Produced By:
United States Army
School of Advanced Military Studies
In Partnership With:
U.S. Army Research Institute for the
Behavioral and Social Sciences
Ft. Leavenworth, KS 66027-1361
POC: Dr. Heather Wolters
913-684-9795
[email protected]
Approved for public release; distribution is unlimited.
The authors would like to thank instructors from the
School of Advanced Military Studies (SAMS) and the
Command and General Staff School (CGSS), as well
as COL Grigsby (former Director of SAMS) and Dr.
Scott Gorman, who provided their knowledge and
expertise related to the instruction of Army Design
Methodology. The authors would like to also thank
all those who participated in the interviews and
shared their experiences and valuable perspectives
related to Design.
Acknowledgement
2
Introduction ........................................... 4
Army Design Methodology:
What and Why .................................... 4
Views about Design ............................ 5
This Resource ..................................... 8
Section 1:
Practical Challenges in
Implementing ADM ............................... 11
Preparing for ADM
Recognizing When to Apply ADM ... 13
Determining Team Composition ..... 17
Determining Whether and How to
Structure the Activity ...................... 24
Determining the Level and Nature
of Commander Involvement ........... 28
Determining the
Resources Needed .......................... 34
Executing ADM
Introducing and Framing ADM ....... 38
Facilitating Discourse ..................... 42
Determining What to Include .......... 46
Capturing and Communicating
Key Insights .................................... 48
Table of ContentsTOC
1
B
F
A
D
H
C
I
G
E
INT
Section 2:
Examples from the Field ................. 52
Design During the
Sunni Awakening ..................... 53
Design over Dinner .................. 58
Mapping out the Mess.............. 60
Illumination in Vietnam ............ 66
Ongoing Design ....................... 68
Section 3:
Additional Resources ......................... 72
Appendix:
Organizational Barriers
to Implementing ADM ..................... 76
TOC
3
2
3
APP
2
1
4
3
5
All photographs used in this publication are in the
public domain and have been provided courtesy of the
U.S. Army or the U.S. Air Force.
INT
4
INTRODUCTION
Army Design Methodology:
What and Why
In today’s operational environments, the U.S.
Army is facing a range of problems and mission
sets that are arguably more varied and complex
than previously encountered. Forces face an
array of demands that encompass geo-political,
social, cultural, and military factors that interact in
unpredictable ways.
The inherent complexity of today’s operations has
underscored the need for the Army to expand
beyond its traditional approach to operat ...
This document discusses the application of design methodology by the US Army Central/Third Army Design Team over two years. It begins by introducing design theory and the gaps between theory and practical application. It then discusses the team's experience applying design at the operational level, focusing on producing "design concepts" to help the commander understand complex problems in the USCENTCOM area of responsibility. The document outlines the team's process, including engaging with the commander, constructing environmental frames to analyze operational environments, and moving between environmental and problem spaces to refine their understanding through recursive learning and identifying shortfalls in their analysis. It aims to provide lessons learned to help other design teams navigate the cognitive challenges of applying design methodology.
Pilot Systemic Operational Design team from US Army School of Advanced Military Studies (SAMS) with BG (R) Huba Wass de Czege, BG (Res- IDF) Shimon Naveh, and LTG (USMC Ret) Paul Van Riper.
Strategic management is often called a "capstone course" because it requires students to use knowledge from prior courses to chart organizations' futures. Performing an external audit generally requires the most time in strategy formulation, as it involves identifying competitors' strengths and weaknesses. Strategy implementation is often the most difficult stage because it requires commitment from all employees. It is important to integrate both intuition and analysis in strategic management, as neither alone is sufficient for good strategic decisions. Vision and mission statements greatly facilitate reaching agreement on strategies, objectives, and policies.
This document provides an overview of strategic management and corporate strategic planning. It discusses key concepts like strategy, tactics, mission, vision, and the strategic planning process. Strategy refers to a set of key decisions to meet objectives and provide general guidance. Corporate strategic planning involves developing a mission, vision, and hierarchical levels of planning. The strategic planning process involves phases like annual budgeting, long range planning, environmental scanning, and strategic planning. Overall, the document provides foundational information on strategic management concepts and corporate strategic planning.
This chapter introduces operations research as a quantitative approach to decision making. It discusses the history of operations research emerging during World War II to help manage scarce resources. Operations research is defined as applying scientific methods to complex problems involving systems of people, machines, materials and money. The chapter outlines the nature, features, and significance of operations research in decision making. It also introduces modeling as used in operations research to analyze systems through representations that maintain essential elements.
This PPT covers Introduction of Operations research, Features, phases,Limitations of OR Travelling salesman problem, Assignment Problems, transportation Problems, Replacement Problems,EOQ,Inventory Control
This document discusses the application of design methodology by the US Army Central/Third Army Design Team over two years. It begins by introducing design theory and the gaps between theory and practical application. It then discusses the team's experience applying design at the operational level, focusing on producing "design concepts" to help the commander understand complex problems in the USCENTCOM area of responsibility. The document outlines the team's process, including engaging with the commander, constructing environmental frames to analyze operational environments, and moving between environmental and problem spaces to refine their understanding through recursive learning and identifying shortfalls in their analysis. It aims to provide lessons learned to help other design teams navigate the cognitive challenges of applying design methodology.
Pilot Systemic Operational Design team from US Army School of Advanced Military Studies (SAMS) with BG (R) Huba Wass de Czege, BG (Res- IDF) Shimon Naveh, and LTG (USMC Ret) Paul Van Riper.
Strategic management is often called a "capstone course" because it requires students to use knowledge from prior courses to chart organizations' futures. Performing an external audit generally requires the most time in strategy formulation, as it involves identifying competitors' strengths and weaknesses. Strategy implementation is often the most difficult stage because it requires commitment from all employees. It is important to integrate both intuition and analysis in strategic management, as neither alone is sufficient for good strategic decisions. Vision and mission statements greatly facilitate reaching agreement on strategies, objectives, and policies.
This document provides an overview of strategic management and corporate strategic planning. It discusses key concepts like strategy, tactics, mission, vision, and the strategic planning process. Strategy refers to a set of key decisions to meet objectives and provide general guidance. Corporate strategic planning involves developing a mission, vision, and hierarchical levels of planning. The strategic planning process involves phases like annual budgeting, long range planning, environmental scanning, and strategic planning. Overall, the document provides foundational information on strategic management concepts and corporate strategic planning.
This chapter introduces operations research as a quantitative approach to decision making. It discusses the history of operations research emerging during World War II to help manage scarce resources. Operations research is defined as applying scientific methods to complex problems involving systems of people, machines, materials and money. The chapter outlines the nature, features, and significance of operations research in decision making. It also introduces modeling as used in operations research to analyze systems through representations that maintain essential elements.
This PPT covers Introduction of Operations research, Features, phases,Limitations of OR Travelling salesman problem, Assignment Problems, transportation Problems, Replacement Problems,EOQ,Inventory Control
The topics in this Body of Knowledge include additional detail in the form of subtext explanations and the cognitive level at which test questions will be written. This information will provide guidance for the candidate preparing to take the exam.
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry John...Donc Test
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry Johnson, Richard Whittington Complete Verified Chapter's
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry Johnson, Richard Whittington Complete Verified Chapter's
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry John...mwangimwangi222
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry Johnson, Richard Whittington Complete Verified Chapter's.docx
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry Johnson, Richard Whittington Complete Verified Chapter's.docx
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry Johnson, Richard Whittington Complete Verified Chapter's.docx
CORPORATE STRATEGY AND GOVERNANCE a must readNGANG PEREZ
The modern business world now recognizes the importance of strategic issues and the contribution of strategic management to business success. While this has many benefits it also brings many problems. It could be argued that ‘strategy’ (or ‘strategic’) is the most overused/misused phrase in business today. Everybody seems to have a ‘strategy’ for everything. By attaching the term ‘strategy’ to an activity, it somehow becomes more important – “more grand” – but in reality very little actually gets done! To illustrate this, the lecturer recalls the recent experience of sitting through a seemingly endless meeting, listening to people talking on-and-on about ‘strategy’ or the need for a strategic view. Finally, someone said something sensible; ‘… there’s too much strategy and not enough people doing things!’ This blunt comment is memorable for two reasons. Firstly, it ended a tedious meeting. Secondly, and more importantly, it illustrated a key point: strategy must lead to action, not be a substitute for it. Ultimately, all organizations need ‘people doing things’. The goal of strategy is to ensure that they are doing the right things. These actions need to be coordinated, efficiently executed and focused on meeting customer need.
The document provides an introduction to operations research (OR), including its origins in solving military problems during World War II, definitions, characteristics, methodology, application areas, and limitations. OR emerged as a field to help allocate scarce resources effectively for military operations. It uses scientific and mathematical modeling approaches to help executives make rational decisions. Some key points made in the document include:
- OR is interdisciplinary and system-focused, drawing on techniques from multiple fields to analyze complex systems.
- The OR methodology typically involves observing the problem environment, defining the problem, developing a mathematical model, inputting appropriate data, testing solutions, and implementing recommendations.
- OR is applied across various domains including defense, industry, transportation,
This document provides information about the Environment, Strategy and Organisation course offered at IIM Calcutta in Term III of 2012. The course aims to develop strategic thinking skills in students by integrating strategies with organizational culture and structure within a competitive environment. It will use lectures, case studies, and a group project. Students will be evaluated based on group presentations, an end-term exam that may include aspects of the group project, and quizzes. The course material will include readings from several books and cases. Sessions will cover topics like industry analysis, competitive advantage, and expansion strategies. The course is intended to benefit students who will be involved in developing corporate or business strategies in their careers.
Strategic planning at UPS faced challenges in the early 1990s from increased competition. To address this, UPS implemented strategic planning to help focus priorities and resources. This involved timeline planning, identifying questions around strategic challenges, and discussing scenario planning. Scenario planning helped UPS prepare for uncertainties by considering multiple possibilities. UPS' 1997 scenario planning provided a framework to explore opportunities and strategies, while its 2017 horizon planning expanded the framework to regional levels with additional stakeholder input. Key elements of UPS’ strategic approach included its customer-focused charter, centennial themes and projects roadmap, and role of strategic integration leader John McDevitt.
The document provides information on project life cycles, product life cycles, project management, and organizational culture. It discusses the key stages in a project life cycle as defining, planning, executing, and closing. It also identifies five characteristics of effective project objectives. Project managers must balance technical and sociocultural dimensions of a project. Organizational culture has a significant impact on how projects are managed within a company.
This document is a monograph examining whether military leadership doctrine adequately prepares future leaders for strategic leadership. It discusses the complex strategic environment and notes that experience solving technical problems does not naturally develop strategic leadership skills. It assesses leadership requirements, functions, and the strategy/policy process. The monograph evaluates how the Design approach could help define complex strategic problems. It concludes that while doctrine describes strategic leadership, it does not address the discontinuity between operational and strategic leadership development, leaving the cognitive leap to individuals.
This document provides an overview of operations research, including its definition, history, modeling process, and applications. It defines operations research as the application of scientific methods to solve business problems and help managers make better decisions. The key points are:
- Operations research originated during World War II to optimize military resources and solve problems efficiently. It has since been applied to civilian business problems.
- The modeling process involves defining the problem, formulating a mathematical model, solving the model, validating the solution, and implementing it if valid. The goal is to find the optimal solution.
- Common techniques include linear programming, probabilistic methods, inventory models, and network analysis. Operations research has wide applications in industries, transportation,
Pm0013 managing human resources in projectssmumbahelp
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
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1 week 1 discussion 1 human capital & organizational goals ssusera34210
This summary provides the key information from the document in 3 sentences:
The document discusses the emerging field of strategic human capital and the opportunity it has to close the gap between theory and practice. It argues that strategic human capital researchers should deeply engage with real-world phenomena and look for situations where existing theories fail to explain reality, in order to generate new, useful theories. The document then uses firm-specific human capital theory as an example to illustrate how assumptions in academic theories sometimes do not match the lived experiences of managers.
