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The Army will do whatever the Nation asks it to do, from decisively winning wars to promoting and keeping the peace. Today, the Army must meet the challenge of a wider range of threats and a more complex set of operating environments while incorporating new and diverse technology. Doctrine represents a professional army's collective thinking about how it intends to fight, train, equip, and modernize.
FM 7-0 is the Army's capstone training doctrine and is applicable to all units, at all levels, and in all components. FM 7-0 provides the training and leader development methodology that forms the foundation for developing competent and confident soldiers and units that will win decisively in any environment.
Closing the gap between training, leader development, and battlefield performance has always been the critical challenge for any army.
FM 7-0 provides the Training Management Cycle and the necessary guidelines on how to plan, execute, and assess training and leader development. Unless this publication states otherwise, masculine nouns and pronouns do not refer exclusively to men. Develop trust soldier-to-soldier, leader to led, unit-to-unit in the Army and grow the warfighting confidence of the force. Ensure that our soldiers are physically and mentally prepared to dominate the next battlefield-no soldier goes into harm's way untrained.
Our soldiers must be comfortable and confident in the elements-fieldcraft, fieldcraft, fieldcraft. Provides a data source for lessons learned and trends to improve doctrine, training, leader development, organization, materiel, and soldier considerations. Commanders and leaders at all echelons use the Principles of Training discussed in this chapter to develop and execute effective training. Develop and execute training plans that result in proficient individuals, leaders, and units.
Identify specific individual, crew, and small team tasks that support the unit's collective mission essential tasks. Evaluate training and conduct AARs to provide feedback to the commander on individual, crew, and small team proficiency. Train leaders, battle staffs, units, and individuals at each echelon of the organization simultaneously.
Maintain battle focus by linking individual and collective battle tasks with unit METL tasks, within large-scale training event METL tasks.
Advancing technologies may improve your chances in battle or business, but it takes time-honored leadership skills to succeed.
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Leadership challenges facing today's military have changed significantly in recent decades. Meanwhile, technical advancements have transformed the battlefield: Unmanned Aerial Vehicles (UAVs), sophisticated delivery systems, advanced weapons and real-time communication networks link teams around the world in combat.
Yet the recent firing of six Navy commanders since January, triple the usual monthly rate, prompts questions about whether and how leaders are being prepared to tackle these daunting challenges. In particular, the investigation and subsequent reassignment of Captain Holly Graf, commander of the USS Cowpens, for "cruelty and maltreatment" of her 400-member crew has drawn an inordinate amount of attention.
Although these failings trouble me as well, what I wonder more about is this: What leadership training, mentoring, coaching or supervision had been offered to Captain Graf along her career path?
There are recent indications that some areas of the US military are, of necessity, becoming aware of the increasing need for cultural sensitivity. Like many high-risk professions, military training has tended to be based on a model that prioritizes technical skills while assuming commanders are either born with leadership skills or simply pick them up along the way. As a result, we need multifaceted, on-going leadership development programs that focus on enhancing peoples socio-technical capabilities to manage anxiety, tolerate uncertainty, communicate effectively, mentor and team-build, particularly with diverse groups in stressful environments.
Besides Holly Graf, five men have been fired so far this year, so you couldn't call it targeted at women in command. The fact that the Navy tolerates poor leadership, amongst women or men, for too long indicates a political patronage system where junior leaders are protected from corrective action by more senior patrons. In Graf's case, this would seem to indicate that rather than a correction of "politcal correctness," a return to more strict interpretation of existing codes. What really got Holly Graf in trouble was that she was a namephreaker who demanded that her photo ID should be three dimensional. She was a crappy personnel manager and was continually promoted because she had family connections in high command in the Navy.
Agree 100% that the military is still stuck in an industrial-era mentality that focuses on teaching widget-handling skills, rather than dealing-with-people skills. And with respect to having soldiers trained to effectively interact with local populations, the military is still deep in the Dark Ages. If it is, then do you see changing the way that you interact with women in Afghanistan as the solution?
