Summary Of Jumping General Jim Gavin

Running head: JUMPING JIM GAVIN 1

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JUMPING JIM GAVIN

Jumping General Jim Gavin

The Father of the 82nd Airborne Division

Jon Clark

University of Louisville

Dr Bradley Carpenter

ELFH 490-98

29 May 2015

The Father of the 82nd Airborne Division

In order to provide a baseline to build a Leader Profile for Lieutenant General James (Jim) Gavin I would like to first provide some insight into his child hood and how he became a leader in the United States Army. Utilizing Hickman?s work on the Leaders of World War II (2015) here is a brief synopsis of Jumping Jim Gavin?s early years. James Maurice Gavin was born in 1907 as James M. Ryan, two years after his birth he was placed in an orphanage. After a short stay in the orphanage he found

a home and was adopted by Martin and Mary Gavin. His father was a coal miner and barely made enough money to support the family. This caused Jim to start working at the age of 12 in an effort to support his family. At the ripe old age of 17 Jim ran away to New York because he wanted to avoid becoming a miner in Pennsylvania. Shortly after running away from home Jim sought out an Army recruiter, due to his age he knew he would not be able to enlist without parental consent so he claimed to be an orphan. After his enlistment he was assigned to the Coastal Artillery in Panama. After attending a military preparation school and achieving outstanding grades he was selected to attend West Point. In 1929 Jim Gavin was commissioned as a Second Lieutenant in the United States Army.
Self-Awareness
Whetten and Cameron (2011) stated, ?students of human behavior have long known that knowledge of oneself ? self-awareness, self-insight, self understanding- is essential to one?s productive personal and interpersonal functioning, and in understanding and empathizing with other people? (p.57). From reading Hickman?s work (2015) you can see a prime example of Gen. Gavin?s self-awareness during his early years in the military. The text helps identify that he was keenly aware of his knowledge level and took actions to remedy the situation. He attended a military preparatory school and did well enough to gain entry into West Point, but it doesn?t end there he knew compared to his peers that he wasn?t at the same level so he studied diligently in the mornings before his classmates were even out of bed to make up the difference. Gen. Gavin?s First Sergeant was very influential in his educational progression in that he encourage and made time available to him to be able to obtain his objectives of being selected to attend West Point. I find it encouraging that as I look back on my career I have done the same things as my predecessors as I became aware of my goals and my capabilities. I solidified my role in the military and became a company First Sergeant, and in turn did much as my predecessors did for Gen Gavin. I provided mentorship and coaching helping multiple Soldiers gain commissions and become Officers after being Enlisted Soldiers.
Stress Management & Resiliency
Whetten and Cameron (2011) point out that there are four key sources that an individual receives stress from, time stressors, encounter stressors, situational stressors, and anticipatory stressors (p.117). Fowler (1990) helps us understand how Gen. Gavin deals with his limited time and heavy work load, ?He developed the habit, to which he clung the rest of his life, of rising at 4 A.M. and starting his work day early? (para.7). When I look at that comment you can see that he took a stance in his daily dealings that provided him with a clear concise timeline that assisted in relieving stress in the work place through proper time management. Fowler (1990) also gives us some insight into the resiliency of Gen. Gavin. During the invasion of Sicily as the commander of the 505th Parachute Infantry Regiment while still at the rank of Colonel, Gavin was dropped more than 20 miles from his drop zone and his main objectives. He maintained a calm control and led a small group of men through multiple gun fights until he was able to find his regiment who of the 3,400 Paratroopers only 100 where dropped near their intended land zones. Once linked back up with his regiment he was faced with Encounter Stressors in the way of encountering 250 of his regiment?s Paratroopers resting in a tomato field. Even though he was angered by one of his Battalion Commanders lack of action he reissued and clarified objectives and continued on his way with a platoon of engineers. Looking back on my career I can say that I have engaged other leaders in a combat environment and wish that I would have been able and as capable of providing clear guidance to other units that were not doing the right things. Unfortunately, I am still working on gaining control of my interpersonal communications skills that I use during engagements such as Gavin encountered.
Problem Analysis & Solutions
Whetten and Cameron (2011) provide us with a model of problem solving with four distinct steps; define the problem, generate alternative solutions, evaluate and select alternatives, and implement and follow up on the solutions (p.175).

While performing his duties as a Brigade Commander during the invasion of Sicily in 1943 Gavin demonstrated his capabilities at problem analysis as well as implemented the processes through his unit. In this instance Gavin defined the problem and generated alternative solutions. Interestingly enough he allowed his Paratroopers to evaluate and choose the appropriate solution based on their situation. Then as the brigade would begin to assemble into a fighting force the leaders and Gavin would continue to implement and follow up on the solutions to the problems that they faced. Carlo D?Este wrote Jim Gavin?s War (2015) in this work he describes one of the key problems that Gavin encountered during the invasion of Sicily. Gavin?s Paratroopers were spread over miles of terrain after the Air Force failed to drop them near their objectives (para.3-5). Gavin perceived that this would become a problem after similar issues during pervious airborne operations. Now that Gavin had a defined problem he developed alternate courses of actions for his Paratroopers which included secondary objectives. He also provided guidance for alternative courses of action in case Paratroopers failed to link up with a large enough force to assault planned objectives. This

