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Army decision making and problem solving
Army problem solving model
Army decision making and problem solving
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1. Compare and Contrast the Army Problem Solving Model (Process) with the Rapid Decision Making and Synchronization Process. Both systems are design to solve problems, but the type of problems and the process on how you arrive to the solution are the differences between them. The first contrast is that Army problem model is a systematic approach for solving well define problems. While some may argue that Rapid Decision-making and Synchronization Process (RDSP) is also a systematic process I argue that the process do not have an specific order and it depends on the commanders or staff mental ability to arrive with a single course of action in short time. The Army Problem Solving Model was design to be use when time is not critical. The Army Problem solving model is a systematic way to arrive at the best solution. This system considers the risk and a detail analysis of each course of action to prepare an unbiased solution for the decision maker. In contrast with the Rapid Decision Makin and Synchronization Process (RDMS) was design to give the commander the ability make timely and effective decision without the expending too much time on processing or analyzing all the information. Another difference between the two processes is that the RDSP is dependent of the commanders and staff experience and training to arrive at an effective solution to the problem. The commander is more involve in the RDSP process providing the commanders intent and guiding every step of the process. The Army problem-solving model the commander provides the commanders intent and let the staff to conduct the process only providing guidance when required. In both cases that the commander’s involvement is critical arrive at the best solution usin... ... middle of paper ... ...at home. Based on the QDR Gen Casey writes the objectives memorandum to best support the defense of the United States and support the civil authorities at home. One key point to consider is Gen Casey’s position (duties and responsibilities). He writes the memorandum from the force generation standpoint. Because Gen Casey’s role in the force generation as the US Army Chief of Staff, he must point out what the US Army must accomplish in the short term to be prepare to meet the demands highlighted for the four-year plan of the QDR. The objectives of his memorandum are base from the key missions highlighted in the QDR. Lastly, Gen Casey’s objective memorandum is more focus in the means that the operating force requires to successfully achieve the goals of the QRD. In the other hand the QDR provide mainly, the ways to successful protect the American people.
Effective planning is impossible without first understanding the problem. Commanders rely on personal observations, experiences, and input from others to develop understanding. They also prioritize information requests and incorporate additional information as those requests are answered. A complete understanding of the problem and environment builds the foundation for the operational process and ...
COL Prescott’s role in the Battle of Bunker Hill, or more correctly know as the Battle of Breed’s Hill, is a great example of how to properly execute mission command. An overview from The Cowpens Staff Ride and Battlefield Tour (Moncure) reveals a number of operation and strategic objectives that the American militia had to consider. In this instance, COL Prescott takes charge of 1200 men with instructions to defend against incoming British forces that were seeking to occupy the surrounding hills during the Siege of Boston campaign. COL Prescott utilized a variety of steps in the operations process that contributed to his expert utilization of mission command over his forces. Through various sources from published works by experts on the subject, COL Prescott’s mission command demonstrates its effectiveness in his understanding of the situation against the British, his visualization to create an end state for t...
The mission command philosophy helps commanders counter the uncertainty of operations by reducing the amount of certainty needed to act. Commanders can build teams and achieve their final goals through adapting the six principles of mission command to warfighting situation. I analyzed and compared the performance of General Sherman and General Hampton in four of six mission command principles.
As the incoming brigade commander, LTC (P) Owens, I see the critical leadership problem facing the 4th Armored Brigade Combat Team (ABCT) is the inability or unwillingness of Colonel Cutler to lead and manage change effectively. In initial talks with Col Cutler and in reviewing the brigade’s historical unit status reports, the 4th ABCT performed as well as can be expected in Afghanistan, but as the onion was peeled back there are numerous organizational issues that were brought to the surface while I walked around and listened to the soldiers of the 4th ABCT, in addition to reviewing the Center for Army Lessons Learned (CALL) report. One of the most formidable tasks of a leader is to improve the organization while simultaneously accomplishing
Commanders at all levels face increasingly challenging scenarios as the operational environment changes. Some instinctively motivate and empower their subordinates to think and act independently, thereby influencing actions during combat. However, those who understand the commanders' activities of mission command will influence not only subordinates, but the outcome of the battle as well. Mission command is the exercise of authority and direction by the commander using mission orders to enable disciplined initiative within the commander’s intent to empower agile and adaptive leaders.1 Commanders who understood the importance of mission command was Major General Horatio Gates. General Gates at the Battle of Saratoga successfully utilized mission command through leading, understanding, visualizing and assessing.