Training needs analysis is the process of identifying gaps in employee training and related training needs. It involves analyzing each aspect of an operational domain to identify the initial skills, concepts, and attitudes required of employees. This helps specify the appropriate training. Training analysis is often used as part of system development and runs alongside development to capture training requirements. It can identify psycho-motor, procedural, knowledge, communication, critical thinking, and attitude skills needed, as well as how to address physiological stresses. The analysis determines the most suitable and cost-effective training methods, such as lectures, simulators, or other media. It benefits organizations by helping employees better adopt changes, reducing risks, and maximizing successful implementations.
The document discusses the importance of strategic alignment between projects and corporate objectives. It argues that HLR Inc.'s Standard Customer Relationship Management Processes project will only succeed if leadership understands the importance of the project and works together towards goals. It also provides an example where a military unit's projects were not aligned with strategic needs, overworking employees and hurting performance. For projects to align with goals, an organization must commit to strategic project management, formally prepare project charters linking to objectives, develop synergy between projects and business units, and monitor projects to ensure alignment is maintained.
What to go by step by step and what’s included in the paperAssuran.docxmecklenburgstrelitzh
What to go by step by step and what’s included in the paperAssurance of Learning Rubric #1 - MSHRM Program
Strategic Application Rubric #1 – MSHRM Program
Students in HRM6623 (Training and Development) will analyze a case and prepare a research paper that includes the strategic application of training and development concepts.
Dimension
Does Not Meet Expectations (1)
Meets Expectations (2)
Exceeds Expectations (3)
Assessment: Distinguishes current HRD gaps from systemic (non-HRD) gaps, anticipates HRD needs based on organizational strategy, and anticipates HRD needs due to changes in technology
Displays little evidence of assessment or shows weak appreciation of organizational strategy in the attempt
Displays moderate evidence of assessment or shows moderate appreciation of organizational strategy in the attempt
Displays significant evidence of assessment or shows strong appreciation of organizational strategy in the attempt
Design: Defines strategy, objectives, method (fitted to the training target—skill, knowledge, interpersonal competency, or experiential growth), materials, and media (classroom or technological)
Defines few key areas of design or shows weak conception of the needed differences of method in the attempt
Defines some key areas of design or shows moderate conception of the needed differences of method in the attempt
Defines most key areas of design or shows strong conception of the needed differences of method in the attempt
Development: Organizes content assets (developed in the design phase) to plan timely and logical delivery of all learning components with proper integration.
Presents no clear delivery plan based on design components.
Presents clear delivery plan based on design components, but logical linkages to implementation components are unclear.
Presents clear delivery plan based on design components, with logical linkages to implementation components.
Implementation: Determines contractor versus in-house facilitator, type of facility, use of technology, equipment, materials, scheduling/sequencing, constraints, and pilot test if feasible.
Correctly specifies few implementation components or only demonstrates weak linkage to development in the attempt.
Correctly specifies some implementation components or demonstrates moderate linkage to development in the attempt.
Correctly specifies most components of implementation or demonstrates strong linkage to development in the attempt.
Case Analysis Rubric #2- Written Communications Rubric MSHRM Program
Dimension
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Submission demonstrates content knowledge, understanding, and application gained from readings, videos, and other coursework or outside research
Submission demonstrates an excellent understanding of subject knowledge and.
Solutions Manual for Managing Human Resources 16th Edition by Snellriven013
This document discusses strategic human resource planning and its importance in organizational success. It provides an overview of the six step process for strategic HR planning: 1) establishing mission, vision and values, 2) analyzing external environment and competition, 3) analyzing internal resources, 4) formulating corporate and business strategies, 5) implementing strategies, and 6) evaluating strategies. Key aspects of strategic HR planning include aligning HR strategies with business strategies, forecasting future workforce needs, developing core employee capabilities, and ensuring strategies can adapt to changing business environments. The document emphasizes integrating HR planning with overall strategic planning.
Strategy can be defined as a long-term plan of action to achieve goals and advantages. Strategic management is the process of formulating, implementing, and evaluating cross-functional decisions to achieve strategic goals. There are three levels of strategy: corporate strategy defines the overall scope and direction of the organization; business strategy focuses on how each business unit will compete in its market; functional strategy focuses on how operational departments will implement corporate and business strategies.
The document analyzes limitations to the effectiveness of the U.S. Army's Leader Development Strategy. It finds that while institutional domain objectives are well integrated, operational and self-development domains lack coherent objectives. Assignment and promotion programs hinder the strategy's execution. Policies in the U.S. Code and cultural norms constrain flexibility needed. Recommendations include improving objective coherence across domains and adjusting programs and policies to better support the strategy.
This document provides an overview of a workshop on developing network resilience. It discusses a case study from August 2010 involving multiple issues. It then covers the resilience model, the command and control structure for responding to incidents, identifying stakeholders, and legislation related to incident management. The workshop involves exercises dividing attendees into groups to examine the incident, provide strategic advice, and map requirements. It also covers establishing a hierarchy of disruptive events, defining roles in the command structure, and identifying stakeholders involved in the case study incident.
Managing Diversity and Equal Oppertunity.pptxTapaswini12
The document discusses strategic human resource management (SHRM). It defines SHRM and explains its key aims, including achieving integration between HR and business strategies. It also outlines the strategic management process of analyzing the environment, identifying objectives, developing alternative strategies, evaluating options, selecting a strategy, implementing tactics, and reviewing strategies. Finally, it discusses different perspectives on SHRM, including universal, contingency, and configurational views.
Case Study II - The Press Conference as Critical Incident Ho.docxDaliaCulbertson719
Case Study II - The Press Conference as Critical Incident
However skillful we are with framing, at times we are apt to go “off message.” That is, under stress and in times of crisis, we may fail to communicate our best thoughts, self-image or regard for others. Leaders are especially vulnerable to go “off message” when meeting the press. Reporters are seeking a story of dramatic interest for the public. If a leader is not properly prepared for such moments, the leader’s failure may become “the story.” Press encounters require delicate framing and human sensitivity. As such, they provide excellent opportunities to learn about the art of framing in highly pressurized situations.
To begin your case study, select a televised press conference that involves a business, charity or political leader. The kind of conference to select is illustrated by Fairhurst’s (pp. 2-14) discussion of Robert E. Murray’s response to a Utah mine crisis. Consider as well her discussion of Hillary Clinton’s Pakistan encounter (pp. 127-131). View the selected conference and, where possible, obtain a transcript. Write a 5-7 page evaluation on how well the leader communicated his or her message, image and relationship to an audience.
Use these questions to guide your analysis:
How well does the leader enact, or fail to enact, Fairhurst’s “Rules of Reality Construction?”
In your view, does the leader marshal the best “Cultural Discourses” for his or her cause?
Does the leader seem well “primed” for the occasion?
How well does the leader use language forms discussed by Fairhurst (p.93)?
One cannot stay on message, if one lacks a message. Does the leader give evidence of having a vision and mission? Does he or she repeat the “master frame” sufficiently?
Does the leader effectively maintain emotional regulation?
Does the leader create audience rapport?
Requirements:
In a two to three paragraph introduction, provide the context for the press conference including:
Sponsoring organization
Speaker with a brief introduction if possible
Intended audience
Purpose and intent of message
A link to press conference video and possible transcript should be included in the appendix.
In 4 to 6 pages, analysis the communication strategies based on synthesis of the course readings and other resources or references. Use the guiding questions as possible approaches to the analysis.
Discuss how well the leader communicated the message
Discuss how well the leader constructed an image
Discuss how well the leader created and relationship to an audience.
In a 2 to 3 paragraph conclusion, reflect on what you have taken away from this analysis to apply in your communication strategies during a critical incident.
The case study should include the following:
APA Formatting including heading and subheadings.
Graduate level writing free from grammar and mechanical errors.
Citations from readings or other relevant resources to support information presented.
The document should make best.
Case Study Disclosing Individual Genetic Results to Research Partic.docxDaliaCulbertson719
Case Study: Disclosing Individual Genetic Results to Research Participants
Hot Topics Presentation:
Select a case study from the University Library that illustrates your topic.
Topic:
Informational risk and disclosure of genetic information to research participants: Chapter 11
Case Study:
Disclosing Individual Genetic Results to Research Participants
Develop a 4 slide Microsoft® PowerPoint® presentation to brief the class on your topic. Include the following:
A properly formatted title slide
.
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The topics in this Body of Knowledge include additional detail in the form of subtext explanations and the cognitive level at which test questions will be written. This information will provide guidance for the candidate preparing to take the exam.
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry John...Donc Test
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry Johnson, Richard Whittington Complete Verified Chapter's
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry Johnson, Richard Whittington Complete Verified Chapter's
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry John...mwangimwangi222
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry Johnson, Richard Whittington Complete Verified Chapter's.docx
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry Johnson, Richard Whittington Complete Verified Chapter's.docx
Solution Manual for Exploring Strategy Text And Cases 12th Edition Gerry Johnson, Richard Whittington Complete Verified Chapter's.docx
CORPORATE STRATEGY AND GOVERNANCE a must readNGANG PEREZ
The modern business world now recognizes the importance of strategic issues and the contribution of strategic management to business success. While this has many benefits it also brings many problems. It could be argued that ‘strategy’ (or ‘strategic’) is the most overused/misused phrase in business today. Everybody seems to have a ‘strategy’ for everything. By attaching the term ‘strategy’ to an activity, it somehow becomes more important – “more grand” – but in reality very little actually gets done! To illustrate this, the lecturer recalls the recent experience of sitting through a seemingly endless meeting, listening to people talking on-and-on about ‘strategy’ or the need for a strategic view. Finally, someone said something sensible; ‘… there’s too much strategy and not enough people doing things!’ This blunt comment is memorable for two reasons. Firstly, it ended a tedious meeting. Secondly, and more importantly, it illustrated a key point: strategy must lead to action, not be a substitute for it. Ultimately, all organizations need ‘people doing things’. The goal of strategy is to ensure that they are doing the right things. These actions need to be coordinated, efficiently executed and focused on meeting customer need.
The document provides an introduction to operations research (OR), including its origins in solving military problems during World War II, definitions, characteristics, methodology, application areas, and limitations. OR emerged as a field to help allocate scarce resources effectively for military operations. It uses scientific and mathematical modeling approaches to help executives make rational decisions. Some key points made in the document include:
- OR is interdisciplinary and system-focused, drawing on techniques from multiple fields to analyze complex systems.
- The OR methodology typically involves observing the problem environment, defining the problem, developing a mathematical model, inputting appropriate data, testing solutions, and implementing recommendations.
- OR is applied across various domains including defense, industry, transportation,
This document provides information about the Environment, Strategy and Organisation course offered at IIM Calcutta in Term III of 2012. The course aims to develop strategic thinking skills in students by integrating strategies with organizational culture and structure within a competitive environment. It will use lectures, case studies, and a group project. Students will be evaluated based on group presentations, an end-term exam that may include aspects of the group project, and quizzes. The course material will include readings from several books and cases. Sessions will cover topics like industry analysis, competitive advantage, and expansion strategies. The course is intended to benefit students who will be involved in developing corporate or business strategies in their careers.
Strategic planning at UPS faced challenges in the early 1990s from increased competition. To address this, UPS implemented strategic planning to help focus priorities and resources. This involved timeline planning, identifying questions around strategic challenges, and discussing scenario planning. Scenario planning helped UPS prepare for uncertainties by considering multiple possibilities. UPS' 1997 scenario planning provided a framework to explore opportunities and strategies, while its 2017 horizon planning expanded the framework to regional levels with additional stakeholder input. Key elements of UPS’ strategic approach included its customer-focused charter, centennial themes and projects roadmap, and role of strategic integration leader John McDevitt.
The document provides information on project life cycles, product life cycles, project management, and organizational culture. It discusses the key stages in a project life cycle as defining, planning, executing, and closing. It also identifies five characteristics of effective project objectives. Project managers must balance technical and sociocultural dimensions of a project. Organizational culture has a significant impact on how projects are managed within a company.
This document is a monograph examining whether military leadership doctrine adequately prepares future leaders for strategic leadership. It discusses the complex strategic environment and notes that experience solving technical problems does not naturally develop strategic leadership skills. It assesses leadership requirements, functions, and the strategy/policy process. The monograph evaluates how the Design approach could help define complex strategic problems. It concludes that while doctrine describes strategic leadership, it does not address the discontinuity between operational and strategic leadership development, leaving the cognitive leap to individuals.
