CGSC Ethics Symposium The Army Profession Presented by: COL Sean Hannah, PhD Director, Center for the Army Profession

1. CGSC Ethics Symposium The Army Profession Presented by: COL Sean Hannah, PhD Director, Center for the Army Profession and Ethic (CAPE) 8 NOV 2011 Fort Leavenworth, KS

2. Agenda • Overview of the Army Profession Campaign • Key Concepts for the Army Profession/Professionals • Army Profession Campaign Way-Ahead & Transition • Army Profession Strengthening Initiatives (APSI) • Your Thoughts on Engaging and Inspiring the Force

3. CSA & Secretary of Army Intent “It is essential that we take a hard look at ourselves to ensure we understand what we have been through over the past nine years, how we have changed and how we must adapt to succeed in an era of persistent conflict.” “Our intent is to take a critical look at how the last nine years at war have impacted us as members of the profession of arms and as an institution so that we can better adapt ourselves to deal with the increasingly complex security challenges of the 21st Century.” - Terms of Reference, 27 OCT 10 “The last nine and a half years have had significant impacts on the Army, its Soldiers, Families and Civilians. Many of these are well documented and are being addressed. There remain, however, other consequences that we seek to understand. We will examine the impacts of war on our profession of arms and take a hard look at ourselves – how we have changed as individuals, as professionals and as a profession.” -Army Posture Statement, 2 March 2011 3

4. Army Profession Campaign Overview Guided by CG TRADOC Quarterly Forums Review Archived Research & our History & Red Team Profession of Arms Summit JAN 2011 CY2011 Report: Findings / Recommendations NOV 2011 Interim Report: Analysis / Assessment Centrally Managed Survey Execution Community of Practice Continue to Assess Develop Surveys Sets Start Point Terms of Reference & EXORD White Paper / Pamphlet Report Feeds Dialog CG TRADOC 8 Focus Q’s • Feedback from the Field • - Fueled by Pamphlet, WP, Key Questions, Pubs • - Grass Roots: Blogs/Forums/Social Media • Command Summaries of OPD/NCOPD • /CPD Professional Discussions • - Operational Leaders to Conferences Focus Groups & Forums Dialog/Engage/Inspire Division / CoE Supported by STRATCOM/Senior Leader Engagement

5. I AM AN EXPERT AND I AM A PROFESSIONAL SOLDIER’S CREED

6. Executive Committee decisions on: The Profession/The Institution 1 - Revised Army Profession Typology; 2 - Essential Characteristics of the Profession; The Professional/The Individual Members 3 - Professional Certification Criteria; 4 - Professional Attributes & Competencies

7. Revised Typology for the Army Profession The Army Profession: Two Mutually Complementary Components • Army Profession of Arms = uniformed members • Army Civilian Corps = DA Civilians • Army Profession membership granted upon taking oath • Professional status earned once certified by the institution • Members remain an aspiring Army Professional until certified by the institution

8. The Essential Characteristics of the Army Profession The Army Profession Trust Essential Characteristics Trust-worthiness Military Expertise Esprit de Corps Honorable Service Stewardship of the Profession ** Moral & Legal Foundation American Values, Constitution & Statutes **Each pillar is strengthened by supporting content, e.g., Honorable Service includes the 7 Army Values.

9. Criteria for Professional Certification The Army Profession (Two Components) Recommended Criteria for Army Professionals • Three criteria are recommended for identifying those who have attained the status of “Army professional”: • COMPETENCE in Expert Work: The Professional’s work is expert work related to the design, generation, support, and application of land combat power and the individual’s competence has been certified by the Army commensurate with the level of certification granted. • 2. Moral CHARACTER requisite to being an Army professional The Army’s expert work creates a moral responsibility to act on behalf of a client rather than self and thus demands a moral character of sacrifice and service to one’s own and the Army’s Duty to the nation. 3. Resolute COMMITMENT to the Army Profession: By observation and evaluation it is clear that the professional has developed a personal calling requisite to an abiding commitment to effective, ethical, and honorable service in the Army and to the nation. Criteria to be developed and applied by cohorts/proponents/DAC functional chiefs

