Developing Future Military Leaders

"Today's military problems require today's solution, and this also applies to military leadership development. Through presentation of theoretical frameworks, case studies and applied research, we can see how the militaries of various IMLA (International Military Leadership Association) member nations prepare their current and future generations of military leaders to lead their soldiers in uncharted terrain, coping with complexity in an interlinked world. ...this book will contribute to a more thorough understanding of how military organizations in various parts of the world cope with the challenges of preparing their future leaders for challenges that are very different from the previous generations."--P. v.

To be successful, a strategic leader must exhibit a wide spectrum of competencies based on training, experience and education. Recently, multiple strategic leaders have not "survived" their strategic leadership tours. In the past three years, Secretary of Defense Robert Gates has accepted the resignation of three four star generals and one four star flag officer, three of which were assigned to Central Command (CENTCOM) when they resigned; a testament to the inherently diverse campaigns being waged in CENTCOM's area of responsibility. It is not enough to blame these resignations of very successful tactical and operational leaders on the complex nature of strategic positions or on the persistent state of war being waged by our nation. This paper looks at the biographies of the four generals/flag officers that resigned, and compares their civilian education, their joint staff experience, their combatant command staff experience, and their intermediate and senior professional military education to the careers of over 40 other four star generals/flag officers that are currently, or who have recently served in strategic leadership positions across the Department of Defense (DoD).

"Tacit knowledge is defined as knowledge grounded in experience, intimately related to action, and not well supported by formal training and doctrine. Tacit knowledge of leadership used by Army officers at three different levels of command have been identified, assessed, and developed into assessment inventories for each level. The inventories have been construct validated and proven to predict leadership effectiveness ratings at each level and to do so better than measures of verbal reasoning ability, tacit knowledge for business managers, or experience. This report summarizes the development process and identifies and discusses findings from the development process that have potential application in Army leadership development. The relationship of tacit knowledge to the future of military leadership is also discussed."--DTIC.

Military academies have served youth for more than a century with proud traditions of producing graduates who are scholars, leaders, and athletes who adhere to a code of honor and ethical principles as they take the knowledge, skills, and dispositions gained at those academies into higher education, the business world, military service, civic endeavors, and the broader workforce. There is a current gap and need for research that explores the various components of a K-20 military school/college education and how those components successfully produce leaders of character for our military, civic, academic, and business worlds both in the United States and abroad. The Handbook of Research on Character and Leadership Development in Military Schools synthesizes research on the impact of military academies by providing a singular compendium of current academic studies on the graduates of military academies and the communities of which they enter after graduation. The chapters will explore the academics, leadership, character development, citizenship, athletics, and other dimensions of both global and national, and both private and public, military academies. This book is ideal for current leaders, staffs, governing board members, and alumni of military academies both in the United States and internationally along with policymakers, government officials, practitioners, researchers, academicians, and students interested in the implications of character and leadership development on individuals enrolled in or graduated from military schools.

As a leader, you know that developing leaders is crucial to your team’s success. You also know that when life gets busy, meaningful leader development activities take a back seat to the swarm of everyday tasks. Who has time to discuss—let alone research and refine—quality content that will make a real difference? Andrew Steadman has lived this frustration and wrote The Military Leader to give leaders straightforward, highly relevant, inspirational leader development insight they can use to grow themselves and their teams. The Military Leader is your leader development program when you don’t have time for one.

This monograph analyzes the leadership characteristics that suggest a rapid acceptance of changing conditions in warfare among senior leaders and which leadership characteristics tend to suggest a more conservative approach. This conservative approach fails to recognize and adapt to the new emerging conditions. This research studied two World War I British leaders, General Sir Ivor Maxse and General Sir Hubert Gough, and compared and contrasted their leadership characteristics. From this, the research identified the most significant leadership characteristics that allowed these leaders to successfully adapt quickly in a time of transition. The criteria for analysis was based on four leadership characteristics as defined in FM 22-100, Army Leadership: Revised Final Draft, dated June 1998. The four leadership characteristics used as evaluation criteria were personal courage, initiative, tactical skill, and learning.A comparison of the role of the two World War I leaders yields the conclusion that certain leadership characteristics allowed them to adapt more easily in an evolving environment and facilitated successful battlefield leadership. These characteristics were moral courage, initiative, tactical skill and the application of knowledge through effective, continual learning. The monograph provides valuable insights into what leadership characteristics will allow current and future leaders to be successful, and unsuccessful, during a military transitional period. Our leaders must be creative, intuitive, dynamic, and able to make contemplated decisions, and have the courage and determination to act on them. The requirement for developing those leaders is an important one for the United States and a demanding one for the U.S. Army. An understanding of these leadership characteristics and the reasons that they facilitate successful battlefield leadership can provide an intellectual foundation beneficial to the Army as it prepares for future warfare.