This document provides an overview of operations research, including its definition, history, modeling process, and applications. It defines operations research as the application of scientific methods to solve business problems and help managers make better decisions. The key points are:
- Operations research originated during World War II to optimize military resources and solve problems efficiently. It has since been applied to civilian business problems.
- The modeling process involves defining the problem, formulating a mathematical model, solving the model, validating the solution, and implementing it if valid. The goal is to find the optimal solution.
- Common techniques include linear programming, probabilistic methods, inventory models, and network analysis. Operations research has wide applications in industries, transportation,
Pm0013 managing human resources in projectssmumbahelp
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
1 week 1 discussion 1 human capital & organizational goals ssusera34210
This summary provides the key information from the document in 3 sentences:
The document discusses the emerging field of strategic human capital and the opportunity it has to close the gap between theory and practice. It argues that strategic human capital researchers should deeply engage with real-world phenomena and look for situations where existing theories fail to explain reality, in order to generate new, useful theories. The document then uses firm-specific human capital theory as an example to illustrate how assumptions in academic theories sometimes do not match the lived experiences of managers.
Training needs analysis is the process of identifying gaps in employee training and related training needs. It involves analyzing each aspect of an operational domain to identify the initial skills, concepts, and attitudes required of employees. This helps specify the appropriate training. Training analysis is often used as part of system development and runs alongside development to capture training requirements. It can identify psycho-motor, procedural, knowledge, communication, critical thinking, and attitude skills needed, as well as how to address physiological stresses. The analysis determines the most suitable and cost-effective training methods, such as lectures, simulators, or other media. It benefits organizations by helping employees better adopt changes, reducing risks, and maximizing successful implementations.
The document discusses the importance of strategic alignment between projects and corporate objectives. It argues that HLR Inc.'s Standard Customer Relationship Management Processes project will only succeed if leadership understands the importance of the project and works together towards goals. It also provides an example where a military unit's projects were not aligned with strategic needs, overworking employees and hurting performance. For projects to align with goals, an organization must commit to strategic project management, formally prepare project charters linking to objectives, develop synergy between projects and business units, and monitor projects to ensure alignment is maintained.
What to go by step by step and what’s included in the paperAssuran.docxmecklenburgstrelitzh
What to go by step by step and what’s included in the paperAssurance of Learning Rubric #1 - MSHRM Program
Strategic Application Rubric #1 – MSHRM Program
Students in HRM6623 (Training and Development) will analyze a case and prepare a research paper that includes the strategic application of training and development concepts.
Dimension
Does Not Meet Expectations (1)
Meets Expectations (2)
Exceeds Expectations (3)
Assessment: Distinguishes current HRD gaps from systemic (non-HRD) gaps, anticipates HRD needs based on organizational strategy, and anticipates HRD needs due to changes in technology
Displays little evidence of assessment or shows weak appreciation of organizational strategy in the attempt
Displays moderate evidence of assessment or shows moderate appreciation of organizational strategy in the attempt
Displays significant evidence of assessment or shows strong appreciation of organizational strategy in the attempt
Design: Defines strategy, objectives, method (fitted to the training target—skill, knowledge, interpersonal competency, or experiential growth), materials, and media (classroom or technological)
Defines few key areas of design or shows weak conception of the needed differences of method in the attempt
Defines some key areas of design or shows moderate conception of the needed differences of method in the attempt
Defines most key areas of design or shows strong conception of the needed differences of method in the attempt
Development: Organizes content assets (developed in the design phase) to plan timely and logical delivery of all learning components with proper integration.
Presents no clear delivery plan based on design components.
Presents clear delivery plan based on design components, but logical linkages to implementation components are unclear.
Presents clear delivery plan based on design components, with logical linkages to implementation components.
Implementation: Determines contractor versus in-house facilitator, type of facility, use of technology, equipment, materials, scheduling/sequencing, constraints, and pilot test if feasible.
Correctly specifies few implementation components or only demonstrates weak linkage to development in the attempt.
Correctly specifies some implementation components or demonstrates moderate linkage to development in the attempt.
Correctly specifies most components of implementation or demonstrates strong linkage to development in the attempt.
Case Analysis Rubric #2- Written Communications Rubric MSHRM Program
Dimension
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Submission demonstrates content knowledge, understanding, and application gained from readings, videos, and other coursework or outside research
Submission demonstrates an excellent understanding of subject knowledge and.
Solutions Manual for Managing Human Resources 16th Edition by Snellriven013
This document discusses strategic human resource planning and its importance in organizational success. It provides an overview of the six step process for strategic HR planning: 1) establishing mission, vision and values, 2) analyzing external environment and competition, 3) analyzing internal resources, 4) formulating corporate and business strategies, 5) implementing strategies, and 6) evaluating strategies. Key aspects of strategic HR planning include aligning HR strategies with business strategies, forecasting future workforce needs, developing core employee capabilities, and ensuring strategies can adapt to changing business environments. The document emphasizes integrating HR planning with overall strategic planning.
Strategy can be defined as a long-term plan of action to achieve goals and advantages. Strategic management is the process of formulating, implementing, and evaluating cross-functional decisions to achieve strategic goals. There are three levels of strategy: corporate strategy defines the overall scope and direction of the organization; business strategy focuses on how each business unit will compete in its market; functional strategy focuses on how operational departments will implement corporate and business strategies.
The document analyzes limitations to the effectiveness of the U.S. Army's Leader Development Strategy. It finds that while institutional domain objectives are well integrated, operational and self-development domains lack coherent objectives. Assignment and promotion programs hinder the strategy's execution. Policies in the U.S. Code and cultural norms constrain flexibility needed. Recommendations include improving objective coherence across domains and adjusting programs and policies to better support the strategy.
This document provides an overview of a workshop on developing network resilience. It discusses a case study from August 2010 involving multiple issues. It then covers the resilience model, the command and control structure for responding to incidents, identifying stakeholders, and legislation related to incident management. The workshop involves exercises dividing attendees into groups to examine the incident, provide strategic advice, and map requirements. It also covers establishing a hierarchy of disruptive events, defining roles in the command structure, and identifying stakeholders involved in the case study incident.
Managing Diversity and Equal Oppertunity.pptxTapaswini12
The document discusses strategic human resource management (SHRM). It defines SHRM and explains its key aims, including achieving integration between HR and business strategies. It also outlines the strategic management process of analyzing the environment, identifying objectives, developing alternative strategies, evaluating options, selecting a strategy, implementing tactics, and reviewing strategies. Finally, it discusses different perspectives on SHRM, including universal, contingency, and configurational views.
Similar to Produced ByUnited States Army School of Advanced M (20)
Case Study II - The Press Conference as Critical Incident Ho.docxDaliaCulbertson719
Case Study II - The Press Conference as Critical Incident
However skillful we are with framing, at times we are apt to go “off message.” That is, under stress and in times of crisis, we may fail to communicate our best thoughts, self-image or regard for others. Leaders are especially vulnerable to go “off message” when meeting the press. Reporters are seeking a story of dramatic interest for the public. If a leader is not properly prepared for such moments, the leader’s failure may become “the story.” Press encounters require delicate framing and human sensitivity. As such, they provide excellent opportunities to learn about the art of framing in highly pressurized situations.
To begin your case study, select a televised press conference that involves a business, charity or political leader. The kind of conference to select is illustrated by Fairhurst’s (pp. 2-14) discussion of Robert E. Murray’s response to a Utah mine crisis. Consider as well her discussion of Hillary Clinton’s Pakistan encounter (pp. 127-131). View the selected conference and, where possible, obtain a transcript. Write a 5-7 page evaluation on how well the leader communicated his or her message, image and relationship to an audience.
Use these questions to guide your analysis:
How well does the leader enact, or fail to enact, Fairhurst’s “Rules of Reality Construction?”
In your view, does the leader marshal the best “Cultural Discourses” for his or her cause?
Does the leader seem well “primed” for the occasion?
How well does the leader use language forms discussed by Fairhurst (p.93)?
One cannot stay on message, if one lacks a message. Does the leader give evidence of having a vision and mission? Does he or she repeat the “master frame” sufficiently?
Does the leader effectively maintain emotional regulation?
Does the leader create audience rapport?
Requirements:
In a two to three paragraph introduction, provide the context for the press conference including:
Sponsoring organization
Speaker with a brief introduction if possible
Intended audience
Purpose and intent of message
A link to press conference video and possible transcript should be included in the appendix.
In 4 to 6 pages, analysis the communication strategies based on synthesis of the course readings and other resources or references. Use the guiding questions as possible approaches to the analysis.
Discuss how well the leader communicated the message
Discuss how well the leader constructed an image
Discuss how well the leader created and relationship to an audience.
In a 2 to 3 paragraph conclusion, reflect on what you have taken away from this analysis to apply in your communication strategies during a critical incident.
The case study should include the following:
APA Formatting including heading and subheadings.
Graduate level writing free from grammar and mechanical errors.
Citations from readings or other relevant resources to support information presented.
The document should make best.
Case Study Disclosing Individual Genetic Results to Research Partic.docxDaliaCulbertson719
Case Study: Disclosing Individual Genetic Results to Research Participants
Hot Topics Presentation:
Select a case study from the University Library that illustrates your topic.
Topic:
Informational risk and disclosure of genetic information to research participants: Chapter 11
Case Study:
Disclosing Individual Genetic Results to Research Participants
Develop a 4 slide Microsoft® PowerPoint® presentation to brief the class on your topic. Include the following:
A properly formatted title slide
.
Case Study 2Export Unlimited (EU) – Exporting Apples to Taiwan.docxDaliaCulbertson719
The document discusses a case study involving Export Unlimited (EU), a shipping company that is looking to expand its apple exports from Washington State to Taiwan. The summary is:
1. An account executive is tasked with developing a marketing plan to increase EU's apple shipments to Taiwan for a $10,000 bonus.
2. They conduct research on EU's shipping operations, Washington's apple industry, and consumer preferences in Taiwan.
3. The plan must convince apple farmers, traders, and grocery stores to use EU by addressing their needs - such as reliable delivery times and connections in Taiwan.
4. The account executive learns that Taiwanese prefer Fuji apples, especially around holidays, and that
Case Study 2 Plain View, Open Fields, Abandonment, and Border Searc.docxDaliaCulbertson719
Case Study 2: Plain View, Open Fields, Abandonment, and Border Searches as They Relate to Search and Seizures
Due Week 6 and worth 100 points
Officer Jones asked the neighborhood’s regular trash collector to put the content of the defendant’s garbage that was left on the curb in plastic bags and to turn over the bags to him at the end of the day. The trash collector did as the officer asked in order to not mix the garbage once he collected the defendant’s garbage. The officer searched through the garbage and found items indicative of narcotics use. The officer then recited the information that was obtained from the trash in an affidavit in support of a warrant to search the defendant’s home. The officer encountered the defendant at the house later that day upon execution of the warrant. The officer found quantities of cocaine and marijuana during the search and arrested the defendant on felony narcotics charges.
Write a one to two (1-2) page paper in which you:
Identify the constitutional amendment that would govern Officer Jones’ actions.
Analyze the validity and constitutionality of officer’s Jones’ actions.
Discuss if Officer Jones’ actions were justified under the doctrines of plain view, abandonment, open fields, or border searches.
Use at least two (2) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Research and analyze procedures governing the process of arrest through trial.
Critically debate the Constitutional safeguards of key Amendments with specific attention to the 4th, 5th, 6th, and 14th Amendments.
Describe the difference between searchers, warrantless searches, and stops.
Write clearly and concisely about the criminal procedure using proper writing mechanics.
Click here
to view the grading rubric for this assignment.
.
Case Study #2 Integrating Disaster Recovery IT Service Continuity.docxDaliaCulbertson719
Case Study #2: Integrating Disaster Recovery / IT Service Continuity with Information Technology Governance Frameworks
Pleases review the attached file. I have included the necessary files for this assignment, including the grading rubic that must be followed to recieve the appropriate grade for this assignment.
.
Case of Anna OOne of the very first cases that caught Freud’s atte.docxDaliaCulbertson719
Case of Anna O
One of the very first cases that caught Freud’s attention when he was starting to develop his psychoanalytic theory was that of Anna O, a patient of fellow psychiatrist Josef Breuer. Although Freud did not directly treat her, he did thoroughly analyze her case as he was fascinated by the fact that her hysteria was “cured” by Breuer. It is her case that he believes was the beginning of the psychoanalytic approach.