10. Leader Attributes and Competencies The Army Leader Requirements Model - Pending Update to ADP 6-22 Service * Discipline Fosters esprit de corps * Builds Trust * Stewards the profession Leaders are Professionals; all professionals practice formal/informal leadership

11. Way-Ahead – FY12 & Beyond Reaching and Engaging the Total Army HQDA Training Strategy & Guidance Release CY11 Report Approve CY11 Report Annual Survey Train Educate Develop Inspire Army Profession Campaign Concepts PAM Army Junior Leader Forum CGSC Ethics Launch 2nd Wave of Pamphlet s & APPs Implementing What We Have Learned So Far APPS Approve CY2012 Transition Plan Forum 12-1 Forum 11-4 CY11 SrLdrSummit Doctrine, Policy, & Resourcing Approve P&O set transition Training & Education Redesign Army Profession Pub Continued Analysis FM 1 ADP 6-22 CY12 SrLdr Summit Institutionalizing the Army Profession Campaign TGOSC ATLDC Forum 12-2 Forum 12-3 Transition & Resource the Army Profession Campaign to an Enduring Proponent Function 11

12. Army Profession Strengthening Initiatives (APSI) • Army Profession Concepts • (WG 1): Leader Development for Army 2020 • (WG 2): Certifying Army Professionals • (WG 3): Building and Sustaining Trust Relationships • (WG 4): Improving Standards and Discipline • (WG 5): The Army’s Culture • Integrate and Synchronize Human Development

13. Army Profession Strengthening Initiative: • Army Profession Concepts (1 of 2) APSI Statement Desired End State An opportunity exists now after a decade of war to redefine the Army as a military profession along with the basic doctrinal concepts and ethos of such an institution; to reaffirm the Army’s identity, values, and purpose in the context of its professional character; to inspire the force by renewed understandings of the noble purpose and duty of our professional Army; and, to make lasting institutional changes needed to re-establish and strengthen our professional military culture. The Army Profession concepts serve as an integrating framework for Army Professionals, providing a macro-lens to drive decision making and give greater meaning to the varying Army policies, programs, concepts, and initiatives. Army Professionals are inspired and know what it means to be a Professional; and as an institution the Army embodies and propagates the essential characteristics of a Profession. The Army Profession campaign is institutionalized and continues as a major program dedicated to an ongoing assessment of the state of the Army Profession, resulting in the development of Army Profession training and education concepts and products to be used by the force. Army Profession Campaign Lead: CAPE Recommended Army Lead: TRADOC

14. Army Profession Strengthening Initiative: • Army Profession Concepts (2 of 2) Current State Potential Initiatives to Close the Gap • Many Army leaders do not understand what it means for the Army to be a profession and for them to be professionals. • There is a strong sense of service and sacred calling shared across all cohorts of the Army despite hardships and sacrifices. • Widespread endorsement across all cohorts for the Army Values and traditions, predominantly formed through individual experiences, education, and training • Strong support within the force for the Army to be a self-policing profession. • There are expectations that the campaign will produce a written narrative for the Ethic of the Army Profession, one that incorporates and reinforces the many stand-alone artifacts, such as the Seven Army Values, various creeds, the oaths of office, etc.). • Broad support for developing the institutional characteristics that define the Army as a profession and, as well, the individual attributes that identify its personnel as Army professionals. • Senior leaders use the Army Profession concepts to frame policies and decisions. • The Army Profession concepts serve as the foundation for the revised ADP 1. • Draft ADP 6-22 includes the revised Leader Requirements Model (LRM) with supporting concepts and definitions in the manual’s text. • During FY12, create a new Army Doctrinal Reference Publication (ADRP) for the Army Profession (CAPE proponent). • Institutionalized the Army Profession campaign, continuing the annual survey and the continuous study and development of the Army Profession. • Continue PME/CES curriculum redesign that incorporates the Army Profession concepts. • Embed the Army Profession concepts in unit/organizational leader development and training programs (e.g., OPDs, HST, MCTP, CTCs). • Continue efforts to reach and engage the Total Army (e.g., revised Profession Pamphlet, MACOM supporting plans). • Launch a HQDA led STRATCOM campaign to engage and inspire the force on the Army Profession Concepts. • Integrate Army Profession concepts in traditional rites of passage (e.g., promotion ceremonies, oaths).

