Ken Long Asst Professor/Curriculum Designer US Army Command & General Staff College

1. Ken Long Asst Professor/Curriculum Designer US Army Command & General Staff College Department of Logistics & Resource Operations ATZL-SWR, Rm 2156 100 Stimson Ave, L&C Bldg Ft Leavenworth, KS 66027 (W) 913.684.2925 long-kenneth@conus.army.mil longke@yahoo.com kansasreflections.wordpress.com

2. Voice?

3. What happens when you encourageVoice?

4. Transformation

5. 1st, 2d, 3d person Action Research • Curriculum redesign (10%) & a book • Program feedback strategies • Infrastructure & policy • Social media outreach • Networked partnerships around the world • Independent studies x3 • Featured in Congressional testimony • 3 “small world” management games for learning, interest at Joint Staff level • Business x5, a book, and much more • Much better soccer coach

6. Constructs & theories • Sense-making • Reflective Practitioners • Bounded rationality • Complex Adaptive Systems • Culture • Connectionism (Ed theory) • Lifelong learning • Open systems learning • Martial theory • PAR methodology • “Chaoplexic” • Questions • What is it? • Can you give it? • Do you listen? Speak? • Truth to power • Responsibility • Topics • So what? • Results? • Domains • school • classroom • peers • Self • organizations • Family • “Use it or lose it” Org Transformation Net centric education Professional growth Voice Warrior Dharma Professional learning Action Research • 1st, 2d, 3d person • 4 ways of knowing • Transformation • Quality • Values • Synergy • Documentation • Infrastructure • Consequences

7. Internal • Curriculum Developers • Lesson Authors • F100 Block Author • Faculty • External • Academic Dean • Deputy Commandant • Field Army • Graduates • Army Force Mgt School • Dept of Army staff • Congress • Unlikely Suspects • Other CGSC departments • Other service schools • Army War college • Academia • Client • Department Director • Deputy • Desired Future • Current students • External faculty Stakeholder map • Topics • Operational concept • Requirements • Capabilities • Resourcing • Modernization • Acquisition • Documentation • Readiness • Seminar • 5 Departments • Tactics • Strategy • History • Leadership • Sustainment • Instructor Skills • Expert • Journeyman • Novice • Decision makers • Dean • Department Director

8. Research question: • What are the effects of increasing “Voice” on our educational programs? • Method: • mixed methods (Qual + quant) • PAR to guide inquiry & scope, and to incorporate Voices • Narrative Inquiry for analysis and sense making • Produce a rich description of our experience (sanitized as needed) • Describe results in 1st ,2d, 3d person AR • Describe results in the “4 ways of knowing” Military Practice • OE • Uncertainty • Culture • Influence • Information Military Education • Feedback • Quant (surveys) • Qualitative (narrative & synthesis) • Senior leader “framing” narratives • Curriculum • F100 • Force generation • Faculty Development • Mentoring • Independent studies • AR outcomes/results • 1st person: my teaching practice • 2d person: partnership results • 3d person: group results Adaptive curriculum Practice Theory PAR PAR PAR PAR • Narrative Inquiry • Data become stories • Analyzing stories for data Cycles of Participatory Action Research • AR: 4 ways of knowing • Experiential • Presentational • Propositional • Practical • Concept of “Voice” • Feedback • Dialogue • Strategic communication • Blogs, wiki’s • Curriculum adaptation • Theories that inform • Connectivism • Bounded rationality • Complexity & Chaos • Military theory • Design • Human Concept • CCJO • Force Gen • Transformation • Leader development • Culture • Sense-making • PAR • Narrative inquiry • Army change management & Force Generation • Archival feedback • Ongoing design & “Voice” • Interviews and narratives • Committee • PAR textbook author (Ed D, Ireland) • Handbook of AR author PhD, USC) • Career AF Officer DM @ CTU • Quant PhD (Benedictine)

10. Army change management • Congress • Funding • “Educate for stewardship” • Army Force Mgt School • Formal education • For and by technicians • “How the Army Runs” (1000 pages) • A formal system specification Command & General Staff College Educating leaders for uncertainty • Issues? • Standardization? • Initiative? • Uncertainty? • Experiential learning? • Adaptation? • Training vs education? • Charter • Integration • History • Leadership • Strategy • Tactics • Logistics Technicians Informs • Campuses • Primary • Satellite • Reserves • The Pentagon • The Generating Force • How the Army really runs • Regulations & Adaptations • Processes, Products, Players Creates Prepares • Instructors • Technicians (few) • Logisticians • General practitioners • System Education? • As designed? • As operating? • As evolving? • As it could be? • As it should be? • Audience? • Systems Life Cycle • Operating Concept • Requirements • Capabilities • Resourcing • Modernization • Acquisition • Contracting • Documentation • Readiness • Fielding Students Deploys The Operational Army in the world A complex adaptive system

11. http://kansasreflections.wordpress.com/youtube-video-links/ Offer your research to the world

12. 5 Questions for you • The best part? • The least useful? • Best resource or takeaway? • Biggest unanswered question? • Biggest surprise?