Through your analysis of this case, you will not only look deeper into Freud’s psychoanalytic theory but also see how Jung’s neo-psychoanalytic theory compares and contrasts with Freud’s theory.
Review the following:
The Case of Anna O.
One of the first cases that inspired Freud in the development of what would eventually become the Psychoanalytic Theory was the case of Anna O. Anna O. was actually a patient of one of Freud’s colleagues Josef Breuer. Using Breuer’s case notes, Freud was able to analyze the key facts of Anna O’s case.
Anna O. first developed her symptoms while she was taking care of her very ill father with whom she was extremely close. Some of her initial symptoms were loss of appetite to the extent of not eating, weakness, anemia, and development a severe nervous cough. Eventually she developed a severe optic headache and lost the ability to move her head, which then progressed into paralysis of both arms. Her symptoms were not solely physical as she would vacillate between a normal, mental state and a manic-type state in which she would become extremely agitated. There was even a notation of a time for which she hallucinated that the ribbons in her hair were snakes.
Toward the end of her father’s life she stopped speaking her native language of German and instead only spoke in English. A little over a year after she began taking care of her father he passed away. After his passing her symptoms grew to affect her vision, a loss of ability to focus her attention, more extreme hallucinations, and a number of suicidal attempts (Hurst, 1982).
Both Freud and Jung would acknowledge that unconscious processes are at work in this woman's problems. However, they would come to different conclusions about the origin of these problems and the method by which she should be treated.
Research Freud’s and Jung’s theories of personality using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:
Compare and contrast Freud's view of the unconscious with Jung's view and apply this case example in your explanations.
On what specific points would they agree and disagree regarding the purpose and manifestation of the unconscious in the case of Anna?
How might they each approach the treatment of Anna? What might be those specific interventions? How might Anna experience these interventions considering her history?
Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFir.
Case managers serve a variety of roles and functions. They may work .docxDaliaCulbertson719
Case managers serve a variety of roles and functions. They may work in a prison, probation and parole, or community environment, among others.
Review the roles and functions outlined in your text, and respond to the following:
Which roles are the most important? Why?
Which roles are the least important?
Does the working environment (prison, probation and parole, community) have an impact on which roles are most and least important?
Are there roles that you feel are inappropriate for a case manager to take on?
Which roles might cause conflict for a case manager in fulfilling his or her core roles?
.
Case Incident 8.2 The Vacation Request Tom Blair has a week’s .docxDaliaCulbertson719
Case Incident 8.2
The Vacation Request
Tom Blair has a week’s vacation coming and really wants to take it the third week in
May, which is the height of the bass fishing season. The only problem is that two of
the other five members of his department have already requested and received
approval from their boss, Luther Jones, to take off that same week. Afraid that Luther
would not approve his request, Tom decided to forward his request directly to Harry
Jensen, who is Luther’s boss and who is rather friendly to Tom (Tom has taken Harry
fishing on several occasions). Not realizing that Luther has not seen the request,
Harry approves it. Several weeks pass before Luther finds out, by accident, that Tom
has been approved to go on vacation the third week of May.
The thing that really bugs Luther is that this is only one of many instances in which
his subordinates have gone directly to Harry and gotten permission to do something.Just last week, in fact, he overheard a conversation in the washroom to the effect that,
“If you want anything approved, don’t waste time with Luther; go directly to Harry.”
Questions
1. What should Harry have done?
2. Who is at fault, Harry or Tom?
3. What if Luther confronts Harry with the problem and he simply brushes it off by
saying he is really only helping?
400 words
.
Case AssignmentBritish citizen Michael Woodford was a superstar ex.docxDaliaCulbertson719
Case Assignment
British citizen Michael Woodford was a superstar executive for Japanese manufacturer Olympus, as he achieved tremendous success heading up the company’s European division. He then became one of the very few Western executives to become a CEO of a Japanese corporation when he was named CEO of Olympus. But his tenure as CEO was to be very brief in one of the most extreme cases of culture class ever seen in recent corporate history. Woodford survived only six months as CEO after being embroiled in an ethics dispute with the chair of the Olympus corporate board.
Before starting this case, carefully review the background materials and pay close attention to cultural differences in leadership across cultures, including the differences between Eastern and Western cultures and the concepts of power distance and individualism/collectivism. Also, review some of the concepts from previous modules such as sources of power and power tactics. Then do some research on Michael Woodford and his stint at Olympus. Here are some articles to get you started:
Rowley, A. (2012, Jan 10). Olympus saga: Lessons in corporate reform.
The Business Times
[Proquest]
Tabuchi, H. (2011, Oct 15). In a culture clash, Olympus ousts its British chief.
New York Times
[Proquest]
Interview: Michael Woodford describes his fall from Olympus. (2011).
Asiamoney
[Proquest]
When you are finished with your research, write a 4- to 5-page paper addressing the following questions:
As a British CEO of a Japanese company, how much power do you think he actually had? What were his sources of power? Refer to concepts from Module 1 regarding power sources as part of your answer in addition to concepts from Module 4.
What role do you think differences in British and Japanese cultural values had in Woodford’s difficulties at Olympus? Refer to specific cultural dimensions such as power distance and individualism/collectivism and make sure to cite at least two of the readings from the background materials page for your answer.
Given the cultural differences, what negotiation tactics and leadership practices should Woodford have taken in order to avoid the conflicts that he faced? Make sure to cite concepts from the background materials in your answer including Sadri (2013) and Chapter 11 from Comfort and Franklin (2014).
Assignment Expectations
Follow the assignment instructions closely and follow all steps listed in the instructions.
Stay focused on the precise assignment questions; don’t go off on tangents or devote a lot of space to summarizing general background materials.
Make sure to cite readings from the background materials page. Rely primarily on the required background readings as your sources of information.
Include both a bibliography and in-text citations. See the
Student Guide to Writing a High-Quality Academic Paper
, including pages 13 and 14 on in-text citations
.
Case AssignmentAll organizations have internal politics. However, .docxDaliaCulbertson719
Case Assignment
All organizations have internal politics. However, most organizations keep their political battles private and it is rare that the public will know the details about political intrigue within the major corporations. However, Hewlett-Packard (HP) is rare in that its political battles were waged publicly. HP will make for an ideal case study both because of the intense political behavior occurring at the top and because many articles have been written about these political battles.
HP has been through five CEOs since 2005, and each change of CEO has been controversial. The drama started in 2005 when then CEO Carly Fiorina was under attack from several members of HP’s Board of Directors. Some board members even took the dispute public by leaking information to the press. Fiorina fought back by investigating the leaks, but ultimately lost the battle and was ousted as CEO. Her replacement, Patricia Dunn, continued to investigate leaks by the board through the use of private investigators. Even more controversy emerged when it was discovered that the investigators used the method of “pretexting” in order to obtain phone records of board members.
For this assignment, make sure to first carefully review the background materials regarding the causes of political behavior, types of political behavior, and the ethics of political behavior. Examples of the causes of political behavior include competition for resources, ambiguous organizational goals, lack of trust, and performance factors. Examples of types of political behavior include blaming others, selectively distributing information, managing impressions, and forming coalitions. Regarding ethics, consider the three main factors:
Does the political action violate individual rights?
Does it improve the welfare of those involved?
Does it increase distributive justice?
Review the background materials and do some research on the political dramas at HP. There is a lot written about HP’s many dramas over the years; here are some articles to get you started:
Veverka, M. (2011). The soap opera at HP continues.
Barron's, 91
(39), 25.
Granelli, J. S. (2006, Sep 20). Lockyer probe of HP spying reaches to '05; sources say the inquiry goes back to the ouster of CEO Carly Fiorina, a possible victim.
Los Angeles Times
[ProQuest]
Kessler, M. (2006, Sep 08). Controversial HP probe started under Fiorina; stock falls as board continues public feud.
USA Today
[ProQuest]
Pearlstein, S. (2011, Sep 25). How HP, silicon valley's darling, became a soap opera.
The Washington Post
Once you have finished reviewing the background materials and have completed your research on HP’s internal politics, write a 4- to 5-page paper addressing the following issues:
What individual and organizational factors of HP and its senior leaders led to the intense political behavior? Refer to the background readings in your answer, and in particular, pages 370–372 of the Nair textbook in your answer.
What types of political.
Case Analysis Read the CASE ANALYSIS Agricultural Subsidies (page .docxDaliaCulbertson719
Case Analysis Read the CASE ANALYSIS: Agricultural Subsidies (page 144).
Write a 5 page paper (1500 or morewords) in
APA format
in response to these questions at least siting four peer reviewed journals articles
a. Provide an overview of this case analysis; summarize the key points
b.Discuss how the Uraguay Round and the Doha Development Agenda impact agricultural subsidies.
c.Discuss the findings in Table 7.3 (page 145). How would you address the findings in a presentation?
Below is a recommended outline.
4. Cover page (See APA Sample paper)
5.Introduction
a.A thesis statement
b.Purpose of paper
c.Overview of paper
6. Body (Cite sources using in – text citations.)
a. Provide an overview of this case analysis; summarize the key points
b. Discuss how the Uraguay Round and the Doha Development Agenda impact agricultural subsidies.
c. Discuss the findings in Table 7.3 (page 145). How would you address the findings in a presentation?
Conclusion
–Summary of main points
a. Lessons Learned and Recommendations
3. References
– List the references you cited in the text of your paper according to APA format.
(Note: Do not include references that are not cited in the text of your paper)
Pg144
The Logic of Collective Action
Given that the costs to consumers are so high for each job saved,why do people tol-
erate tariffs and quotas? Ignorance is certainly the case for some goods,but for some
tariffs and quotas,the costs have been relatively well publicized.For example,many
people are aware that quotas on sugar imports cost each man,woman,and child in
the United States between $5 and $10 per year.The costs are in the form of higher
prices on candy bars,soft drinks,and other products containing sugar.Few of us work
in the sugar industry,so the argument that our jobs depend on it is weak at best.
In a surprising way, however, we probably permit our tariffs and quotas
because of a version of the jobs argument.The economist Mancur Olson studied
this problem and similar ones and noticed two important points about tariffs and
quotas.First,the costs of the policy are spread over a great many people.Second,
the benefits are concentrated.For example,we all pay a little more for candy bars
and soft drinks,but a few sugar producers reap large benefits from our restrictions
on sugar imports.Olson found that in cases such as this,there is an asymmetry in
the incentives to support and to oppose the policy.With trade protection,the ben-
efits are concentrated in a single industry and,consequently,it pays for the indus-
try to commit resources to obtaining or maintaining its protection.The industry
will hire lobbyists and perhaps participate directly in the political process through
running candidates or supporting friendly candidates. If people in the industry
think their entire livelihood depends on their ability to limit foreign competition,
they have a very large incentive to become involved in setting po.
Case Brief ExampleThis is an example of a well-written c.docxDaliaCulbertson719
Case Brief Example
This is an example of a well-written case brief. Note the compliance with the required format and how the student gets right to the important points in plain language. If legal terms are encounter which are not understood, chances are that other students will not understand them, so it is best not to use them unless defined within the brief.
Assignment sub-heading: Sixth Amendment Right to Counsel
TITLE AND CITATION
:
Nix v. Williams
, 467 U.S. 431, 104 S.Ct. 2501 (1984)
TYPE OF ACTION
: Review by the U.S. Supreme Court of a lower court ruling that evidence should be suppressed as a result of a violation of the Sixth Amendment right to counsel. The state (Nix) sought to overturn the motion to suppress that was upheld by the U.S. District Court of Appeals.
FACTS OF THE CASE
:
On December 24, 1968, ten year old Pamela Powers was kidnapped from an Iowa YMCA and her body was later found in a ditch, which was within an extensive area that was being searched by volunteers and law enforcement. The defendant was observed “carrying a large bundle wrapped in a blanket…two legs in it and they were skinny and white.” Williams’ car, which contained clothing items belonging to the victim, was found the next day approximately 160 miles from the incident. Based on this information, an extensive search was started that extended from Des Moines to Davenport, Iowa.