15. Army Profession Strengthening Initiative: WG 1 - Leader Development for Army 2020 (1 of 2) APSI Statement Desired End State The Army currently has an effective leader development program. However, the Army Leader Development Program (ALDP) requires clarification of roles, responsibilities and authorities; and accompanying alignment of guiding documents in order to evolve to meet Army 2020 requirements. Leader development for Army Professionals is a continuous/life-long process that happens in operational, institutional and self-development domains.Leader development requires continuing Army investments in outcome based education, training and experiences to develop leaders of character, presence and intellect who are equal parts warrior/servant and scholar. The end state for the Army is to continuously have leaders of character prepared to operate effectively at every echelon as a member of the force to accomplish Army, Joint and National requirements. Army Profession Campaign Lead: Center for Army Leadership Recommended Army Lead: ASA(M&RA) / HQDA G3/5/7 / TRADOC

16. Army Profession Strengthening Initiative: WG 1 - Leader Development for Army 2020 (2 of 2) Potential Initiatives to Close the Gap Current State • Army leaders (Soldiers and Civilians) are strong in tactical skills, technical knowledge and leading to achieve results. • Improvement is needed in the areas of interpersonal skills and coaching/teaching, counseling, and mentoring. • Military leaders tend to lack confidence in the value and relevance of PME, especially when compared to the value of experience gained in assignments. • PME is viewed as lacking flexibility to meet career requirements timelines and it is not readily apparent how well it is preparing leaders to meet the challenges of the current and future operational environments. • Department of the Army Civilians are committed to the Army mission and possess the expertise required to perform their jobs. • Department of the Army Civilian professional development has not been institutionalized, they view assessment/promotion systems as ineffective. • There is a lack of an integrated, departmental approach to civilian professional development. • Update the Dec 07 SA and CSA charter, designating CG TRADOC as the supported commander for the Army’s Leader Development Program (ALDP). • Clarify roles and responsibilities for Army leader development. • Pilot a learner centric education model where the leader develops and proposes a personalized program of instruction at ILE level that is reviewed and approved by CGSC. • Complete implementation of Civilian Workforce Transformation. • Amend Total Army Performance Evaluation System (TAPES) to reflect evaluation of the Leadership Requirements Model as relates to Army civilians. • Offer training for commanders/managers on organizational approaches for professional development. Provide incentives for the best approaches. • Provide a pool of leader development experts that Brigade level commanders / managers can rely on to assist in setting up unit LD, resolving implementation problems or providing special assistance.

17. WG 1 Sample Focus Questions • How can leaders more effectively give candid, timely feedback on performance? • How can leaders better serve as mentors? How can they better teach you what you need to know to do your duty effectively? • How can leaders better serve as role models? • Feedback from the campaign is that PME/CES may not be meeting members’ needs and is out of balance - operational experience is more valued than institutional education. The Army has taken measures to address these issues – what else can be done? • What constitutes an effective unit/organization “leader development program”? • How can self-development be emphasized and supported in units/organizations? How can leaders better emphasize self-development? What can the Army do to better inculcate this within its culture? • Are there better ways to capture lessons learned andbest practices, and share across the force? • How can the Army better promote a climate where honest failure can be a positive learning experience, vice a unit climate of “zero defects”? • How can leaders more effectively encourage candid contributions of ideas in the decision making process? How routinely should subordinates participate in making decisions in your unit? • How can the Army develop Soldiers as “leaders of character” (in Squads and Platoons)? • Survey data from The Center for Army Leadership suggests that 20% of subordinates view their leader negatively, and most believe they have interacted with “toxic leaders.”* What is your experience? If you have worked for such leaders what was the impact and how did it affect you, your unit and the mission?

