The Mission of the Army Logistics Management College (ALMC), now referred to as the Army Logistics University (ALU) at Fort Lee, VA is to enhance the readiness and sustainability of United States Forces through training, education, consulting and research in Logistics, Acquisition and Operations Research Systems Analysis. In joint with the ALU, the Sustainment Center of Excellence (SCoE) runs eight different versions of battalion and brigade-level pre-command branch or technically focused courses. Five of them are conducted at ALU; one of those five course that ALU is responsible for offering is the resident 2-week Sustainment Pre-Command Course (SPCC). The SPCC was once taught at each individual Army branch school. In 1993, ALU was given the mission to train all multifunctional logisticians.
The SPCC is targeted to commissioned officers in grades 0-5 (Lieutenant Colonel) or 0-6 (Colonel) who have been centrally selected to command TO&E (Troops, Organization & Equipment) Sustainment Units. This course provides training in modular force operations for newly selected command designees, enabling them to function effectively throughout their command tour. The focus is current and emerging sustainment doctrine and leadership topics for commanders. Training received during the SPCC at Fort Lee is intended to complement the Pre-Command Course (PCC) program of instruction (POI) at Fort Leavenworth, KS; making training consistent at both locations.
The SPCC was initially designed to be conducted at Fort Lee, VA for 7.5 days; Fort Eustis, VA, for 1.5 days; Human Resource Command (active duty and United States Army Reserve officers) and National Guard Readiness Center (National Guard Bureau officers) for 1 day. Currently, the en...
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...ous coursework to fit the need of the capstone is what I have included in order to get the most beneficial information from this SPCC assessment. With ALU continuing to maintain full accreditation and the SPCC continuing to be an efficient, and ever evolving course, it would be wise and beneficial to keep it up to date. As I have learned throughout the semester, conducting an assessment is not a simple task, but if careful planning takes place then successful assessments and redevelopments can come to completion. I believe that ALU has done a great job in planning and getting the SPCC established; now it must keep the bar high. I did not realize such a great deal went into the assessment of a 40-hour course. This is simply a great example that all aspects and knowledge is important and necessary in order to successfully complete a project of this degree.
The mission command philosophy helps commanders counter the uncertainty of operations by reducing the amount of certainty needed to act. Commanders can build teams and achieve their final goals through adapting the six principles of mission command to warfighting situation. I analyzed and compared the performance of General Sherman and General Hampton in four of six mission command principles.
The United States Army has been a leader in military prowess on the world stage since its inception in 1775, and with such a record, it is reasonably assumed that there must be solid foundation within the organization working to maintain the high level of performance. The Noncommissioned Officer Corps is one institution within the Army that serves as a large portion of this foundation that makes it the fighting force that it has always been, and the noncommissioned officers have been an integral piece since the very inception of the Army. The Prussian General Friedrich Wilhelm von Steuben, organizer of the Noncommissioned Officer Corps, encapsulated this idea when he coined the noncommissioned officer (NCO) as the backbone of the Army. (Arms, 1991) In an Army that is continuously adjusting to world around it while maintaining its status as the military leader to all other nations, the Noncommissioned Officer Corps has always provided the platform for continuity through a growing rank system based on its original core, an evolving training program to develop effective leaders, and a creed that moves us forward while remembering the rich history of the corps that came before us.
1. Purpose. To provide Special Forces Warrant Officer Advance Course (SFWOAC) Class 002-16 a concise overview of ADRP 6-22 Army Leadership.
A military officer must manage pieces of one of the largest organizations in the United States government - an organization that accounts for the third largest piece of the American budget and is comprised of 1.3 million active sailors, soldiers, airmen, and marines, many of whom are tasked with being deployable to any location within 48 hours. This is only possible through concise, professional communication on the part of every service member, especially
CF02,Full Range Leadership Development. (2012). Maxwell Gunter AFB. Thomas N. Barnes Center for Enlisted Education (AETC)
CF02, Full Range Leadership Development Student Guide. (2012). Maxwell-Gunter AFB. Thomas N. Barnes Center for Enlisted Education (AETC).
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.
Every job in the military is governed by an Air Force instruction (AFI). AFI’s are our quality manuals, which serves as a permanent reference for implementing and maintaining the...
For example, the state of Michigan will host one of the first three-cyber protection teams established by the National Guard. Cyber protection team members will begin their assignment with intensive specialized cyber training in order to qualify as Army Cyber Soldiers. These academically challenging cyber courses are planed for a four to twelve months in duration and are held in multiple locations, including beginning to intermediate levels of challenging instruction in the program. When fully trained, captain members will be responsible for conducting defensive cyberspace operations, readiness inspections, and vulnerability assessments, as well as a variety of other cyber roles and
One of the greatest ways to learn how to be the best platoon leader is by talking to lieutenants who are going through the experience. During my CTLT at Ft. Richardson, Alaska, I was able to absorb the vast amount of knowledge my platoon leader gave to me. I discovered what a day-to-day schedule looked like and how to appropriately interact with NCOs within the platoon. During my time, the platoon I was shadowing conducted a platoon live fire. Watching how to platoon leader and platoon sergeant both took control of their respective roles and conducted a raid helped me develop as a leader. However, my learning did not stop there. Therefore, platoon sergeant SFC Adam McCroy and platoon leader 2LT Jared Lail answered five questions in order for
Some believe that good leadership is a trait that people have from birth and that it cannot be learned. It can be argued that for a majority of Soldiers who are considered good leaders, they were actually forged through a wide variety of study, experiences, good self assessment skills, mentorship over a period of time and who also have strong resiliency tools. In this essay you will be presented with why the most important and most helpful block of instruction within phase one of the Distant Learning-Intermediate Level Education (DL-ILE) is the C131 Leadership Development and Assessment module. Leadership Development is essential for one’s success as an officer in the United States Army. Leadership development comes from a variety of ways that will be discussed in detail within this essay. Also, you will see the need of having good assessment skills to be a successful leader. The last trait needed to be a good leader that is discussed within the C131 module is the need to possess resiliency tools. The C131 Leadership Development and Assessment module is the most important module within the C100 series and arguably will provide the greatest assistance to the student in their duties as a field grade officer over the next ten years of their career.
The understandings I have gained from this course have completely revamped my way of teaching. I have been using the unit plan and curriculum map I created in this course for the past two years, and my students enjoy it more and more each year. Learning the importance of using big ideas and essential questions in the classroom have made me a better educator and has assisted my students in learning content and skills that they can transfer to all academic areas and into their everyday lives. I now use big idea and essential questions in every ...
Faculty have always assessed student learning and assigned grades but often struggle to write objectives and assess student learning across all sections of a course or for all students from grade school through university level programs (Marwick, 2007). In the past, four-year college instructors have grappled with issues revolving assessment requirements, keeping students learning focused strictly in harmony with state assessment requirements. In recent history, community colleges have demonstrated a strong spirit of innovation and flexibility keeping standards that are still proportionate with local and state assessment procedures.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
There was a significant amount of knowledge given in this course, involving concepts that in our teaching career will be extremely important. From this course I have gained a significant amount of learning experiences. I had the pleasure learning about how the educational system has come to be what it is today and who were the important people in the creation of the public education, like Horace Mann. Watching the videos and reading the chapters required has opened my eyes more of how a teacher should respond to different situations involving a student, For example when we read the chapter on the laws that revolve around the educators and the students. I had absolutely no clue that students had rights while in school property. Another learning