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This report integrates findings on platoon leaders' (PLs) and platoon sergeants' (PSs) performance on the leadership competencies that U.S. Army doctrine sets forth for guiding leader development. Platoon members rated their leade...
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This report integrates findings on platoon leaders' (PLs) and platoon sergeants' (PSs) performance on the leadership competencies that U.S. Army doctrine sets forth for guiding leader development. Platoon members rated their leaders' competencies before platoons deployed to a U.S. Army Combat Training Center (CTC). Leaders were also rated by observer/controllers (OCs) on their competency performance during the CTC exercises. The CTC OCs and/or platoon members later rated the performance of platoons in mission accomplishment and the overall effectiveness of PLs and PSs as leaders during the CTC exercises. Ratings indicated that PLs and PSs need some improvement, especially in the leadership shown at the CTCs. Competency performance both at the home station and during CTC exercises was consistently correlated with platoon effectiveness in mission accomplishment. While these results suggest the validity of the competencies for leader development, other results show the need for methods yielding ratings that are specific both to leadership components and to leaders in a unit.
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Much has been written about leadership, managerial style, responsibility and duty. The definitions and maxims serve well to bracket the understanding of leadership and establish common ground for discussions of style, temperament ...
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Much has been written about leadership, managerial style, responsibility and duty. The definitions and maxims serve well to bracket the understanding of leadership and establish common ground for discussions of style, temperament and results. Many great leaders have added their views on the subject to explain who they are, and to further the development of others. The worth and importance of those who are lead; the follower, the subordinate, is not always as clearly defined in leadership studies. The case sometimes comes down to do as I say, not as I do when leaders' actions are examined against well established leadership principles. It Doesn't Take a Bully will examine temperament as it relates to leadership. This is not a study of different but equally acceptable leadership styles. It is about inappropriate and abusive behavior of the leader, regardless of his chosen style. Style is a leader's personal choice; abusive behavior is not. The alternative to dignified treatment of the led is undignified and wrong according to Army policy. The thesis is that it does not take abusive, threatening leadership to accomplish desired results. In fact the actions of a bully could actually hinder the mission.
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Development of leaders in the U.S. Army is absolutely paramount to its future success. The Army must leverage every opportunity available to enhance leader development. The Army s Field Manual 6-22, Leadership, stresses part of le...
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Development of leaders in the U.S. Army is absolutely paramount to its future success. The Army must leverage every opportunity available to enhance leader development. The Army s Field Manual 6-22, Leadership, stresses part of leader development encompasses the ability of a leader to become self- aware. Self-aware leaders are open and seek feedback from a variety of sources. Self awareness is certainly relevant in the present and future operating environments. Numerous leaders have effectively utilized multisource assessment and feedback approaches to gain insight, which may not otherwise be apparent, on how they are perceived by their subordinates, peers and superiors. This paper examines if Army policy and the implementation of its current multisource feedback systems leverage and reflect the best practices found in corporate America. It compares Army policy with best practices and also examines if the Army should utilize multisource feedback for consideration in their centralized selection board process.
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Leadership coaching reflects an evolving dynamic between the client and coach that is qualitatively different from most approaches to leadership development and therefore holds particular challenges for evaluation. Based on review...
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Leadership coaching reflects an evolving dynamic between the client and coach that is qualitatively different from most approaches to leadership development and therefore holds particular challenges for evaluation. Based on reviews of the academic and practitioner literatures, the current paper presents an integrated framework of coaching evaluation that includes formative evaluations of the client, coach, client-coach relationship, and coaching process, as well as summative evaluations based on commonly assessed coaching outcomes. The paper also includes a quantitative synthesis examining evaluation methodologies in 49 leadership coaching studies. The results revealed that self-reported changes in clients. leadership behaviors are the most frequently assessed coaching outcome, followed by client's perceptions of the effectiveness of coaching. Recommendations to advance coaching evaluation research include the creation of collaborative partnerships between the evaluation stakeholders (client, coach, client's organization, and coaching organization) to facilitate the conducting of systematic formative evaluations, the collection of multi-source and multi-level data, and the inclusion of distal outcomes in evaluation plans.
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Asymmetric threats to U.S. national security, a rapidly shifting world order, globalization and spiraling costs of the Global War on Terrorism shape the 21st Century environment in which Army leaders function. This volatile, uncer...
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Asymmetric threats to U.S. national security, a rapidly shifting world order, globalization and spiraling costs of the Global War on Terrorism shape the 21st Century environment in which Army leaders function. This volatile, uncertain, complex and ambiguous environment requires dynamic, flexible and agile leaders. Army leadership transformation focuses on civilian development as an increasingly important part of the Total Force. To that end, the Army invests millions of dollars annually to send senior civilians to Senior Service Schools and to move them into new assignments after graduation. Army return on this investment could be enhanced by establishing a more strategically-oriented and deliberate post-graduate placement process and by improving administrative support during the academic year to the civilian pool of future senior executive service leaders. Recommendations present a way-ahead to enhance civilian leader development and placement, supporting the Department of Defense Civilian Human Capital Strategic Plan.
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This study analyses Michael Shaara's portrayal of the Battle of Gettysburg fromthe Northern perspective. It briefly describes how the U.S. Army uses the novel The Killer Angels formally and informally to conduct leadership trainin...
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This study analyses Michael Shaara's portrayal of the Battle of Gettysburg fromthe Northern perspective. It briefly describes how the U.S. Army uses the novel The Killer Angels formally and informally to conduct leadership training and to study the Battle of Gettysburg. Michael Shaara's career and background as an author as well as how he researched and wrote the Pulitzer Prize winning novel are described. The strategy of the Northern and Southern senior leadership resulting in the Battle of Gettysburg is analyzed. The background of the 20th Maine and its colonel are studied for their significance in the outcome of the battle. A comparison of events leading to Gettysburg as well as the actual fight on 2 July 1863 for the Little Round Top is conducted to portray historical inaccuracies and to reinforce accuracies. Events as they relate to Colonel Joshua Chamberlain's character, leadership and actions are the focus for the thesis' analysis. The study develops an analysis useful to supplement The Killer Angels in Army leadership instruction.
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This report summarizes the research findings, conclusions, and recommendations for the SERC Research Task 4 Year 4 (RT4 Y4) which addressed the observed short-comings of previous SYS 350B Business Lens and SYS 350C Enterprise Lens...
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This report summarizes the research findings, conclusions, and recommendations for the SERC Research Task 4 Year 4 (RT4 Y4) which addressed the observed short-comings of previous SYS 350B Business Lens and SYS 350C Enterprise Lens Technical Leadership pilot courses conducted in FY12 with both DAU faculty and government systems engineers. The research a) leveraged the content development lessons learned during the SYS 350A Systems Lens pilots, b) refined and enhanced the integration of the SYS 350B and SYS 350C syllabi, c) conducted highly successful SYS 350B and SYS 350C student pilots in December, 2013 and March, 2014 respectfully, and d) concluded with recommended pilot course refinements. When updated with recommended post-pilot additions and deletions, SYS 350B and SYS 350C will be ready for pilot reevaluations and subsequent transition to the DAU.
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