18. Army Profession Strengthening Initiative: WG 2 - Certifying Army Professionals (1 of 2) APSI Statement Desired End State The Army lacks a common architecture for the progression of professionalism across the Total Force. There is an uneven appreciation for professional certification standards across the Army. The use of promotions, professional military education, skills qualification testing, military qualification standards, and range gunnery and employment tables have served to some degree to measure success. However, the exigencies of ten years of combat made maintaining quality standards difficult resulting in accelerated promotions and postponed or wait-listed professional military schooling. The idea of what constitutes a professional suffers from this confusion and perceived dichotomies between what should be and what actually exists. Collectively, this offers an opportunity to revisit standards and their potential for developing a program to certify military and civilian personnel as professionals. Building upon the Army Profession campaign findings, the Army will re-establish meaning and value to professional certifications using the approved broad criteria of “Competence”, Character”, and Commitment”. Existing certification processes, policies and regulations must be reviewed and validated within each branch, functional area, and career field. Ultimately, professional certification must be dynamic rather than a lockstep inspection-ridden bureaucracy that places unrealistic demands on leaders. Army Profession Campaign Lead: ARCIC Recommended Army Lead: ASA (M&RA) / HQDA G-1

19. Army Profession Strengthening Initiative: WG 2 - Certifying Army Professionals(2 of 2) Current State Potential Initiatives to Close the Gap • OPTEMPO stress to the Total Force resulting in misutilization of personnel across and within all cohorts. • Strength in COIN operations offset by diminished ability to perform full spectrum operations. • Traditional mentoring, coaching, and counseling have diminished, impacting the Army’s future cadre of leadership. • Early promotions sometimes place NCOs, warrant officers and officers in positions of duty they may not be ready to perform. • PME is not meeting the needs of junior and mid-level leaders and is undervalued by some tactical level commanders. • Army Civilian Education system not well known or understood. • Soldiers and Army Civilians consistently reported a degradation of baseline skills, and toleration of less than the highest standards. • Completion of training, appointments and commissioning, subsequent promotion, and selection for key assignments may be perceived as certification events, however, there is no systematic recognition of them nor are there processes in place to record/certify such actions as professional qualifying events. • Redefine and institute a formal, comprehensive, certification program (based upon Competence, Character, and Commitment) that capitalizes on existing practices and builds appropriate new policies (promotion, evaluations, school or training completion, selection for special assignments including command). Other specific example ways: • Institute mandatory MSAF assessments (360° evaluations) • Make front side of evaluations meaningful • Enforce PME/CES - rebalance the pillars of leader development. • Reconsider “Up or Out” policy • Incorporate as appropriate Professional certification standards in Army regulations and capstone doctrine (ADP/FM 1, 3-0, 5-0, 6-22). • Capitalize on the existing Army Learning Campaign, HD POA&M, and others. • Task proponents/functional chiefs to develop refined certification standards for each career field based upon the broad Professional criteria of Competence, Character, and Commitment. The reach and impact of developing a comprehensive Army certification program requires a broad and deliberate effort to deliver an implementing plan during FY12

20. WG 2 Sample Focus Questions • What are effective certification mechanisms in the Army? • What are your recommendations on how the Army can certify its professionals? • How might Army Professionals be certified in Competence, Character, and Commitment? • Can certification for “competence” be based on completion of training and education? Does it require periodic “testing”? Should it include a “hands-on” demonstration of technical or tactical skill? • Is certification for “character” be based on the absence of violations of UCMJ, regulations, or policies? What do you recommend as a way to certify “character”? • Does certification for “character” require consistent demonstration by making “right decisions and taking right action”? • Can certification for “commitment” be inferred from actions such as: re-enlistment, accepting tough assignments, volunteering for deployment, or attending professional education and training? • At what level should “certification” begin, should it include Soldiers at Squad level or a certain rank? How often should re-certification be required? • Survey data from The Center for Army Leadership suggests that 20% of subordinates view their leaders negatively, and most believe they have interacted with “toxic leaders.”* How should the Army address the issue of “toxic leadership”?