13. Accepting risk (Knowledge level) Force Generation in the Curriculum Mission Analysis RFF JFCOM CTAC DJIIMO Strat Global Force Mgt System Phases: I, II, III, IV, V, VI Service Resourcing Strat Trans Gen Force support to theater Reset DMH DCL Force Generation Concept of Mnvr TPFDD JRSOI: 30 Bdes ARFORGEN Opnl Concept of Spt Campaign Plan (Employ) Trans Chair DLRO Log prep of the theater Phases: I, II, III, IV, V, VI Redeploy Reset ? Tac ARFORGEN Train Deploy Employ Students • Sources • G3 • G4 • G8 • AMC • ACSIM • JFCOM • FORSCOM • NORTHCOM • CALL • Faculty • Students • Enablers: • Guest speaker program • Student text: for stable info • Wiki: for dynamic info • Blog: for inter-classroom discussion • Core curriculum in support: • DJIIMO: capabilities, joint force, planning • CTAC: capabilities, planning • DMH: perspectives on armies in transformation • DCL: cognitive & leadership skills for transformation • DLRO: F100, esp F105, F107

14. Force Generation Knowledge Model Proponent: DLRO Officers with questions (-) Army Proponents Faculty & Editorial board Survey & questions answers questions publish maintain Survey & advice become Student Text stable information Annual update Wiki dynamic information Blackboard Reachback Use & contribute issued supports Officers with advice (+) Core All MAJs AOWC MF&E MAJs AAPs Electives

15. Past Present Future dreams Paradise lost False Satisfaction Performance Boundary of the possible Boundary of the possible Space of all possible pasts True Futures possible from this moment Where we are What we know Path chosen: Basis of qualitative judgment Shapes our norms, shaped by cognitive bias Becomes the dominant narrative, our “Truth” False beliefs Boundary of the possible Boundary of the possible False Disasters avoided FAIL

16. Various units Army Senior Leaders Personal Formative Events Doctrine Army Leadership model Qualitative Leadership Judgment Students • The School • Doctrine • Best practice • Gatekeeper • Moderating effect Faculty Time & experience Students Future needs? Faculty Senior leaders

17. officer officer world world What we teach What we teach Assessment What students want Assessment Good Good Bad Bad Missing Missing • Culture • leadership • faculty • students Predicts successful Transformation? Voice student school No voice Satisfaction Grades Success Satisfaction Judgment Doctrine Experience Norms

18. Student mindmap Across the full spectrum of conflict S Stable Peace Unstable Peace Insurgency General War O T Across the full spectrum of support Deploy Employ Sustain Redeploy Refit ? $ !

19. CGSS Organization Deputy Commandant Curriculum Operations Dean of Academics Operations Satellite Campuses Ft. Belvoir, VA Ft. Lee, VA Ft. Gordon, GA Command & General Staff School United States Student Division (USSD) International Military Student Division (IMSD) Department of Military History (DMH) Center for Army Tactics (CTAC) Department of Logistics and Resource Operations (DLRO) Department of Command & Leadership (DCL) Department of Joint and Multinational Operations (DJMO) Director, Distance Education (DDE) 19

20. DLRO Organization COL DiMarco Director Mr. Jackson Program Manager/ Deputy Director Operations OfficerEditor Secretary Team A 25 instructors Team B 25 instructors Satellite Campus (4) Development and Assessment Mr. Long Curriculum Development Five Teaching Team Leaders 20

21. Curriculum development system Faculty + Curriculum + Students • Which feedback loop is most important? • Is the system under control? • Are we designing curriculum or making sausage? GO level feedback CGSC CASCOM? students Field Requirements Units? PIC/CDR process Students? Measure delivery? Time & budget process disconnected from field?

22. Assessment: It’s not just Grades anymore TLOs ELOs Standards Time Resources Field requirements Officer performance Instructor baseline Levels of learning Standards Student outcomes OBJ Far FDP OBJ Near Lesson Plans Instructor LD LD Instruction Student baseline Student performance Instructor performance Assessment

24. F100 Linkage & DLRO instruction General support H101 H201 C121 C122 C131 = strong linkage Foundations Strategic Env JIIM cap Doctrine Functions Planning Joint Service C504 Sustainment C600 Fuel, distribution mgt, UJTL threads C506 Mvt & Mvr C210 Strat Log Army C304 Army OpLog C414 Tac Log C202/4 NSS/NDS/NMS DoDStrat F107 Readiness F106 Contracting F101 Guidance F105 Documentation L106 Organizational Stress C161A Civ/Mil Relations F102 Capabilities F108 FM Seminar L103 Lead Orgs in Change F103 Resourcing L107 Leading Ethical Orgs C308 Interagency C412 Full spec OPs L105 Developing Ethical Orgs C203 DoD Orgs F104 Modernization C310 OPLaw C309 Multinational L111 Influencing Organizations Thru Vision