Law enforcement obtained a warrant for Williams’ arrest, and he subsequently turned himself into the authorities in Davenport. Williams was arraigned and had obtained and spoken with an attorney. Des Moines police detectives agreed to transport Williams and not interview him during the drive between Davenport and Des Moines. During the drive, one of the detectives on the case began to speak to Williams regarding the need to find the child’s body before it snowed so that her parents could give her a proper, “Christian” burial. The detective did not ask Williams any specific questions during this conversation. At that point, Williams provided statements to the detectives that led them to the child’s body.
Williams was then tried in state court and was found guilty of first degree murder. Williams filed a motion to suppress the evidence of the body and all related evidence concerning the body’s location based on illegally obtained testimony. When the conviction was affirmed by the Iowa state Supreme Court, Williams sought relief in the U.S. District Court for the Southern District of Iowa. The U.S. District Court, U.S. Court of Appeals, and the U.S. Supreme Court agreed with Williams and determined that he was denied the right to counsel and his statements, which led to the child’s body, could not be introduced into evidence.
Williams was tried in state court a second time, without the use by the prosecution of the statements he had given to detectives. Prosecutors introduced evidence of the child’s body under the premise of “inevitable discovery”, as the chil.
Case 2 Focused Throat Exam Lily is a 20-year-old student at the.docxDaliaCulbertson719
Case 2:
Focused Throat Exam
Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus over the past two weeks, Lily figured she shouldn't take her three-day sore throat lightly. Your clinic has treated a few cases similar to Lily's. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn't sound congested.
.
case analysis 1. Jonas is 18 and recently finished high sch.docxDaliaCulbertson719
case analysis
1. Jonas is 18 and recently finished high school. He lives at home with his mom and dad. While collecting dirty laundry in his room one day, Jonas’ mother discovered some of Jonas’ clothing with dried blood on them. She also found a bloody survival knife and muddy boots under his bed, as well as a bracelet that said “Lynn.” A few days earlier, police had discovered the missing body of Jonas’ high school sweetheart, Lynn, in the woods. Lynn had recently broken up with him. The medical examiner had determined that Lynn had died from repeated stabbing. When Jonas had been questioned by the police at the station, he claimed he knew nothing of the incident, and the police have no evidence tying Jonas to the disappearance or murder. Analyze these facts using ethical concepts or concerns from Module 8. (You are not evaluating elements of murder, or due process issues for example.)
2.
District Attorney Schultz has brought charges against three players of the University football team. They have been charged with raping a stripper at a party attended by team members. The case has received much publicity and the media have discovered that the three players have a history of violence towards women. (Last year, two other women claimed they had been raped, but the cell phone video showing the forced sex had been excluded based on an illegal police search, and the players were found "not guilty.”) Shultz believes these players are guilty, and has given approximately 60 media interviews on the case. Schultz has also been campaigning for reelection, and a conviction here would go a long way. Unfortunately for Schultz, the DNA tests he ran do not match any of the three players to the victim’s assault. When he questioned her about this, the victim made contradictory statements, and she had no other evidence to corroborate the events. In fact, while her statements confirm that they raped her, she admitted to having consensual sex with two other men at the party, which weakens the case. Schultz decides to not tell anyone about the DNA results unless asked, and instructs the victim/witness to deny the other sexual encounters at trial. Analyze these facts using ethical concepts or concerns from Module 8. (You are not evaluating elements of rape or due process issues for example.) Assuming that Schultz had a strong belief that the defendants were guilty, include in your analysis whether this affects the moral and legal permissibility of his conduct.
3.
Michelle worked two jobs as a security guard in Phoenix, Arizona. She was walking outside the building where she works at 6:30 AM, Monday, when two bundles of money fell out of an armored truck en route to a bank. Inside the bundles was approximately $500,000. Michelle had an inheritance that would post to her bank account on Wednesday. She decides to take the day off and head to Las Vegas to play poker. Unfortunately, Michelle lost all of the money she gambled, but luckily, as expected, on W.
Case Analysis
Cisco Systems Architecture
Material
Cisco Systems Architecture: ERP and Web-enabled IT. Richard L. Nolan; Kelley Porter; Christina,
Akers. Product #: 301099-PDF-ENG
https://hbr.org/product/cisco-systems-architecture-erp-and-web-enabled-it/301099-PDF-ENG
I will post more details later
.
Case Activity 3 Basic Case ProblemsAnalyze the following Business.docxDaliaCulbertson719
Case Activity 3: Basic Case Problems
Analyze the following Business Case Problems and answer questions pertaining to each Case Problem.
Use the basic steps in legal reasoning form “IRAC method” Issue, Rule, Application and Conclusion along with the Facts for each case.
Paper should be in APA Format along with cite/reference page. No more than 3 pages Non Plagiarism paper.
Please see below the cases and use the “IRAC” method along with Facts for each case.
Case Problem 10-4: Cyber Crime
Case:
[United States v. Klimecek
, _F.3d_ (7
th
Cir. 2009)]
Question: Did Klimecek commit a crime? If so, was he a “minor participant” entitled to a reduced sentence? Explain
Case Problem 10-9: A Question of Ethics: Identity Theft
Case:
[United States v. Omole
, 523 F.3d 691 (7
th
Cir. 2008)]
Question: Omole displayed contempt for the court and ridiculed his victims, calling them stupid for having been cheated. What does this behavior suggest about Omole’s ethics?
Question: Under federal sentencing guidelines, Omole could have been imprisoned for more than eight years. He received only three years, however, two of which comprised the mandatory sentence for identity theft. Was this sentence too lenient? Explain
Case Problem 11-4: Spotlight on Taco Bell – Implied Contract
Case: [Wrench, L.L.C. v. Taco Bell Corp., 256 F.3d 446 (6
th
Cir. 2001), cert. denied, 534 U.S. 114, 122 S.Ct. 921, 151 L.Ed.2d 805
(2002)
]
Question: Do these facts satisfy the requirements for an implied contract? Why or why not?
.
Carefully read through all components (listed below) required for co.docxDaliaCulbertson719
Carefully read through all components (listed below) required for completion of the Research Project. In selecting your project topic, ensure that you will be able to ascertain the appropriate data/information needed to complete the project in terms of the deliverables.
Select a health care organization (local or national, large or small, public or private) and perform a needs assessment/gap analysis. You may utilize your own organization if you are employed in a health care related company. You may approach the Research Project from a (1) Human Resources, (2) Operations, or (3) Facilities perspective. You may select an organization in your own community.
Human Resources
: staffing, training, recruitment, retention, job function redesign, etc.
Operations
: delivery of service/care, access, wait times, equipment usage, process improvements, resource optimization, regulatory compliance, etc.
Facilities
: space planning, construction, redesign, relocation.
The components for the Research Project include the following:
Title Page
Executive Summary (Needs Content Criteria)
Description of the organization (history, length in service/operation, how many beds? clients served? location; rural vs. urban, satellite locations, total number of staff, client usage information/demographics, etc.)
Needs Assessment/Gap Analysis: What is not currently being offered? Room for improvements? Service delivery deficits? Personnel issues/shortages? Justify with supporting data and statistics.
Propose an intervention (service or facility) based on the needs/gap analysis.
Justify your proposed intervention by providing an analysis from:
Cultural
Social
Legal
Economics
Regulatory
Reimbursement
Managed care
Health legislation
Contracts perspectives
Pick a minimum of three of the elements listed above depending on the organization selected and which apply to the specific organization/situation selected.
Create a plan to implement your intervention. Identify the stakeholders involved, and their role (s) in implementing the intervention. Include finance and staffing elements required to implement the intervention.
Develop a marketing communication plan on how the stakeholders will be informed, kept up-to-date, etc. prior to the intervention, during the intervention, and post intervention.
Develop a plan for measurement effectiveness of the intervention. What indicators will determine if the intervention is successful?
Reference page.
Writing the Research Project
The Research Project:
Must be 10 to 12 double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical though.
Career Interview Instructions1.Select a professional who is em.docxDaliaCulbertson719
Career Interview Instructions
1.
Select a professional who is employed in your chosen/preferred profession to interview. During the interview, you will discuss and take notes on the following:
·
Professional’s academic/experiential background
·
Preparation for his/her position
·
Major duties (note if it is a secular/religious organization/business)
·
Best/worst points about the position
·
Ask about suggestions for you as the student to consider for employment in such a position
·
Ask if you could possibly have a written copy of a job description
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Produced ByUnited States Army School of Advanced M
1. Produced By:
United States Army
School of Advanced Military Studies
In Partnership With:
U.S. Army Research Institute for the
Behavioral and Social Sciences
Ft. Leavenworth, KS 66027-1361
POC: Dr. Heather Wolters
913-684-9795
[email protected]
Approved for public release; distribution is unlimited.
The authors would like to thank instructors from the
School of Advanced Military Studies (SAMS) and the
Command and General Staff School (CGSS), as well
as COL Grigsby (former Director of SAMS) and Dr.
Scott Gorman, who provided their knowledge and
expertise related to the instruction of Army Design
Methodology. The authors would like to also thank
all those who participated in the interviews and
shared their experiences and valuable perspectives
related to Design.
2. Acknowledgement
2
Introduction ........................................... 4
Army Design Methodology:
What and Why .................................... 4
Views about Design ............................ 5
This Resource ..................................... 8
Section 1:
Practical Challenges in
Implementing ADM ............................... 11
Preparing for ADM
Recognizing When to Apply ADM ... 13
Determining Team Composition ..... 17
Determining Whether and How to
Structure the Activity ...................... 24
Determining the Level and Nature
of Commander Involvement ........... 28
Determining the
3. Resources Needed .......................... 34
Executing ADM
Introducing and Framing ADM ....... 38
Facilitating Discourse ..................... 42
Determining What to Include .......... 46
Capturing and Communicating
Key Insights .................................... 48
Table of ContentsTOC
1
B
F
A
D
H
C
I
G
E
INT
4. Section 2:
Examples from the Field ................. 52
Design During the
Sunni Awakening ..................... 53
Design over Dinner .................. 58
Mapping out the Mess.............. 60
Illumination in Vietnam ............ 66
Ongoing Design ....................... 68
Section 3:
Additional Resources ......................... 72
Appendix:
Organizational Barriers
to Implementing ADM ..................... 76
TOC
3
2
3
APP
5. 2
1
4
3
5
All photographs used in this publication are in the
public domain and have been provided courtesy of the
U.S. Army or the U.S. Air Force.
INT
4
INTRODUCTION
Army Design Methodology:
What and Why
In today’s operational environments, the U.S.
Army is facing a range of problems and mission
sets that are arguably more varied and complex
than previously encountered. Forces face an
array of demands that encompass geo-political,
social, cultural, and military factors that interact in
unpredictable ways.
The inherent complexity of today’s operations has
underscored the need for the Army to expand
beyond its traditional approach to operational
planning. In March 2010 in FM 5-0: The Operations
6. Process, the Army incorporated the concept of
Design1 into doctrine. This addition emphasized
the importance of developing a deep and nuanced
appreciation of complex problems and visualizing
ways to solve them, prior to conducting detailed
planning. The Army Design Methodology (ADM)
offers Commanders and planning staff a tool
for the conceptual component of an integrated
planning process. It leverages critical thinking,
innovation, discourse, and reflective practice to
ask, “What problem are we trying to solve?”
1 The terminology associated with Design continues to evolve.
The Army
will be adopting the term “Army Design Methodology” in lieu
of the term
“Design” in forthcoming revisions of doctrine. However, many
of the sources
for this resource were unaware of this change or have not yet
adopted that
terminology. The literature reviewed and the military personnel
interviewed
as part of the research effort that informed this resource
overwhelmingly
refer to “Design.” Thus, in places where direct quotes are
offered, or when
describing Design Theory, the terminology of “Design” is
maintained.
Elsewhere, the phrase “Army Design Methodology” (ADM) is
used in order
to be consistent with the Army’s change in terminology.
INT
5
7. Views about Design
Since the introduction of Design into doctrine, there
has been spirited debate on the topic. There is a
diversity of views and perceptions about Design.
Discourse continues regarding what Design is,
whether it is new or simply an expanded version of
mission analysis, where and how it should fit within
existing doctrinal processes, whether it should be
treated as a philosophy, or mindset, or be codified
and structured into a replicable process.