In a constantly changing world threatened by ever increasing terrorist acts, American interests, both at home and abroad, require protection provided by great military leaders. In order to produce military leaders who can successfully meet the future challenges America faces, it is important to develop and refine them early and help them understand how to create and refine a successful leadership style. The process of developing leadership styles, however, is not easy and it requires a prodigious amount of determination, time, planning, training, mentoring, and refinement. One way to help develop leaders is to show them examples of previously successful leaders, leaders such as George C. Marshall and Dwight D. "Ike" Eisenhower. Marshall and Eisenhower were two talented and exceptional leaders and are great examples of American military leadership. Their leadership styles were indispensable during World War II, and it is important for leaders today to examine why their leadership styles were so successful.

ADP 6-22 describes enduring concepts of leadership through the core competencies and attributes required of leaders of all cohorts and all organizations, regardless of mission or setting. These principles reflect decades of experience and validated scientific knowledge.An ideal Army leader serves as a role model through strong intellect, physical presence, professional competence, and moral character. An Army leader is able and willing to act decisively, within superior leaders' intent and purpose, and in the organization's best interests. Army leaders recognize that organizations, built on mutual trust and confidence, accomplish missions. Every member of the Army, military or civilian, is part of a team and functions in the role of leader and subordinate. Being a good subordinate is part of being an effective leader. Leaders do not just lead subordinates-they also lead other leaders. Leaders are not limited to just those designated by position, rank, or authority.

In a constantly changing world threatened by the likelihood of terrorist acts, the American people need military leaders who clearly demonstrate an understanding of American core values, and who are both competent and morally focused. In order to produce military leaders who meet these qualifications and who can successfully meet the future challenges America faces, it is important to develop and refine those leaders early and help them understand how to create and refine a successful leadership style. The process of developing leadership styles, however, is not easy and it requires a prodigious amount of determination, time, and planning from prospective future leaders. It also requires military training institutions to align their curriculums to promote leadership, as well as, to provide guidance and mentoring in order to help develop these future leaders. One way to help develop leaders is to provide examples of both successful and flawed military leadership styles. There are many cases of each in American history. In particular, World War II leaders Admirals Ernest J. King and Chester W. Nimitz provide contrasting examples of naval leadership. An examination of the leadership styles of these two naval officers provides useful examples which future leaders can consider when reflecting on their own leadership styles. After careful review, it soon becomes evident that the leadership style of Nimitz closely aligned with the leadership styles of Generals George C. Marshall and Dwight D. Eisenhower, two World War II leaders I closely examined in my previous Master’s thesis. In addition, it also becomes evident that King was a diametrically different leader from these three leaders. He provides an example of a leader who was cold, harsh, and morally bankrupt. As result, reviewing the leadership styles of these World War II leaders will benefit future leaders as well as those they lead.

Global tensions and threats such as terrorist acts continue to pressure America’s effort to provide peace and stability to regions around the world. Consequently, military leaders have traditionally been called to protect American interests at home and abroad. Today’s Army is faced with the important task of producing competent leaders who can successfully accomplish America’s worldwide endeavor to combat the contemporary challenges it faces. Yet, the process of developing individuals into consummate leaders requires a great deal of time, planning, resourcing, and a collection of skilled cadre. Illustrating the meaningful development of victorious wartime leaders is one way to educate today’s aspiring leaders. General Dwight D. Eisenhower and General George S. Patton Jr. demonstrated superb leadership in World War II. Their childhood upbringing, military education, Army assignments, as well as the mentoring they received during the interwar period essentially strengthened their development, making them triumphant leaders. Therefore, Eisenhower and Patton’s leadership growth, coupled with their personal determination to become successful commanders in World War II, is an indispensable model and a valuable lesson for today’s leaders.