25. ARMY ORGANIZATIONAL LIFE CYCLE MODEL TITLE 10 USC COMMAND, MANAGEMENT LEADERSHIP and ARTICULATION Develop a capable combat force within constrained resources. Obtain people, equipment, money, & facilities. Release / remove people & equipment from military control; dispose of facilities or real property. FORCE MANAGEMENT ACQUISITION SEPARATION Increase force capabilities; bring people &/or equipment to a more advanced state. Impart & instill that discipline, instruction, drill, & practice designed to create military efficiency or proficiency. TRAINING DEVELOPMENT SUSTAINMENT DISTRIBUTION RESOURCES: People, Things, Time, Money, Information & Technology DEPLOYMENT Project a combat force rapidly to any place in the world to satisfy a national requirement. Provide for people, organizations, & equipment by furnishing means or funds. Allot people &/or equipment to claimant Organizations according to priorities.

26. The Process and Lesson Sequence Identify Capabilities Prioritize & Request Resources Get & Distribute People Provide Vision Develop Organizational Models TOEs Document Organizational Authorizations MTOEs COMBAT READYUNITS Design Organizations (O&O plans) Cbtant Cdrs Distribute Material Material Acquisition/Management Make Stuff (DOTMLPF)

27. Backup

28. Hours available: 16 What do we teach? To what level? At what cost? Measured by?

29. Functional Area Analysis (FAA) Functional Needs Analysis (FNA) Functional Solution Analysis (FSA) • Strategy to concept to mission to task (AUTL / UJTL) analysis: What we do to accomplish missions • Considers threats and emerging technologies • IDs the tasks (capabilities) required to fulfill the Army’s responsibilities as defined by strategic guidance (tasks, conditions, and standards) • Refines concepts and force design parameters • Determines required tasks vs. current and projected capabilities • ID opportunities for technology breakthroughs • Utilizes all available analytical resources • Prepares time-based common list of required capabilities (needs) prioritized by performance assessment of current capability • Develops relevant set of potential solutionsfor the needs identified in the FNA • Serves as first looks at DOTLMPF solutionsto solve mission and system deficiencies, then new material • IDs, integrates, and prioritizes potential solutions / mixes of solutions and constrains by cost, risk, timeframe, and interoperability factors Army Roles & Missions: Strategic Operational Tactical Doctrine Doctrine Program Directive Unit Reference Sheets (URS) Table of Organization & Equipment (TOE) Organization Individual Training Plan (ITP) Course Administrative Data (CAD) Program of Instruction (POI) Combined Arms Training Strategy (CATS) Training Leadership & Education System Modification System Upgrade (CDD / CPD Modification) New System Start (ICD, AoA, CDD, CPD) Materiel Personnel Leader Development Action Plan (LDAP) Facilities Soldier Development Memorandum MILCON Memorandum (new construction) SRM Funding Request (modify existing) Army Capabilities-Based Assessment (CBA) Capstone Concept STRATEGIC INPUTS Joint Operational Environment Analysis The Army in Joint Operations NSS, NMS, QDR, GDF, Army Vision, etc • Operating • Concepts • Operational Maneuver • Tactical Maneuver Future world conditions (threat) over next 2 decades A N A L Y T I C A L C O N S I D E R A T I O N S • Functional • Concepts • Command • See • Move • Strike • Protect • Sustain Analytical Underpinnings: Oper. Lessons, Experiences, Studies Solution(s) Recommendation Assess Threats Technological Forecasts AoA: Analysis of Alternatives AUTL: Army Universal Task List CDD: Capability Development Document CPD: Capability Production Document FCS: Future Combat System ICD: Initial Capabilities Document UJTL: Universal Joint Task List SRM: Sustainment, Restoration, and Modernization Enduring Fundamentals, Assumptions 29

30. We need vision, a blueprint, and feedback Recommendations: Vision describes the endstate Blueprint guides the work in progress and establishes the checkpoints Feedback tells us if we are delivering to our supported units/students as they APPLY our curriculum in the field Web based Painless Significant The FIELD Last year’s students

31. Voice: • Opportunities for inquiry • Input is solicited and considered • Academic freedom • No retribution • Choices in lessons • Choices in methods • Choices in grading • Adapting to individual needs • Responsiveness by faculty • Adaptability of college • Timeliness • Formal and informal channels • Access to leaders Satisfaction with CGSC education Environmental conditions Policy Workload Faculty Grade equity Individual circumstances Nature of classes in 3 different courses Advanced Applications Program Core course Advanced Operations Course Faculty Faculty Faculty Individual circumstances Time