21. Army Profession Strengthening Initiative: WG 3 - Building and Sustaining Trust Relationships (1 of 2) APSI Statement Desired End State Trust is currently a strategic advantage for the US. Army. There is generally strong trust within units but also indicators of trust issues across levels, with senior leaders, and between the various cohorts. A variety of data indicate that Army leaders are competent professionals who trust each other and believe that their unit will accomplish its mission; however, there appears to be less trust at the institutional Army level. An opportunity exists to build internal trust exists daily in operating and generating force organizations. Leaders must continually set an example by acting and communicating in ways that are themselves trustworthy. Our Army is comprised of members who trust in each other and in the institution to serve the Nation and care for its people - both are essential to accomplish its mission to “serve the American people, protect enduring national interests, and fulfill the Nation's military responsibilities.” Army Profession Campaign Lead: AWC Recommended Army Lead: HQDA / TRADOC

22. Army Profession Strengthening Initiative: WG 3 - Building and Sustaining Trust Relationships(2 of 2) Potential Initiatives to Close the Gap Current State • Trust Climate is generally positive within organizations and at one level up and down, but not toward Army senior leaders. • Soldiers and civilians have a degree of skepticism (i.e., questionable trust) in Army-level decisions that affect them. • Recent discussion on end strength and pending force reduction, allocation of resources in anticipation of fiscal constraints, and perceived violation of expectations regarding retirement programs are sources of concern and potential distrust in the institution. • Trust with the American populace is strong (as published in 2011 Gallup Poll and Harvard’s Center for Public Leadership 2010 “National Leadership Index”). • Few member agree with “Members of the Army have great deal of respect for media.” • Trust of Army members in civilian authorities is markedly low toward elected and appointed civilian officials doing what is best for the Army. • There is low trust in the future direction of the Army. • Both interpersonal trust and institutional trust increases with rank—the more senior the individual, the more trust and confidence in others and the institution, as a whole. • Revise FM1The Army as well as ADP 3-0 Unified Land Operations, and ADP 6-22 Army Leadership and supporting materials to explicitly address trust (internal and external) as an essential characteristic. • Include trust development in the Human Dimension effort (as cognitive and social components). • Senior Army Leaders strategic communications stress the importance of trust internal/external to the Army. Consider special “Trust” issue in professional journals (e.g., Military Review, Army) and writings. • Professional Military Education (PME) curricula includes trust integrated with other essential characteristics of the Army Profession. • Trust is a focused discussion topic for all unit/ organizational professional development programs (across components and cohorts). • The Army refines its understanding of trust (and lack of trust) through continued assessment of trust in its surveys of leadership and culture, both uniformed and civilian members. • Transparency by senior leaders on policy and resource decisions. • Ensure leaders at all levels are certified on their competence, character, and commitment. • • Incorporate trust in unit climate/command climate surveys • • Include trust within the MSAF assessment and evaluations of Army leaders (uniformed and civilian) IAW leader requirements model.

23. WG 3 Sample Focus Questions • What factors contribute to or detract from professional trust in the Army, senior/subordinate, & peer/peer relations? • In the Army Profession of Arms Survey I, only 44% agreed with the statement: “When Army senior leaders say something, you can believe it is true.” How can the Army address this identified issue and create greater trust among its leaders and the force? • How would build a more effective climate of trust in your unit? • Survey data from The Center for Army Leadership suggests that 20% of subordinates view their leader negatively, and most believe they have interacted with “toxic leaders.”* How effective is the Army at identifying negative (toxic) leaders? In the Army Profession Campaign Survey I data: 55% report the Army is “ineffective.” What is your recommendation to assist the Army in identifying negative leaders? • In the same survey, only 25% agreed that the Army permits “candid exchange of ideas without repercussions.” What is your recommendation to assist the Army in promoting candor among its members? • The recent CAL Survey of Army Leadership found that about 55-60% of the respondents believed that Professional Education was effective at developing trustworthy leaders. What ideas do you have to improve Professional Education? • What can the Army do to more effectively develop Professional Trust within the Soldier and the Squad?

