-
Should the Army continue to research biomedical and pharmaceuticals solutions that mitigate or eliminate the factors that degrade Soldier morale?
-
Should the Army continue to research biomedical and pharmaceutical solutions that assist in recovery (such as, fatigue, anxiety, fear, and sleep deprivation) and the short and long-term physical and mental consequences, and their ethical implications?
-
What are the potential pitfalls of biomedical or pharmaceutical solutions to mitigate or eliminate factors that degrade Soldier morale or assist in recovery?
-
What is the most effective way to indoctrinate Soldiers with the warrior spirit and how can the Army measure the success of indoctrination?
-
How do unit rotation policies affect morale and ethical conduct of a force?
-
How does stability of a command team, staff, or other group affect performance, morale, and unit effectiveness?
-
Is the Army adequately preparing junior leaders to develop and sustain the warrior spirit, Soldier morale, resilience, unit cohesion, and command climate?
-
In light of ethical failures and in spite of the Army’s dedication to its core organizational values, what additional effort is required to determine the linkage of values to performance and behavior?
-
What are the most effective methods the Army can use to accomplish Soldier socialization and identity development in IMT and in units?
-
Which moral-ethical lessons learned from post cold war conflict need integrating into officer and NCO professional education?
-
How does the modular, non-organic, and multi-component composition of most support brigades affect unit cohesion, morale, and performance?
-
What is the proper balance between training for skills, knowledge, and abilities and organizational socialization especially in IMT?
-
How can leaders use simulations to strengthen Soldier decisionmaking in complex moral ethical situations in order to integrate organizational values with individual values and improve values based performance?
-
What are the factors that positively affect Soldier moral-ethical behavior?
-
How can the Army anticipate required language and cultural awareness requirements and then target those most likely to be required for subsidized learning in the force?
-
Should the Army constitute of a small number of standing linguist units capable of maintaining teams of experts with linguistic fluency and acting as cultural red teams to prepare units for deployment to ‘operations amongst the peoples?’
-
What should be the required level of language and cultural proficiency in noncommissioned and commissioned leaders?
-
How should the Army organize and distribute linguists and cultural experts?
-
How can training simulations be tailored to replicate future full spectrum operations scenarios for preparing commanders, units and staffs?
-
What are the challenges and solutions associated with the inculcation of Soldier socialization and identity development as they relate to service in the reserve component?
This page intentionally left blank.
 
 
You have to lead men in war by bringing them along to endure and display qualities of fortitude that are beyond the average man’s thought of what he should be expected to do. You have to inspire them when they are hungry and exhausted and desperately uncomfortable and in great danger; and only a man of positive characteristics of leadership, with the physical stamina that goes with it, can function under those conditions.
GEN George Marshall
Chapter 4 The Physical Component—Developing Soldier Physical Performance
4-1. Introduction: Holistic Fitness
Soldiers performing full spectrum operations in 2015-2024 will face unprecedented mental, moral, and physical demands. The OE chapter described the future OE and the demographic challenges that will confront the Army. The cognitive and moral chapters focus on demands of an era of persistent conflict. Collectively these demands on Soldier performance drive the Army to reevaluate recruiting, training, and retention of Soldiers. This chapter addresses the physical component of the human dimension and its impact on this reevaluation effort. Soldier readiness in the future OE will depend on a conceptual approach that focuses on holistic fitness to ensure optimal and perhaps even enhanced performance. This holistic approach to fitness will incorporate both the traditional aspects of physical fitness, such as aerobic capacity, strength, endurance, flexibility, and coordination while also attending to the nutritional, psychological, and sports medicine contributions for optimal physical performance across a full spectrum of operations. This chapter explores ways to optimize the human capital of the Army without compromising overall physical fitness. It suggests expanding current tailored fitness programs to adjust to changing demographics. It also reinforces programs and standards that permit highly talented individuals to make career-long contributions to the Army in spite of disabilities or the inability to achieve certain combat standards.
Physical Fitness
The Army must consider changes to physical training over a long period. The application of a progressive physical education model described in this chapter will promote a systematic and progressive physical development program over the entire course of a Soldier’s military career. The principles and practices of Army Regulation (AR) 350-1 and FM 21-20 remain valid, but require restructuring to support a progressive physical education model as well as changing future physical and mental demands. The Army must consider how aerobic capacity and muscle strength declines as individuals age; altering training and fitness programs to accommodate these life span changes in order to reduce injury and optimize training regimens as Soldiers age.
To change physical fitness the Army must establish a learning model for the systematic development of the modern combat Soldier. This model aims at achieving the holistically fit Soldier in three comprehensive dimensions of military performance. The first dimension is tactical (technical) whereby the Soldier is proficient in common Soldier tasks; comprehends situational awareness (adaptive, innovative, and decisive); shows devotion and loyalty to duty; and understands subordination. The second dimension is the manner in which the Soldier remains physically fit, self-disciplined, and physically resilient. The third dimension is the manner in which the Soldier exhibits mental characteristics. These characteristics include toughness, resilience, determination, and tenaciousness, along with personal courage; respect for self and others; commitment to principles of honor and integrity, and supports others as part of a team—both achievements and efforts. Within each dimension, there are common Soldier knowledge, skills, and abilities that inform the various developmental methodologies.
After determining outcome goals based upon the three dimensions of military performance, there are three methods of developmental persuasion to apply education, training, and inspiration. Education is persuasion through understanding (logos); training is persuasion through repetition and reinforcement (ethos); and inspiration is persuasion through emotion (pathos). Commanders must integrate these methodologies into a coherent and comprehensive program of instruction to achieve complex goals and changes in behavior.
Dostları ilə paylaş: |