You want to see the system change but you are who you are and where you are today as a result of that system, and if anything that simply makes you an outsider who is ungrateful for what you have and where you've been. It's weird to me that everyone's singling Graf out for her behavior--chewing people out publicly is terrible leadership, true.
However, none of this stuff is worse than the commanders who were knocked out for sexual harassment.
While the examples in this manual are principally focused at division and below, FM 7-0 provides the essential fundamentals for all individual, leader, and unit training. Every soldier, noncommissioned officer (NCO), warrant officer, and officer has one primary mission-to be trained and ready to fight and win our Nation's wars. We train the way we fight because our historical experiences show the direct correlation between realistic training and success on the battlefield. Over two centuries later, the correlation between tough, realistic training and success on the battlefield remains the same.
These units trained to their wartime mission, and developed company grade officers, NCOs, and soldiers who knew their jobs and were confident they could act boldly and decisively.
In an era of complex national security requirements, the Army's strategic responsibilities now embrace a wider range of missions that present even greater challenges in our training environment.
The operational missions of the Army include not only war, but also military operations other than war (MOOTW). Contingency operations in the 1990s normally followed a sequence of alert, train, deployment, extended build-up, and shaping operations followed by a period of decisive operations. Units train to be ready for war based on the requirements of a precise and specific mission; in the process, they develop a foundation of combat skills, which can be refined based on the requirements of the assigned mission.

Resources for training are not unconstrained and compete with other missions and activities. The key to winning on the battlefield is the understanding of "how we fight" and the demonstrated confidence, competence, and initiative of our soldiers and leaders. Responsibility for success on the future battlefield rests on the shoulders of today's Army leaders at all levels. The purpose of joint training is to prepare the Army to execute missions as a part of a joint force in the conduct of joint military operations and across the full spectrum of conflict.
Commanders of major Army headquarters may serve as the joint force land component commander (JFLCC), a combined forces commander (CFC), or as the joint task force commander (JTFC).
Joint training uses joint doctrine, tactics, techniques, and procedures, and the training involves more than one Service component. Interagency training is based on applicable standard operating procedures; and, is designed to prepare the Army to operate in conjunction with government agencies. The Army training doctrine contained in this manual provides Army commanders the tools to develop experienced leaders and adaptive organizations prepared to exercise command and control of joint and multinational forces, and to provide interagency unity of effort. Training is a team effort and the entire Army-Department of the Army, major Army commands (MACOMs), the institutional training base, units, the combat training centers (CTC), each individual soldier and the civilian work force-has a role that contributes to force readiness.
The Army Training and Leader Development Model (figure 1-1) centers on developing trained and ready units led by competent and confident leaders. The importance of training the technical skills to develop competent soldiers and leaders must be directly linked to creating confident soldiers, leaders, and units with the will and warrior spirit to dominate in any environment.
All of these interrelated activities take place within the Army's culture or shared set of beliefs, values, and assumptions that define for us what is most important. Competent and confident leaders are a prerequisite to the successful training of ready units.
Leader training is an expansion of these skills that qualifies them to lead other soldiers.
Leader development is the deliberate, continuous, sequential, and progressive process, grounded in Army values, that grows soldiers and civilians into competent and confident leaders capable of decisive action. The institutional Army (schools and training centers) is the foundation for lifelong learning. This training provides the basic skills, knowledge, and task proficiency to become a soldier and subsequently to succeed as members of a small Army unit, contribute to unit mission accomplishment, and survive on the battlefield. The unit commander is responsible for the wartime readiness of all elements in the formation. Key to effective unit training is the commander's involvement and presence in planning, preparing, executing, and assessing unit training to standard.
Unit training consists of three components: collective training that is derived directly from METL and MTPs, leader development that is embedded in the collective training tasks and in discrete individual leader focused training, and individual training that establishes, improves, and sustains individual soldier proficiency in tasks directly related to the unit METL. The goal of unit training is to develop and sustain the capability to deploy rapidly, and to fight and win as part of a combined arms team in a variety of operational and organizational environments. Leader, individual soldier, and unit training and development continue during operational missions and major training events. Major training events such as situational training exercises (STX), EXEVALs, and deployment exercises provide feedback to assist commanders in assessing the effectiveness of their leader, individual soldier, unit, and maintenance training programs.