24. Army Profession Strengthening Initiative: WG 4 - Improving Standards and Discipline (1 of 2) APSI Statement Desired End State Adherence and enforcement of standards and discipline has declined, thereby eroding core Army profession characteristics of trust, stewardship, and institutional values. Similarly, some fundamental skills have also declined over the past ten years. As operational tempo slows, the Army has an opportunity to determine if some standards have become obsolete; reeducate the force on Army standards; and reinforce the professional discipline and basic skills that are the hallmark of a professional Army. The force knows and applies the basic skills necessary to train for and execute the full spectrum of operations (now decisive action). Soldiers and civilians adhere to Army standards; individuals have the discipline to do what is right. Army Profession Campaign Lead: INCOPD Recommended Army Lead: HQDA / MACOMs

25. Army Profession Strengthening Initiative: WG 4 - Improving Standards and Discipline (2 of 2) Current State Potential Initiatives to Close the Gap • Challenges associated with discipline were highlighted in reports such as the Health Promotion Risk Reduction Suicide Report; and data collected during the campaign provides insights into the current state of the force. • Fifty-eight percent of survey respondents agree or strongly agree that their leaders maintain high standards of discipline in their unit/organization. • 60% of respondents agree or strongly agree that members of their unit/organization maintain high standards of self-discipline. • Deployment and combat appear to create a situation where Soldiers perceive there may be different standards between home station and deployed environments. Deployment and combat appear to create a situation where Soldiers perceive there may be different standards between home station and deployed environments. • The current generation of junior leaders spent many years under the ARFORGEN cycle that appears to affect their development of some skills (e.g. training management) normally associated with home station. • Conduct analysis to determine what changes (doctrine, policy, etc.) have contributed to the decline. • Formally re-identify and codify the basic skills and measure current knowledge of the force in these areas. • Develop or adjust a learning strategy that clearly articulates the role of standards and discipline instruction in the operational, institutional and self-development domains. • Conduct analysis to determine what standards are obsolete or not enforced – thereby eroding discipline. • Identify disparities between home station and deployed standards and adjust policy to arrive at one standard (when feasible). • Measure Soldier knowledge regarding common standards, develop learning materials and conduct a back to basics leadership campaign to close the gaps. • Conduct analysis to identify the motivational factors that cause Soldier indiscipline and develop solutions. • CSA/SMA conduct a campaign to emphasize enforcement of standards and discipline.

26. WG 4 Sample Focus Questions • How can Officers and NCOs do a good job of leading by example and enforcing standards? What should the Army do to reinforce this across the force, among all cohorts and components? • What are some ways the Army can promote pride in exceeding standards and aspiring to be “the best”? • What are some ways you would recommend superiors and peers to best set the example and encourage striving for excellence? • How can the Army better maintain high standards of physical fitness, appearance, and conduct? • How can leaders better enforce standards of conduct and appearance within units/organizations and at each installation/operating base? • How can the Army promote a climate of enforcing standards outside of your chain of command? • What can the Army do to raise standards of performance, conduct, and appearance (military bearing) within the Soldier at Squad level? • Survey data from The Center for Army Leadership suggests that 20% of subordinates view their leader negatively, and most believe they have interacted with “toxic leaders.”* How effective is the Army at identifying negative (toxic) leaders? In the Army Profession Campaign Survey I data: 55% report the Army is “ineffective.” What is your recommendation to assist the Army in identifying negative leaders??

27. Army Profession Strengthening Initiative: WG 5 - The Army’s Culture (1 of 2) APSI Statement Desired End State A gap exists between some espoused versus in-use values and practices within the Army Profession. This is most noted among subordinate members looking up at their senior leaders. Adaptations to Army policies and practices during the last decade required deemphasizing, and in some cases abandoning, core roles and responsibilities among cohorts. Relationships at the individual, organizational, and institutional level have been strained due to constant deployments, organizational restructuring, unit re-designations, and an increased reliance on strategic reserve forces and contractors.  Sustain the culture of the Army as that of a profession. Identified corrosive effects on the Army’s culture such as leader behaviors and actions that erode trust are corrected by new policies to better identify, select, develop, and retain Army leaders. Roles and responsibilities among the cohorts and contractors are redefined and included in leader development programs. The Army builds upon cultural strengths gained during the last decade while correcting imbalances (e.g., the adaptability and initiative of mission command is reinforced through coaching, teaching, and mentoring by all leaders). Army Profession Campaign Lead: CAPE Recommended Army Lead: HQDA / TRADOC