Compare and Contrast the Army Problem Solving Model (Process) with the Rapid Decision making and Synchronization Process. (C100)
After more than ten years of persistent counterinsurgency (COIN) conflict and multiple simultaneous responses to several natural disasters, the United States Army is at a crossroads regarding professional education for its officers and enlisted force. Considering overseas contingency operations in Iraq are due to conclude in December 2011 and by 2014 for Afghanistan, it is plausible that strategic planners are considering the future make-up of what will constitute the Total Army Force to include new educational criteria for what could be a smaller force than was needed for present day operations. While this may be “peace dividend” speculation, there is precedence for the Army to reevaluate its force structure and personal qualification requirements after every major conflict over the last century. . Even though defense budget reductions should redoubt army equipment priorities, training deferrals because of persistent contingency operations have inhibited enlisted professional development despite that counterinsurgency operations require refocused soldiers training to improve their sense of situational understanding and application of observable operational ethics through conceptual enlisted leadership evaluation efforts.
In examining the military history, one can easily find out that the main role of military leaders in the field is to decrease confusion and to guide units to achieve the desired end state. In accomplishing these tasks, Situational Understanding and Visualization have become necessary steps especially in today’s complex environment. This importance legitimates the question about their relationship between these two steps and the challenges facing leaders to achieve situational understanding and visualization. Commander’s visualization depends on Situational understanding. Leader’s success in these two phases remains conditioned by overcoming some challenges related to his bias, time and the efficiency of his staff.
Past military events have demonstrated the importance of anticipation and preparation for a wide spectrum of missions and capabilities. To conduct these operations, the U.S. Military must prepare to move and conduct them anywhere in the world. The Military must also have the capability to conduct low intensity wars against an ill-defined enemy as well as major conventional style conflicts against major states.
The ability to understand a problem, determine the desired end state, and develop a strategy to achieve that end state is a highly sought after skill in every facet of the military profession. However, in a joint setting, the problems are generally much more complex requiring an advanced mastery of problem solving from joint staff officers. The complexities of planning on the joint staff level stem from the amount of education it takes to simply understand the problem. Joint staff officers not only must understand the components and capabilities of their own service, they must also understand any service they might interact with to include the nine combatant commands. These demands put a heavy emphasis on joint professional military education before the joint staff officer shows up to their assignm...
Compare and Contrast the Army Problem Solving Model (Process) with the Rapid Decision making and Synchronization Process. (C100)
As we transition from subjective training to objective, it is critical to understand the emphasis on training has not changed, just the language. Commander will continue to focus on battle focus training developed by long- range, short- range and near- term planning. The Sustainable Readiness Model (SRM) is the Army’s newest system for prioritizing resources for units on a 5-year cycle based on the level of readiness they must achieve. Each year of the cycle has established Personnel (P), Sustain (S) and Readiness (R) Aim Points on the Unit Status Report (USR). The SRM seeks to stabilize units in a “band of excellence,” even following their READY year, maintaining the highest readiness level instead of automatically downgrading their readiness to a C4 level regardless of whether they deployed. Guidelines in the Prepare Year (PY) found in the SRM will assist Commanders at every level on key training events they will need to focus on for that particular
U.S. Joint Chiefs of Staff, Doctrine for the Armed Forces of the United States, Joint Publication 1 (Washington DC: U.S. Joint Chiefs of Staff, March 25, 2013), V-17.
With both leadership style and situational forces clearly assessed, prescription can me made regarding what type of leader should be placed in what type of situation.
ADM offers Commanders and planning staff a tool for the conceptual component of an integrated planning process. The goal is to provide the commander with a cognitive tool that he can use to understand the logic of the system. Design is non-linear in thought and application. Its methodology clari¬fies guidance in the consideration of operational environment, and the current system is understood within existing limitations. The design team pro¬duces an environmental frame, an initial problem statement, and an initial theory of action. As the teams’ understanding increases and the nature of the problem begins to take form, the team explores in greater detail aspects of the environment that appear relevant to the problem. Here choices are made about boundaries and areas for possible inter¬vention. From this deeper understanding, the des...