The CTC Program, consisting of the National Training Center (NTC), Joint Readiness Training Center (JRTC), Combat Maneuver Training Center (CMTC), Battle Command Training Program (BCTP), and other CTC-like training provides highly realistic and stressful joint and combined arms training based on current doctrine. Operational missions-whether they are combat operations, such as in Afghanistan, or stability operations, such as in Bosnia-continue training and leader development. Self-development is continuous and should be emphasized in both institutional and operational assignments.
These commands, whether oriented along operational, functional, or specialty missions, have unique responsibilities for managing and supporting training. The corps' and divisions' fundamental basis for organization and operations is combined arms operations.
Army training has one purpose-to produce competent, confident, adaptive soldiers, leaders and units, trained and ready to fight and win our Nation's battles. Commanders delegate authority to NCOs in the support channel as the primary trainers of individuals, crews, and small teams. NCOs continue the soldierization process of newly assigned enlisted soldiers, and begin their professional development. The Army provides a JFC with trained and ready forces that expand the command's range of military options in full spectrum operations.
The commander of the task-organized force must develop a training plan that addresses two complementary challenges. Functional proficiency requires expertise in a particular BOS function, its capabilities, and its requirements. Tough, realistic, and intellectually and physically challenging training excites and motivates soldiers and leaders. Units become proficient in the performance of critical tasks and missions by practicing the tasks and missions.
Commanders train and develop adaptive leaders and units, and prepare their subordinates to operate in positions of increased responsibility. Multiechelon training is the most effective and efficient way of sustaining proficiency on mission essential tasks with limited time and resources.
Large-scale training events provide an excellent opportunity for valuable individual, leader, crew, and small unit training. Once individuals and units have trained to a required level of proficiency, leaders must structure individual and collective training plans to retrain critical tasks at the minimum frequency necessary to sustain proficiency. Sustainment training enables units to operate in a Band of Excellence (figure 2-4) through appropriate repetition of critical tasks. The senior leader's training vision provides the direction, purpose, and motivation necessary to prepare individuals and organizations to win in battle. Since good training results from leader involvement, one of the commander's principal roles in training is to teach subordinate trainers how to train and how to fight.
Commanders must integrate and train to Army standard all BOS, within and supporting their command, on their selected mission essential tasks. Competent and confident leaders build cohesive organizations with a strong chain of command, high morale, and good discipline.
The senior commander resources training and protects subordinate commanders' training time.
Commanders create a climate that rewards subordinates who are bold and innovative trainers. The commander who has planned and resourced a training event is responsible to ensure participation by the maximum number of soldiers.

Guidance, based on wartime mission and priorities, flows from the top-down and results in subordinate units' identification of specific collective and individual tasks that support the higher unit's mission. Senior leaders centralize planning to provide a consistent training focus from the top to the bottom of the organization. Battle focus is a concept used to derive peacetime training requirements from assigned and anticipated missions. Fraher is a retired Navy Commander, Naval Aviator, former United Airlines pilot, and Director of the International Team Training Center at San Diego Miramar College.
Women now make up a larger percentage of the armed forces than ever before, attend all of the service academies in growing numbers, work in nearly all fields and have proven their mettle in both Iraq and Afghanistan. These developments -- both human and machine -- demand a different, more integrated type of leadership skill set than previous environments required.
Perhaps more shocking than Captain Graf's dismissal was the years of abuse reportedly endured by thousands of sailors on several different ships under her influence. It appears that something was missing in her cultural sensitivity, self-control and ability to assess and adapt to the challenges of her environment. For example in an excellent point paper entitled 'One Tribe at a Time', US Army Special Forces Major Jim Gant emphasized using small groups of specially trained soldiers with "cultural awareness," "street smarts" and intuitive decision-making skills to work directly with Afghanistan's centuries-old tribal systems may be the only way to win the war.