28. Army Profession Strengthening Initiative: WG 5 - The Army’s Culture (2 of 2) Current State Potential Initiatives to Close the Gap • Despite widespread endorsement across all cohorts for Army Values and traditions; the perception exists that many soldiers and leaders are not living up to those values • Tolerance of mediocrity may be influencing Soldiers to leave the Army • Signals of weakening of accountability across the Army culture; Perceived loss of focus on personal and command accountability • Mentoring, coaching, and counseling has diminished – risking the development and retention of the Army’s cadre of future senior leadership • Diminished identification with one’s unit of assignment and pride of belonging • Repeated deployments and high OPTEMPO while in “dwell time” create soldiers who are conflicted between loyalty to the Army and devotion to their families, striking a precarious balance, with the Army often losing good people • Task prioritization has become increasingly difficult as a result of too many competing requirements to be accomplished in too short a time • Expectations of leaders vary significantly between deployed and home station operations, where increased leader empowerment believed neutralized upon return to home station • Expectations of families and their Soldiers who return to home station from a combat tour are not being met by leaders • There have been changes in roles and responsibilities that are impacting the Army’s culture. • Conduct a review of Army Values, oaths, and creeds during FY12. • Train and educate leaders to increase knowledge and understanding of the Army’s Culture, and how they can contribute to making lasting positive cultural changes at their levels. • Implement mandatory MSAF assessments for all commanders and all NCOs (Co Cdr/PSG and above). • Institute an Army Professional induction ceremony upon initial certification as an Army Professional and leader (certification standards based upon the broad Professional criteria will be developed by the cohorts/ proponents/ DAC functional chiefs and applied locally within units and organizations). • Assess and update doctrinal roles and responsibilities of each cohort, contractors, and non-practicing professionals. • CSA/SMA launch programs to promote esprit de corps. • Leaders at all levels focus on transparency and candid communications internal and external to the Profession.

29. WG 5 Sample Focus Questions • What traditions and ethos of the Profession of Arms and the Army need to be retained or changed? • Do we need an Army “Code of Ethics”? Are the Army values properly defined? Do your leaders adhere to the Army‘s Values in their decisions and actions? • How can the Army help young Soldiers embrace the Army Values, its Ethos, and its Ethic? • Are the roles and responsibilities in sustaining the profession different for officers, NCOs, and Warrant Officers, and are we adequately preparing leaders for their stewardship roles? • How can the Army help clarify the roles of DA Civilians and distinguish the differences between them and contracted support personnel? • If you were the CSA, what would you change during this period of transition the Army is going through? What are your peers and colleagues talking about? • What are the hot topics or important issues within your unit/organization that have the attention of your leaders? • Survey data from The Center for Army Leadership suggests that 20% of subordinates view their leader negatively, and most believe they have interacted with “toxic leaders.”* How effective is the Army at identifying negative (toxic) leaders? In the Army Profession Campaign Survey I data: 55% report the Army is “ineffective.” What is your recommendation to assist the Army in identifying negative leaders??

30. Army Profession Strengthening Initiative: • Integrate & Synchronize Human Development (1 of 2) APSI Statement Desired End State Army Human Development programs have many stakeholders operating under separate authorities and with varying purposes.  While these efforts aim at improving overall development of Soldiers and Civilians throughout a career life cycle, they are not synchronized or coordinated resulting in varying standards, differing taxonomies, and frequent duplication of effort. Human development work impacts training, education, leader development, and all aspects of professional performance. Establishing a management approach for human development provides an opportunity to insure synchronization and coordination of efforts, eliminate unnecessary redundancy, and support professional certification. Establish an Army management approach that coordinates and synchronizes human development initiatives. This management approach should look across all aspects of human development to include personnel, training and education and leader development. The inclusive overarching end state is to enhance human development in emotional, cognitive, social, and moral domains. Ultimately, implementing this initiative will contribute to the health and welfare of the entire Army as a profession and support the maintenance of the All Volunteer Force.  Army Profession Campaign Lead: ARCIC Recommended Army Lead: ASA (M&RA) / HQDA G-1