INTRODUCTION
INT
6
Despite the differing viewpoints, the debate has
also revealed areas of convergence which are
important to acknowledge and build upon. For
example, most people agree that:
y There is a need for a different type of thinking
that allows for meaningful insights into
unfamiliar, dynamic, and complex situations.
y There is value in approaching operational
problems from multiple perspectives in order to
develop holistic understanding.
y There is a need for continuous reflection,
learning, and reframing of the problem space
based on new information and changes in the
8. environment.
y Defaulting solely to traditional, linear, and
reductionist detailed planning processes
is not sufficient for the types of complex
challenges that U.S. Forces face in operational
environments.
y ADM offers something qualitatively different
than traditional planning methods in its
emphasis on systems thinking and holistic
understanding.
y ADM should not be separated from planning.
It represents the conceptual component of
planning, and should be integrated with (and
support) detailed planning.
y ADM has the potential to provide important
benefits for Commanders and their staffs,
including avoidance of unintended second- or
third-order effects that can result from taking
action without a fully-developed understanding
of key interdependencies in the operational
environment.
INT
7
y ADM supports the notion that to fully understand
a system you have to interact with it and then
assess in an iterative manner.
9. y ADM should always be grounded in reality to
produce an executable plan. Understanding
alone is not enough; the products from ADM must
connect to detailed plans.
There is also general agreement that in order
for Commanders and staffs to embed ADM into
operations, there is a need for examples of what
ADM looks like in the real world, as well as practical
tips and strategies for implementing ADM. In other
words, “What does this all mean to the planner in the
tent in the desert somewhere?”
INTRODUCTION
INT
8
Purpose
This resource is intended to help bridge the gap
from Design theory and classroom instruction to
application of ADM in the field. It offers practical
suggestions, strategies, tips and examples to
support incorporation of ADM into operations.
This resource is not a prescriptive how-to guide or
procedures manual. There is no standard process, no
single way, to carry out the activities underpinning
ADM. ADM is intended to be flexible, adaptive,
creative, emergent and responsive to a particular
problem and environment. ADM can take many
forms, follow a variety of different processes, and
produce a range of outcomes depending on a host
10. of factors: the operational setting, timeframe, team
composition, level of Commander involvement, and
level of formal education in Design theory.
While there is no single way to apply ADM, there are
common practical challenges that Commanders
and planning staff encounter when they seek to
apply ADM principles and methods to “messy” real-
world settings. For the potential benefits of ADM
to be realized, Commanders and planning team
leaders need support in anticipating, recognizing,
and managing these challenges.
In this resource, practical challenges of applying
ADM in the field are provided, along with ideas and
practical suggestions for managing them.
This Resource
Basis of Resource: Where does the information
come from?
This resource is based on findings from in-
depth interviews with experienced planners and
Commanders. Interview participants included
students and instructors of Design theory. Many of
the interviewees had experience applying elements
of ADM in the field.21
Who Should Use the Resource?
The ADM Resource is intended to support
Commanders and planners who will be leading
ADM efforts in operational settings, as well as
planners who will be part of teams applying ADM.
11. 21The interviews were part of a larger research effort sponsored
by the Army
Research Institute for the Behavioral and Social Sciences,
aimed at identifying
barriers to incorporating ADM into Army operations. For a
summary of the
barriers identified, see the Appendix.
INT
9
INTRODUCTION
INT
10
How the Resource is Organized
The resource is organized in three major sections:
Section 1: Practical Challenges
in Implementing ADM
The interviews revealed a set of issues and
challenges that Commanders and their staffs
encounter when applying ADM. For each topic, a
general description is provided, the challenges are
identified, and tips and strategies are offered for
managing the challenges. Examples and quotes
drawn from the interviews are also provided.
Section 2: ADM Examples
Examples and incidents described during the
interviews are provided to illustrate the range of
processes and outcomes of ADM.
12. Section 3: Additional Resources
Suggestions for additional readings and information
sources about ADM and related topics are provided.
Appendix:
A summary of organizational barriers to integrating
ADM into Army operations is provided.
1111
Preparing for ADM
Executing ADM
y Introducing and framing ADM
y Facilitating discourse
y Determining what to include and study
y Determining how to capture and
communicate insights
y Recognizing when to apply ADM
y Determining team composition
y Determining necessary resources and
materials
y Determining the level and nature of
commander involvement
y Determining whether (and how) to structure
13. the activity
The Commanders and planners interviewed for
this effort identified the following issues and
challenges they encountered when engaging
in Design efforts. The challenges are organized
according to two principal phases: Preparing for
ADM and Executing ADM.
SECTION 1
Practical Challenges
in Implementing ADM 1
A
1
12
“…because I’ve never had this experience
before…never operated in this environment
before…that’s a trigger that I should sit
back and develop my understanding more
effectively, and more completely before I
even attempt to describe my visualization to
my staff.”
(Tactics Instructor, CGSC)
“When is Design appropriate? …It has
nothing to do with the size of the unit. It has
to do with the nature of the problem. Does it
lend itself to analysis? Or is it so obvious you
know what to do intuitively? Or is it one that
14. is more messy and requires multiple people
discussing it?”
(Senior mentor in Unified Quest; Instructor, USMC
Command and Staff College)
A
SECTION 1
“Sometimes Design-type thinking is appropriate
and sometimes it is not. The Commander has
to sort out: Is this the kind of problem that it’s
going to be appropriate for?”
(Logistics Instructor, CGSC)
1
A
A
Over view
One of the challenges in applying ADM in the field
is recognizing the situations and problem sets
where the activity might be appropriate. ADM has
been described as useful for problems that are
ill-structured, complex, or wicked. But, how does
one recognize these types of problems in an
operational setting?
ADM Triggers
Successful Commanders are adept at recognizing
the triggers, cues, and characteristics of the
situation or problem that indicate that ADM might
be valuable. In some cases, it is a sense of surprise
15. or confusion that triggers the recognition that a
deeper understanding is needed. In other cases,
it is a realization that actions are not achieving
expected impacts, or are having unanticipated
second- and third-order effects.
Recognizing When to Apply ADM
13
SECTION 1
1
Strategies/Tips: Some of the questions you might
consider in assessing whether ADM might be
appropriate are provided here. Answers to these
questions may indicate that stepping back and
framing the problem space is necessary before
engaging in detailed planning.
9 Do we know enough about the situation to move
forward in a meaningful way? Is a course of
action clear and evident?
9 Are the actions we are taking having unexpected
and/or surprising effects?
9 Is the problem so familiar and solution so
obvious that we already know what to do? Or is
it one that is unfamiliar and would benefit from
having multiple people discussing it?
9 Do we know what end-state we are trying to
16. achieve? Or is the desired end-state, itself,
unclear?
9 Are actions and techniques that were originally
effective now falling short of achieving the
desired impact?
It is important to recognize that ADM is not intended
to be conducted in isolation of detailed planning.
As part of the integrated planning process, the use
of ADM should inform, and be informed by, the
detailed planning component. Planners need to
understand and resolve problems at a conceptual
level (i.e., through ADM), before figuring out the
details. At the same time, details and practical
constraints need to be considered in the context of
ADM. Separating ADM from detailed planning could
lead to insights or solutions that are not actionable,
or to execution of detailed plans that solve the
wrong problems.
14
A
1
We started realizing that the same techniques
we were applying previously wouldn’t sustain
security. We just weren’t getting there using our
standard processes. Other things needed to be
taken into consideration. I guess that was our
‘aha’ moment.31
(Army Strategist; Instructor, CGSC)
17. We were facing some issues about how to
transition from a military-led mission to a civilian-
led mission in Iraq. We were getting ready to take
out many of the military enablers. All the things
that the military was doing—providing medical
support, providing mail service, delivering food
and fuel—we were asking the State Department
to take over. Iraq has relied on DOD support for
so long. You start pulling these things out of
the mix and realize, ‘How are we really going to
do this? Who will run the hospital in Iraq when
the military is not there? What can we do? And
what are the problems we need to focus on,
given the current constraints and within the fiscal
environment? ‘ That is what we faced.42
(Strategic planner, J5; SAMS graduate)
31For more detail, see Section 2: “Design During the Sunni
Awakening.”
42For more detail, see Section 2: “Mapping out the Mess.”
A
15
SECTION 1
1
16
“In Design, a lot boils down to human
dynamics. You need the right personalities for
18. honest discourse to happen; otherwise people
put up barriers.”
(Infantry Officer, SAMS graduate)
“I tried to pick people who had open minds.
What we ran into was that some people
don’t have room for new ideas. They think
they know everything. Those are the type of
people you don’t want in your
Design group. Trying to find the right people
was tough sometimes.”
(Operational Planner, SAMS graduate)
B
1
B
B
Determining Team Composition
Over view
ADM is a team activity. The nature of problem sets
appropriate for ADM are far too complex for any
single individual to make sense of them. The activity
relies on leveraging multiple, diverse perspectives
and knowledge to construct a holistic understanding
of a problem space.
As in other fields, teams offer considerable
advantages over individual endeavors. But they
also pose an array of challenges. The interaction
of personalities can lead to a complex set of team
dynamics that require attention and energy to
19. manage in order to achieve a quality outcome.
Thus, building the team is a significant component
of successful ADM. Interviewees described
important decisions related to organizing the team.
Some considerations that interviewees described
include:
y Skills and characteristics of potential
team members
y Applying skills to different functions
y Size of the team
y Who to bring in from outside the planning staff
y What roles are needed
17
SECTION 1
1
18
B
Strategies/Tips:
Skills and Characteristics of Team Members
Experienced Commanders and planners
20. described a set of characteristics they seek when
organizing a team for ADM. While some of these
characteristics are likely to be desirable for most
team activities, they hold particular importance for
the activities of discourse, critical and divergent
thinking, perspective taking, and reflective
practice that underlie ADM. They include:
9 Having an open mind and room for new ideas
9 Having an inquisitive mindset; being curious
and eager for knowledge
9 Being comfortable with ambiguity
9 Possessing creative-and innovative-thinking
skills
9 Being willing to listen to others and valuing
differing points of view
9 Being able to “decenter” and take different
perspectives
9 Possessing an investigative mindset and
investigative skills
9 Having formal training in ADM and the
philosophy and theory that underpin it
9 Being experts in their fields
1
B
21. Applying Skill Sets to Different Functions
Interviewees also described the importance of
recognizing how to leverage and apply team
member skill sets in non-traditional ways. For
example, an interviewee described leveraging
skills of field artillery officers who were well-trained
in targeting, and applying those skills to look at
non-lethal targets. Being aware of how staff skill
sets might be applied to manage functions outside
of traditional roles can be particularly valuable for
ADM.
Size of the Team
Determining the size of the team requires a fine
balance between a team that is big enough to
provide diversity of perspective, but small enough
to be productive. “If you get too many people
involved, it starts confusing the understanding
you’re trying to develop” (Operational Planner,
USMC). A rule of thumb offered by experienced
Commanders and planners is to include six to nine
people on the core team, and bring in other subject-
matter experts (SMEs) as needed.
19
20
1
SECTION 1
22. “It’s one thing to understand you need a
different perspective. But getting that other
perspective into the group is hard. Getting
an Afghan into our Design group on the
compound took an act of God. We did get
them into our group, but not permanently.”
(Strategic Planner, SAMS graduate)
B
“Drawing in people from outside the military
into this process is important. Almost by
definition, it can’t be just pure military.”
(Senior Mentor, Unified Quest; Instructor, USMC
Command and Staff College)
Who to Include from Outside the Planning Staff
In many cases, members of the team engaging in
ADM will come from the planning staff. However,
those who have applied ADM in the field describe
the importance of including people from outside
the existing planning staff, who have different
perspectives and/or specialized knowledge and
expertise.
The optimal team composition will depend on the
context, the nature of the problem space, and the
gaps in knowledge and understanding that are
identified.
In many cases, it is unknown at the outset of the
effort who will be the appropriate individuals. It is
23. only after engaging with the problem space that the
Commander and planning staff may recognize the
needs for particular areas of expertise.
1
“We were in an agricultural area. I don’t
know anything about agriculture. We’d use
the Department of Agricultural representative
to help us look at canal systems because
there was a huge water issue. We were
next to the Tigris River, but people were
starving for water. We didn’t know why.