Yet, what these recent Navy firings make clear is that professionals working in today's complex high-risk operating environments need are not more technical skills, but rather more sophisticated social skills to build their leadership capacity, an area sometimes called emotional intelligence. In the end, what the Navy's firing of six commanders demonstrates clearly is the need for a new vision of leadership that includes a continuous program of leadership development throughout an officer's career, supporting commanders in the way America expects commanders to support our troops.
My understanding is that promotions and ship commands are heavily influenced by "mentoring" - aka "meddling" - by senior officers. Graf gets a horrible reputation from more than one ship, it's clear that the leadership is simply not paying attention.
You don't see people rising to the top of large organizations like the US Navy unless they reflect the values and standards of those in charge. It is important to understand that leader training and leader development are integral parts of unit readiness.
Army is its professional NCO Corps who take pride in being responsible for the individual training of soldiers, crews, and small teams. Joint interdependence from the individual, crew, and small team to the operational level requires training to develop experienced, adaptive leaders, soldiers, and organizations prepared to operate with joint, and multinational forces and to provide interagency unity of effort. Commanders have training responsibilities that encompass both BOS functional task proficiency and special staff officer combined arms task proficiency. While some criticize Captain Graf directly, holding her individually responsible, others are critical of the Navy selection process that continued to place her in roles of increasing responsibility.
And the USMC has just launched a new program deploying 'Female Engagement Teams' in Helmand Province to try to win support from rural Afghan women. This easy-to-use widget is simple to add to your own Web site and will update every time there's a new installment of Post I.T.
13 as CO of the Yokosuka, Japan-based cruiser Cowpens after an inspector generala€™s investigation found problems with her a€?temperament and demeanor,a€? a spokesman said.
This results in too many officers reaching the career level of Commmander where their incompetence is impossible to hide and someone has to relieve them before they get sailors killed. And they don't get to be in charge if they have "bad" standards and values, almost by definition. I don't know about the cursing stuff, because I'm ex-Army and I'm used to the officers cursing almost as much as us enlisted folks, but I guess the Navy's officer corp culture is different.
If I had to choose between an officer who cursed at me and made me walk their dog, and an officer who tried to grope me (and thanks to Eric Massa, we know that's an equal opportunity event in the Navy--look out, gentlemen), I'd grab a leash and a plastic bag without hesitation. Graf's got a long family history in the Navy, including parents, at least one sibling who's an admiral, etc. Although these are significant improvements, leadership training remains under-conceptualized in many high-risk fields, including the military.
Nicholson boldly inclined to identify bad afghan police, but unwilling to arrest the bad afghan police? Nicholson's marines are hardly working at improving public trust because they are not taking out the bad police that the general is conspicuously aware of. Massa kept getting promoted despite subordinates and peers knowing that he was a total creeper. Training for the warfight, training to maintain near-term readiness is the priority; compliance training and non-mission activities are of lower priority. His removal followed a judge advocate generala€™s investigation; a spokesman declined to disclose the nature of the investigation. It's true that certain leadership techniques and tools need to be taught rather than picked up, but "don't grope people" and "don't make that dude walk your dogs" aren't among those techniques. Special forces teams rode horses with their host nation counterparts-learning to call in tactical air support with devastating accuracy while on the move.
If training cannot be conducted, readiness reports are the vehicle to inform the Army's leadership of the risks being assumed. This approach acknowledges that the maneuver commander integrates and synchronizes the BOS.
Commanders, at every echelon, focus combined arms training on specific integration and synchronization tasks based on their METL.
They train leaders to plan training in detail, prepare for training thoroughly, execute training aggressively, and evaluate short-term training proficiency in terms of desired long-term results.
Staffs quickly learned how to integrate Special Operations Forces (SOF) and conventional force operations.
Taken together, all this makes me think that the real problem lies in the procedures for promotion and assignment, not necessarily in the leadership training environment. Engineer units cleared mine fields that were as old as many of their soldiers involved in the clearing process. Nicholson does it take for the people of afghanistan to lose faith and confidence in their government? Joint doctrine establishes the fundamentals of joint operations and provides guidance on how best to employ joint forces.

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