31. Army Profession Strengthening Initiative: • Integrate & Synchronize Human Development (2 of 2) Current State Potential Initiatives to Close the Gap • OPTEMPO stress to the Total Force degraded baseline skills, permitting toleration of lower standards, accelerating promotions, and requiring deferred attendance at PME. • Experience is valued over education. • Mentoring, coaching, and counseling done unevenly or not at all. • Some, especially Army Civilians, feel alone in managing their careers. • No systematic recognition of professional certification of skills, knowledge or abilities. • Personnel related issues are cumulative, building from a combination of meeting deployment demands, dealing with increasing stress related issues, and achieving required numbers in accessions and in certain NCO and officer grades • Although recently improved, the Army Civilian Education System is not well known by DA civilians, and not understood or supported by supervisors. • Required subject matter expertise and institutional structure are lacking to effectively integrate and synchronize human development. • Complete the Director of the Army Staff (DAS) directed task that TRADOC in conjunction with the DA G1, develop a Human Dimension (HD) management approach and Plan of Action and Milestones (POA&M) for presentation to the Assistant Secretary of the Army for Manpower and Reserve Affairs (ASA M&RA). • ARCIC initiative to explore and identify Knowledge, Skills, and Abilities required at every grade in each specialty promises to support professional certification, and to aid in matching individuals to their interests and potentials. • The Human Dimension Capabilities Based Assessment identifies and suggests ways to close the capability gaps from the 2008 Human Dimension Study. • The Officer Personnel Management System 2020 initiative aims to develop operationally adaptable leaders, to improve skills recognition, and produce better strategic leaders. • Develop internal subject matter expertise and intellectual capital related to human development topic areas. • Integrate Human Resource functions.

32. All Working Groups - Your Thoughts on Engaging and Inspiring the Force? (1 of 3) • Promulgate guidance for the use of the 3 Cs (Character, Competence, Commitment) as criteria for Soldier and NCO of the Quarter & Year Boards; Army Profession concepts become part of mandatory knowledge • Promulgate guidance that embeds Army Profession concepts in “iconic events - rites of passage”: • Promotion Ceremonies • NCO Induction Ceremonies • Enlistment Oaths at MEPS stations, etc. • Provide guidance to highlight the Army Profession during key observances (e.g., the Army’s Birthday) • Branch and functional proponents include the Army Profession in their professional journals and branch events

33. All Working Groups - Your Thoughts on Engaging and Inspiring the Force? (2 of 3) • Incorporate Army Profession topics in the Army’s Training Strategy & Guidance (e.g., unit Professional Development and Training) • Issue an EXORD tasking Army-level leads to bring forward the proposed Army Profession recommendations to the SA/CSA Summit, and key tasks for all Army commands in support of the Army Profession campaign • Direct including Army Profession topics in command training and leader development guidance (e.g., leader/civilian development programs) • Direct the use of the updated Army Profession Pamphlet down to lowest level - CoC engage all Soldiers on what it means to be a Profession and Professional

34. All Working Groups - Your Thoughts on Engaging and Inspiring the Force? (3 of 3) • Embed Army Profession concepts into all levels of PME/CES • Train & provide tools to unit leaders at PCC and key home station training events such as COIN Seminars, LDESP, and WFXs • Develop a series of Army Profession apps for unit training • Update doctrine to include Profession and Ethic concepts in the orders process as part of the risk assessment • Implement supporting Army Profession efforts at unit/organizational level • Integrate Army Profession concepts in the CTC’s (AARs, LDPs, to select Hero of the Battlefield, etc.) • Senior Mission Commander’s partner with local AUSA chapters to sponsor “Profession Exemplar” awards

35. Closing Comments & Questions