The agricultural representative came in and
helped us understand the canal systems, how
a canal undulates, how it should work. He
was an asset we would request.”
(Strategist; Instructor, CGSC)
B
21
1
22
SECTION 1
“Graphical representation is a critical piece.
Not a lot of people can do that well. Once
you start putting a picture up there it starts to
capture everyone and create a life of its own.
The guy who creates a picture has significant
24. influence over the eventual Design that comes
up. So you need to think carefully about who
does that...”
(Unified Quest participant; Doctrine Author, USMC)
“On a Design team you need to have a
‘creative.’ That doesn’t mean they have to be
in charge. But you need a couple dreamers
in this group.”
(Infantry Officer, SAMS graduate)
B
1
B
23
What roles are needed
As the team forms, it can also be useful to consider
the roles that team members may hold. While the
Commander will decide which roles are most
necessary, some have found it helpful to assign roles
such as:
9 Someone to capture the discussion
9 Someone to capture ideas in visual form—
i.e., develop graphics
9 Someone to think about and develop metrics—
i.e., how you might test the insights you develop
9 Someone to lead and monitor the team process
25. 9 Someone to play ‘devil’s advocate,’ with the
specific role of questioning assumptions
9 Someone who manages information on current
operational constraints and evaluates the
feasibility of the design concept that emerges
Over view
One of the issues you might consider is whether to
structure the ADM activity in some way. There are
a variety of views as to whether the activity should
be structured at all, given that ADM by its nature is
intended to be unbounded, flexible, and emergent.
Some contend that prescribing a set of steps is
counter to the approach to critical thinking that
ADM promotes.
Although many of the Commanders and planners
interviewed agree with that notion, they also
report that teams engaging in ADM need a way to
get started. Therefore, it can be helpful to offer a
flexible framework as a starting point for discussion.
Strategies/Tips
The Commander (or other individual leading ADM)
can provide important support for the activity by
making available a flexible structure for the team’s
discourse.
Pages 26-27 show three frameworks for organizing
ADM. The frameworks provide sets of questions or
“periods of discourse” that are useful for promoting
inquiry. The questions generate curiosity, stimulate
26. learning, encourage thinking holistically and
critically, and provide a starting point for discourse.
Determining Whether and
How to Structure the Activity
C
1
24
SECTION 1
C
“There is a reluctance—a danger—that Design
might turn into another checklist. Some
want to keep it more free-flowing and less
structured to encourage creative thinking. I
agree. But that major in the field needs
a heuristic, a tool. So there is a tension
between those two things: keeping it non-
structured, but giving people something to
work with.”
(Design Instructor, CGSC)
“Design is about asking questions.”
(Design Instructor, CGSC)
“Because it’s wicked you can’t rely on one
way of doing it.”
(Logistics Instructor, CGSC)
27. 1
C
25
1
26
SECTION 1
C
Framework A
This framework involves organizing the session into
four periods of discourse5:1
9 Impressions of the mess—What is going on in
this situation? And what are the critical factors
involved?
9 Identifying and structuring the problem—What
is the problem?
9 Crossing the boundary into systems thinking—
Now that we have identified the problem, can we
create a system model out of that?
9 Develop a solution for solving the problem—
Where can we “poke” that system? Where can
we apply energy to move it in the intended
direction?
28. Framework B
Organizing the activity into four areas of
exploration.62
9 What is going on in the environment?
9 What is our desired end-state?
9 What is preventing us from achieving the desired
end-state?
9 Where and how must we get in the environment
to achieve our end-state?
5Adapted from interview with John Schmitt (USMC Maj. Ret.)
6Adapted from Perez, T. (2011, March-Apr). A Practical Guide
to Design: A way to think
about it, and a way to do it. Military Review, 41-51.
1
C
27
Framework C
Organizing the activity into three phases.71
9 Framing the operational environment—What is
the nature of the situation? Who are the relevant
actors?
9 Framing the problem—What is the problem?
What are the areas of tension? What are the goals
and motivations among the relevant actors? And
29. what is the relationship among them?
9 Considering an operational approach—What
approach will solve the problem? How can the
situation be transformed toward the desired end
state?
Importantly, the discourse and learning that
occurs around each of these questions or periods
of discourse will not (and should not) proceed in
a step-by-step, linear way. The most productive
discussions are iterative and recursive, and
inform and build upon one another. The products
that come from these discussions will feed the
mission analysis, the intelligence preparation of
the battlefield, the initial reconnaissance, and the
Commander’s critical information requirements.
7Adapted from FM 5-0. The Operations Process.
“Simplicity is a virtue. For a practitioner in the
field, the 4 questions create a frame that he
can work with. And it is entirely consistent
with doctrine. It makes sure they don’t get lost.
They get you going. You can answer these
questions graphically and narratively.”
(Design Instructor, CGSC)
1
28
SECTION 1
30. Over view
Planning is Commander led. The Commander’s
involvement is central to successful ADM. However,
the multiple competing responsibilities and
demands on a Commander’s time may pose
significant barriers to engagement in ADM.
Something to consider before embarking on ADM is
how to manage your own level of involvement, and
the benefits and risks associated with varying levels
of participation.
Determining Level and Nature of
Commander Involvement
D
D
“If the Commander doesn’t have buy-in to
Design, and if it’s not in-line with his intent,
then it’s probably a wasted effort.”
(Instructor, USMC)
1
Models of Commander Involvement
Experienced Commanders and planners described
three different models that reflect varying levels of
Commander involvement:
1. Commander leads the team, facilitates the
discourse, and is engaged throughout the effort;
2. Commander requests and sanctions the activity,
31. but is disengaged from the process, except
perhaps at the start;
3. Commander comes in and out of the process;
is involved periodically, at various points
throughout the effort.
Risks
It is important to recognize the risks of both limited
Commander involvement in ADM, and of over-
involvement. Both can hamper the efforts to break
assumptions and refine understanding, and can
prevent the Commander and his/her staff from
achieving the maximum potential of ADM.
D
29
1
30
SECTION 1
D
“I’ve seen plenty of issues arise where the
Commander either wasn’t involved in the
process or was involved only up-front. When
you don’t have that engagement throughout
the process, you can easily get sidetracked
where you end up with a COA you selected
and figure out it doesn’t work because the
32. Commander is looking at it at the back-end of
the process.“
(Operational Planner, SAMS graduate)
“Commanders may have allocated resources
to Design efforts. But at the end of the day,
they weren’t involved. That was the key
reason the Design efforts failed.”
(Operational Planner, SAMS graduate)
“The Commanding General wasn’t all that
involved in the effort. Because he wasn’t
involved, he totally missed out on the
logic behind our efforts. He was totally
disconnected. So it was hard to convince him
at the end.”
(Operational Planner, SAMS graduate)
1
Risks of Limited Involvement. Limited
Commander engagement poses a risk that the
potential benefits of ADM will go unrealized, and
outcomes will have limited impact. This can happen
because Commanders who are not engaged in the
process can be disconnected from the logic behind
the understanding developed during ADM. Their
disconnection may make it much more difficult to
realize the legitimacy of the insights and outcomes
that emerge. It can be challenging for the team to
capture and communicate the logic and shared
meaning that builds over the course of ADM in a
way that conveys the richness and nuance of the
dialogue to the Commander.
33. Risks of Too Much Involvement. Too much
involvement from the Commander can also pose
risk to effective ADM. An important issue to
recognize is the influence the Commander has over
his/her staff. The commander has the potential to
dampen discourse by providing too many ideas
and interpretations upfront. A strategy employed
by some Commanders who have been successful in
applying ADM is to reserve opinions up front and
refrain from advocating a particular viewpoint.
D
31
The thing I have seen that has the potential
to inhibit discourse is when a Commander
provides so much direction up front that
everyone else just says, ‘Okay, I agree
with that.’ He has a lot of good ideas in his
head… But he has the responsibility in leading
discourse to reserve that information upfront.
(Operational Planner, USMC)
1
32
SECTION 1
D
“I would advocate the Commander should
34. be involved in every step of the effort. But
at least at various points as you struggle
through things. Maybe get in-process
reviews.Offer some kind of communication.”
(Strategic Planner, SAMS graduate)
“We had our boss come down at the
beginning and say one more time what
he was looking for so that we all clearly
understood what he wanted us to explore.
And then he said, “if you reach a point where
you kind of hit the wall, and need me to come
down, I’ll do that.” And we did, we kind of
reached a point where we were like, “you
know what, we need to bounce this off of him,
and see what his thoughts are on this.” And
we brought him back down and identified the
issue and then moved forward.”
(Strategic Planner, J5; SAMS graduate)
1
Strategies/Tips:
As Commander, you may want to consider the
following questions before embarking on ADM:
9 What will the level (and nature of) your
involvement be in the activity?
9 If you cannot be involved in all aspects, what are
the critical parts to be involved in? Where can
you have the greatest impact?
35. 9 If you cannot be involved in all aspects, how do
you want the team to communicate their logic
and insights to you? How frequently? And in
what format? (Do you want a set of PowerPoint
slides? A narrative description? A graphic? An
email with bullet points? A combination of these
formats?)
As you determine the answers to these questions, it
will be helpful to communicate your expectations to
those on your staff who are engaging in ADM.
33
D
Over view
One of the issues to consider in preparing for ADM
is the types of resources the activity will require.
Resource considerations include physical space for
the team to engage in ADM and materials needed
for communicating and representing ideas.
Graphical depiction is a key element of ADM,
as it allows the team to visualize concepts and
depict relationships and interdependencies. The
ability to share information across the team, and to
manipulate and structure information in different
ways as discourse proceeds is fundamental to ADM.
Strategies/Tips
It is helpful to have a space that is dedicated to
the ADM effort. Particularly in situations where the
effort will span several days, it is recommended
36. that a room be made available where the team can
leave drawings and artifacts displayed.
The room should have ample wall space for posting
work products. It should also be large enough to
enable small group work, if the team determines
that it would be beneficial to have smaller break-
out groups working on particular aspects of the
problem set.
Determining the Resources Needed
1
34
SECTION 1
E
E
1
35
E
“It is important to consider how you set up a
room so that you can effectively sit around
and think about things. People don’t think
about the physical environment enough. That
really does impact your thinking.”
(Strategic Planner, J5; SAMS graduate)
37. 1
36
SECTION 1
E
Because the team needs to share and display
information, it is necessary that the team have
access to materials such as whiteboards and
butcher block paper for drawing, structuring, and
displaying information.
Specifically, the materials you may want to consider
having available for ADM include:
9 Whiteboards (multiple if possible)
9 Butcher block paper or flip charts
9 Markers and other drawing tools, such as
colored pens or pencils
9 Post-it notes of varying sizes and colors
9 Notepads and sketch paper for individual use
9 Laptop computer
9 Projector
38. 9 Audio recorder for capturing the discussion
9 Camera
9 Maps
9 Overlays
9 Sit reps
9 Command Post of the Future (CPOF) products
1
“We wanted a room that had a lot of
whiteboards, where we could walk around
if we wanted to….The night before I packed
a bag at work of markers, notepads, pencils,
and folders, because you just don’t know how
it’s going to take shape once you get there.”
(Strategic Planner, J5; SAMS graduate)
E
37
1
38
SECTION 1
39. Over view
The manner in which Commanders initiate ADM has
a direct impact on how the team engages in the task,
and what they produce. Two important aspects of
getting ADM started are:
y Setting the tone for interactions
y Defining the ADM activity
Setting the Tone
Effective ADM depends on team members who
are comfortable sharing and critiquing ideas. The
Commander sets a tone that will encourage or
dampen discourse. Creating a climate that supports
the energetic exchange of ideas requires open
communication between the Commander and
his/her staff, and trust that individuals will not be
reprimanded for voicing divergent views. It is up to
the Commander to convey the expectation that the
team will question assumptions, push back on ideas,
and collaborate on developing solutions.
Introducing and Framing ADM
F
F
1
Defining the Design Activity:
40. Providing an explicit statement regarding your
expectations for the activity will provide important
guidance for the team. Your statement might
include:
y Your goals
y The format of the output and products you
anticipate
y Suggestions for how the team might approach
the activity
y Your expectations regarding how team members
will interact and work together
y Resources and suggestions for SMEs to contact
y What you anticipate your involvement will be, so
team members know how and when to bring you
into the process
F
“Commanders set the tone for critical thinking.