alternative was essentially guerilla warfare, create a Little Group of Paratroopers (LGOP) and aggressively take on enemy forces and cut every line of communication you come across. The LGOP?s comprised of three to eight men caused so much commotion that the enemy thought there were much larger fighting forces everywhere. This made it difficult for the enemy to clearly identify enemy locations. Gavin counted on his Paratroopers to evaluate their situation and take the appropriate course of action. As his brigade began to reform the leaders and he would perform the last step which was follow up on the solutions and refine them to fit their current problems. The way Gavin utilized this model and how his Paratroopers performed during the invasion of Sicily is one of the things that helped to propel his career even higher. This model that was created during World War II is still used today by modern Paratroopers. From the time I spent in airborne units as a squad leader, platoon sergeant and a company first sergeant I have always taught what we know today as the rule of the LGOP and it provides a simple solution to a not so simple set of problems. Now I would like to introduce you to the rule of the LGOP as defined by the urban dictionary (2015), ?After the demise of the best airborne plan, a most terrifying effect occurs on the battlefield. This effect is known as the rule of the LGOPs. This is, in its purest form, small groups of pissed-off 19 year old American paratroopers. They are well trained. They are armed to the teeth and lack serious adult supervision. They collectively remember the Commander's intent as "March to the sound of the guns and kill anyone who is not dressed like you" - or something like that.?

Social Influence
Whetten and Cameron (2011) define power, ?as the potential to influence behavior?

(p.286). They also provide four characteristics of personal power; expertise, personal attraction, effort, and legitimacy(p.288). Gavin made great use of the characteristics of power to help establish his power base and influence both his Paratroopers and his superiors. D?Este (2015) wrote this about Gavin, ?He was one of the first graduates of the airborne school at Fort Benning and became a pioneer of airborne warfare. Gavin made so many parachute jumps, some of them experimental, that he earned the nickname ?Jumpin? Jim? (para.3). Gavin had volunteered for the airborne units which were new to the army and this is just one example of how he gained his nick name of ?Jumpin? Jim? as well as the expertise. He sought out experiences and was on the forefront of developing the tactics of airborne warfare making him one of the most knowledgeable experts in the field. Whetten and Cameron (2011) define attraction as,?charisma, agreeable behavior, and physical characteristics? (p.289). Gavin possessed all of the characteristics to the point of becoming known as the father of the 82nd Airborne Division. Paratroopers were naturally drawn to him because he was always the first to jump and always leading from the front and was one of few officers of the time that carried the same rifle and in fact was often confused for a regular fighting Soldier due to appearance and his demeanor around his men. Effort is

