evaluated independently of their peers. Once individual task mastery is achieved, leaders have soldiers begin to work together to accomplish collective tasks. This method of battle focus training incorporates aspects of both individualism and collectivism to accomplish the ultimate goal.
As our forefathers before us stated, ‘‘No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as “The Backbone of the Army (“The NCO Creed written by SFC Earle Brigham and Jimmie Jakes Sr”). These words to the Noncommissioned Officer should inspire us to the fullest with pride, honor, and integrity. The NCO creed should mean much more than just words whenever we attend an NCO’s school.
This piece serves to describe acquired PL499 course concepts and their relevance to my project team and the West Point Leader Development System (WPLDS).... ... middle of paper ... ... Even though the external consequences of breaking trust (perhaps by not completing my interviews on time like I said I would) are not as severe as breaking trust in combat, establishing the pattern at West Point that it is acceptable to fall short on commitments when they are “not important” is a terrible habit.
There are numerous tasks that you, as an Army instructor, need to complete on a daily basis. Just a few of these tasks are submitting grades sheets on time, retraining soldiers that have failed an exam, and ensuring that graduation goes through without a hitch. Nevertheless, the most imperative of all these is setting up for class prior to the start of the lesson. This incorporates setting up the visitor desk in the proper order, having the correct media selected and that your equipment is in working order, and finally, ensuring that you have proper accountability of your students.
Since the Army puts everything down on paper, from how to perform maintenance on an M4 weapon (“Rifle…”, 2003, para. 1.4) to how to write a letter to your commander (“Preparing…”, 2001, p. 30), a good NCO must know and follow the rules and instructions that apply to him or her on a regular basis. For example, a good NCO must be able to correct a soldier’s uniform to the exact standard. In order to order a soldier to tuck in his or he...
Mastering the fundamentals is a professional obligation and provides the basis by which Army leaders operate and demonstrate competence in a complex JIIM