one of the characteristics that Soldiers flock to weather it is in their leaders or their peers. Gavin always put forth the effort to be with his men and ensure that they knew that they mattered. D?Este (2015) once again hit on this subject in his writing in this description of Gavin, ?A tough taskmaster and ?hands-on? commander, Gavin told his officers that they were always the first to jump out of an airplane and the very last in the chow line, a practice that has continued in airborne units to this day. The regiment he personally led and trained became one of the finest ever produced by the Army? (para. 11). All of these examples of Gavin are what leads us to the fact that he established his legitimacy to his men as a competent and capable combat leader. This led to accomplishment of his assigned mission and propelled him at the age of 51 to the rank of Lieutenant General. At the end of his career Gavin was the military?s youngest officer of three-star rank. Leaders today to include myself try to mimic some of the behaviors that made Gavin so great. I am still the last to eat with my Soldiers eating in front of me weather in combat or in the garrison environment. Above all I strive to execute every task that my Soldiers execute alongside them. This helps me to demonstrate proficiency and expertise as well as be there to assist Soldiers as they learn.
Motivation
Whetten and Cameron (2011) stated, ?Motivation represents an employee?s desire and commitment? (p. 327). One of the key factors to Gavin?s meteoric rise to become the commanding General of the 82nd Airborne Division during World War II was his ability to motivate his Paratroopers and his peers. H. L. Covington (1949) quoted a trooper before the invasion of Sicily, ?We?d follow him straight to Hell, if he asked us, and plant our color over Satan?s C.P. ahead of schedule? (p.31). When I read that quote I see a highly motivated and dedicated Paratrooper but how did Gavin get this level of motivation and commitment. If you look back into the training plans and the way Gavin trained and mentored his men, regardless of his level of command you can compare it to the six elements of an integrative motivation program. He established moderately difficult goals for his Paratroopers and himself. For example he valued being an efficient and effective Paratrooper. Gavin regularly scheduled training jumps and executed them to standard with his Paratroopers. By doing this training alongside his paratroopers he removed personal and organizational obstacles ensuring aircraft and parachutes were availability. Through his constant presents at these training activities he was able to extinguish unacceptable techniques ensuring quality outcomes. Gavin would quickly reward performance through immediate recognition. This came in the form of passes and other rewards to be passed on to units and individual Soldiers rapidly. All of this wraps back around into the Paratrooper understanding where they stand and where they need to improve. As before leaders to include myself try to mimic this process that Gavin had down so clearly by being present at all training events in order to ensure proper resources are present and insure the outcomes of training are what is desired. This in turn goes a long way to ensure our Soldiers are motivated because they can see the leader engagement and quality outcomes.
Empowerment and Delegation
One of the reasons that Gavin was so successful was that he empowered his subordinates through delegation. Whetten and Cameron (2011) define empowerment as,? empowerment means giving up control and letting others make decisions, set goals, accomplish results, and receive rewards? (p.443). As the Division Commander of the 82nd Airborne Division, Gen Gavin had to empower his commanders to accomplish the mission their assigned missions. With the limitations of communications during World War II during airborne operations Gavin would have to empower his Paratroopers to make critical decisions in combat in order to accomplish assigned missions without guidance from higher. The aggressive, determined nature of Gavin?s paratroopers to move to and engage the enemy in combat even when they were not dropped near designated objectives was one of the largest contributors to his success as a leader. This delegation of authority that was given to his men can be seen in the rule of the LGOP?s that we discussed in an earlier paragraph. Being in Airborne organizations for the better part of my career has given me the same concepts. I ensure that I give a well defined end state of the mission about to be undertaken and empower my Soldiers to execute the mission in a manner that best supports the end state.
Building Effective Teams
Whetten and Cameron (2011) establish the stages of team development as, ?forming, norming, storming and performance? (p.498). Gavin followed this model in his career as he moved through the 82nd starting as a Battalion Commander. In the forming stage he trained his men to be aggressive Paratroopers seeking out the enemy through the development of new tactics for airborne operations. Once the team was formed and all Paratroopers were meeting expectations he moved to the norming stage. During this stage the 82nd was immersed in a new kind of combat in World War II. Gavin made it a norm for Paratroopers to seek out and destroy the enemy. Part of this norm was the fact that he expected leaders to be leading from the front and fighting with their men. Gavin was a prime example of this D?Esta (2015) provides a prime example of how the General was always among his men in the thickest of combat, ?During one firefight, a paratrooper heard someone yelling at him to "get your ass down, soldier, before you get shot!" He searched for the speaker and spotted another paratrooper standing nearby, fully upright and completely exposed to enemy fire. He shouted back: "You better get your own ass down, too!" Later, he met the trooper he had yelled at?General Gavin, who merely smiled and moved on? (para. 24). During the storming stage Gavin dealt with many things from leaders that didn?t want to engage enemy to dealing with higher headquarters not wanting to use his unit for what it was designed for. Gavin took all things in stride and assigned talent where it was needed most and made the appropriate political connections with higher commands to ensure proper use of his Paratroopers. The 82nd quickly moved into the performing stage where they could fight effectively and efficiently and any battle that they engaged in. His division showed its ability to adapt and fight as a fully functional team during the Battle of H?rtgen Forest where his Command fought as regular infantry men. D?Esta?s (2015) text relates, ?After the Battle of H?rtgen Forest, the 82nd advanced east, pursuing the retreating enemy to the Roer River before being withdrawn from the front lines. Never afraid to speak his mind, Gavin would later call the H?rtgen "a monster, an ice-coated moloch, with an insatiable capacity for humans" (para. 36). Looking at this statement that Gavin made here he is referring to the heavy losses his division sustained and that they were able to function as a team throughout the adversity of the battle.
Summary
In summary Jumping Jim Gavin set the standard for other leaders to follow. Through his courage, leadership skills, and personal demeanor Gavin set himself apart from his peers. General Gavin was an ever present figure on the battle field always appearing wear the going was toughest and the fighting was the fiercest. Through World War II he was one of the largest contributors to the tactics and utilization of airborne forces. This propelled him to the rank of Major General at the age of 37, making him the youngest division commander in World War II. After the war Gavin championed desegregation of the U.S. military by integrating the only black airborne infantry brigade into the rest of the 82nd Airborne Division. He then went on to develop many of the tactics that would be used in conjunction with helicopters in Vietnam finally retiring at the rank of Lieutenant General in 1958. Paratroopers to this day still remember Jumping Jim Gavin as the father of the 82nd Airborne Division and strive to understand and emulate the leadership traits that came so naturally to this American Hero.

References
Hickman, K. (n.d.). James Gavin- General James Gavin- World War II ? Jumping General.
Retrieved May 26, 2015, from http://militaryhistory.about.com
H. L. Covington ?A Fighting Heart: An Unofficial Story of the 82nd Airborne Division?
1949
Jim Gavin: The General Who Jumped First. (n.d.). Retrieved may 26, 2015 from
http://www.historynet.com/jim-gavin-thegeneral-who-jumped-first.htm
Jim Gavin?s War ? Part 1&2. (n.d.). Retrieved May 27, 2015, from
http://www.armchairgeneral.com/jim-gavins-war-part-1.htm
LGOPS. (n.d.). Retrieved May 27, 2015, from
http://www.urbandictionary.com/define.php?term=LGOPS