He needs to be willing to entertain input, be
open to feedback, be humble enough to know
that he doesn’t know everything. Surround
yourself with people who know more about
certain things than you do. Lean on them to fill
in gaps in your own knowledge.”
(Tactics Instructor, CGSC)
39
“For Design to work, you need higher authority
41. willing to give you leeway to do it.”
(Logistics Instructor, CGSC)
1
40
SECTION 1
“It’s a human organization. Relationships
have to be established just like any other
organization. If the relationship with the
Commander hasn’t been established, he
may not give legitimacy to the ideas. The
onus is on us, as leaders, to establish those
relationships so the communication can flow.
As a Commander, it’s incumbent on us to
learn about our people.”
(Strategist; Instructor, CGSC)
“What I have done is tried to communicate to
them that Design thinking has always existed.
We’re just calling it something new now. And
I think one of the easiest ways for people to
grasp Design is to call it what we call it in
our doctrine - ‘conceptual planning’.”
(Commanding General, USMC)F
1
Strategies/Tips:
9 It can be helpful to provide the key questions or
42. hypotheses you want to explore.
9 It can be helpful to provide read-ahead materials
to get people up to speed about ADM.
9 It may be helpful to encourage people to
acknowledge the typical ways in which they
think and approach planning, and to point out
ways in which ADM is a different approach.
9 Some have found it helpful to start by telling the
team “no putting pen to paper” to encourage
initial brainstorming and idea exchange.
9 Some have found it helpful to set some explicit
boundaries, assumptions, or constraints on the
activity to prevent teams from getting caught in
endless “what-iffing.”
9 It is helpful to be aware of one’s own typical
leadership style, and how it may impact the
desired climate of discourse and respectful
critique. Are your own habits-of-mind or
interactive style likely to interfere with the ADM?
9 It is helpful to be aware of some of the
organizational barriers to implementing ADM so
that you can anticipate and manage them. For an
overview of these barriers, see the Appendix of
this resource.
F
41
43. 1
42
SECTION 1
Over view:
A key skill for leading ADM is effective facilitation of
group discussion, critical thinking, and collaborative
effort. The ability to work with disparate individuals
and harness their cognitive abilities toward an
effective outcome requires skill and discipline.
However, few military leaders receive specific
training and instruction in facilitating group
processes.
The linear, analytic nature of detailed planning
lends itself to individual task performance on
particular, well-defined task components. ADM
does not. ADM requires multiple perspectives, and
benefits from the interactions and dialogue among
diverse team members.
Challenges you may encounter when
facilitating discourse:
y Getting the discussion started and moving in a
meaningful direction.
y Developing effective open-ended questions to
stimulate thinking.
y Helping people “break their frame” and take
differing perspectives on the problem or issue.
44. y Guiding the discourse without limiting it;
allowing productive discussion to proceed while
redirecting discussion that is unfocused and
rambling.
y Recognizing when a team is down in the weeds
and helping to redirect their effort.
Facilitating Discourse
G
G
1
y Managing team members who are disruptive,
dismissive, or who dominate conversation.
y Balancing input across the team, and
encouraging all members to engage in the
dialogue.
y Helping the team to (eventually) converge and
reach consensus.
G
43
“Design assumes a certain level of complexity,
which means that you can’t expect one
person to understand everything. Therefore
45. you have to leverage the collective intellect,
and the way you’re able to do that is critical.”
(Senior Mentor, United Quest, Doctrine Writer)
“It’s a skill to facilitate a useful session of
discourse. Doing that well is a talent. There
are some character traits that stand in the
way. It’s difficult to be able to work the crowd,
to organize it, and have discipline and yet
maintain flexibility within that process. We
don’t teach anyone those things. There are
workshops in the civilian world. But we don’t
teach taking a group of disparate individuals,
and harnessing their cognitive skills through a
disciplined process.”
(Planner, USMC)
1
44
SECTION 1
Strategies/Tips
Strategies for facilitating effective discourse within
ADM that were reported by interviewees include
the following:
9 Open with the question: ‘What problem are we
trying to solve?’ to encourage the team to think
and discuss as the first step.
9 Discourage the team from jumping right to
written solutions; suggest ‘no putting pen to
46. paper’ for a period of time.
9 Reserve your own information and ideas early
on, so others are encouraged to speak up.
9 Refrain from advocating a position, so as not to
steer the discussion.
9 Play the role of devil’s advocate; demonstrate
how to push back on others’ ideas in ways that
are productive and respectful.
9 Ask probing questions; elicit the assessment and
reasoning behind judgments and decisions;
ask ‘why?’
9 Ask open-ended rather than yes/no questions.
9 A framework that can be helpful is to organize
the ADM around four overarching questions
(see “Determining Whether and How to
Structure ADM”).
G
1
G
45
“Some people on the team had preconceived
ideas of what the strategy was going to be.
They wanted to start writing the strategy. And
47. my comment was, “anybody who puts any
words to paper right now is off the team
because you have a preconceived notion of a
problem that we do not yet understand.” I said
‘we need to look at the challenges we face’.”
(Commanding General, USMC)
“What I was presenting to the team is
our need to think our way through this
problem. What I wanted them to do was get
their heads in the problem and not in the
terminology or concepts. I had them read
John Schmitt’s8 paper because it was an
indicator of how we were going to do this.”
(Commanding General, USMC)
8 Schmitt, J. F. (2006). A systemic concept for operational
design. from
http://www.au.af.mil/au/awc/awcgate/usmc/mcwl_sc hmitt_op_d
esign.pdf.
1
46
SECTION 1
H
H
Over view
The complexity of social and geo-political issues
means nearly every topic one can imagine is
48. connected and relevant in some way to an ADM
effort. However, given real-world constraints in
time and personnel, it is necessary to limit the
activity somehow. Moreover, in the absence of any
boundaries, planning teams may find it difficult to
move the ADM effort in productive directions.
The challenge is balancing the open-ended,
creative problem space that ADM requires with
the practical considerations that characterize
operational settings. The Commander has a
critical role in determining what the balance can
and should be. The Commander’s guidance and
involvement over the course of the ADM activity can
provide important support for the team’s efforts to
move the activity forward.
Strategies/Tips
9 The Commander’s initial guidance to the team
(see “Introducing and Framing ADM”), including
ideas about topics to investigate and SMEs to
bring into the effort, provides a starting point for
the team.
9 Periodic check-ins over the course of the ADM
activity, or making oneself available in case
the team requires clarification, can provide
opportunities for the team to recalibrate with the
Commander.
Determining What To Include
1
49. H
It wasn’t that we had to “figure out
Afghanistan”, but we felt we had to do that
to understand the problem. We even needed
to understand Pakistan, China, and Russia
in order to understand. We joked that we
wanted to throw in Jupiter too. If you deal
with a complex problem, you want to include
everything because there’s always an indirect
effect. You can’t leave Africa out because
there’s an indirect influence between the two.
So it was difficult to figure out what we actually
needed to study. We started big, and then got
smaller later. We started with Afghanistan and
then drilled down to specific regions.”
(Strategic Planner, SAMS graduate)
47
1
48
SECTION 1
I
I
Over view
Ultimately, the value of ADM depends on whether
the team is able to effectively convey newly
50. developed understanding to the Commander and
others outside the design activity. Communicating
the insights and knowledge that emerge from ADM
is a major challenge.
As central as discourse, critique, and dialogue are
to ADM, capturing emerging ideas in written and
graphical formats is equally important. Interim
knowledge products—notes, sketches, idea maps,
power points slides, and so forth—that teams
produce over the course of ADM can provide
an important audit trail for how insights and
recommendations were developed. However, those
interim products are often not very meaningful for
anyone who was not part of the ongoing design
activity. It is critical to keep assumptions explicit. As
the activity nears completion there is a critical task
of developing documents, briefing slides, and other
representations that will communicate key insights
and assumptions to an external audience.
Capturing and Communicating Key Insights
1
I
“A challenge is: how do you capture, represent,
and transfer the systemic understanding
developed during the iterative Design process
in a way that is useful?”
(Participant in United Quest; Doctrine author, USMC)
“You have to capture the knowledge, and that
51. was immensely difficult. We drew a spaghetti
diagram. It was awful. If you pulled it out
today, we could explain it, but you couldn’t
show it to someone else.”
(Strategic Planner, SAMS graduate)
“There are some times when we’ve been told,
‘this is a thought that the Chairman might like.’
And we would tweak it and clean it up. A lot
of times, slides are just not appropriate for
that level, certainly not the Chairman’s level.
The time it would take to explain a diagram
or picture is just not worth his time. You have
to find other ways to clearly articulate that.
That’s the art behind what you do with Design.”
(Strategic Planner, J5; SAMS graduate)
49
1
50
SECTION 1
Strategies/Tips
9 Commanders who convey their preferences for
information delivery provide a helpful target for
the team’s final products.
9 Recognize the difference between interim and
final knowledge products; allocate time and
resources for developing final products as part
52. of ADM.
9 Consider developing a final product that uses
both text and graphical images to convey
insights and rationale.
Some planning teams find it helpful to use a
particular representation format from the very
beginning of the ADM activity, revising and
adjusting content over the course of ADM. For
example, some have suggested using a set
of PowerPoint slides labeled “environmental
frame,” “problem frame,” “courses of action,” and
“approach.” However, it is important to recognize
that preselected formats may constrain creativity,
and should not be the only format used. Most
importantly, the Design team must understand
that what they produce has to get translated into
Commander’s planning guidance and Commander’s
critical information requirements.
I
1
I
51
52
2
53. SECTION 2
Examples from the Field
ADM can be used for a variety of problem sets,
follow a variety of different processes, and produce
a range of outcomes. There is no single way to
conduct ADM. The purpose of this section is to
offer some examples of what ADM can look like
in the field, and provide context for some of the
challenges described in this Resource.
y “Design During the Sunni Awakening”
(S3 perspective)
y “Design over Dinner”
(CJ5 Strategic Planner perspective)
y “Mapping out the Mess”
(J5 Strategic Planner perspective)
y “Illumination in Vietnam”
(Commander perspective)
y “Ongoing Design”
(Strategic Planner perspective)
Over view of Examples
2
53
The Context
54. During the Sunni Awakening, we did Design but
we didn’t call it Design. We started realizing that
the same techniques we were applying previously
wouldn’t sustain security. We just weren’t getting
there using our standard process. That was our
‘aha’ moment. There was still conflict occurring, but
it wasn’t insurgency conflict. It was regular social
conflict. A lot of the security structures that would be
in a normal society (such as police forces) weren’t
there.
Understanding the Problem
We used the reflective-practitioner model where
you look at a scenario you have never seen before,
start applying action to it, and ask, ‘is it working
or is it not?’ We got to the new problem statement
through many engagements. We would make the
decision to engage, get feedback, and then adjust
based on that.
There was one particular clan further south (many
of whom had American blood on their hands), and
we were told by the previous unit: ‘Isolate them.
Don’t engage. Keep them compartmentalized.’ But
we realized we couldn’t secure the area unless we
engaged with them. So we started making lots of
engagements. We had to change our paradigm
of who we were going to deal with. We knew
we needed to do this in order to successfully
accomplish our mission.
Example:
“Design During the Sunni Awakening”
(S3 perspective)
55. 1
1
54
SECTION 2
2
1
Re-Organizing the Staff
and Re-focusing Intel Collection
When we realized we had to expand the way we
think, it manifested in a change to the staff structure.
In the beginning, our staff structure looked like
any other staff structure geared toward combat
operations. Our lethal targeting cell was huge. By
the end, we had reduced the lethal targeting cell to
only a few. In addition, the non-lethal analysis cell
had grown exponentially.
We kept about 90% of the people, but people
changed functions. For example, we had a medical
service officer who doesn’t normally take lead on
anything in the normal organizational structure.
But this person was extremely smart in economics
and marketing, and so he took the lead on several
operations we were planning and provided
oversight when people were executing those
operations.
Our field artillery officers were well-trained in
targeting. We took half the cell to stay as lethal
56. targeting, and had the other half look at non-lethal
2
1
55
targets. We tried to leverage the skills they had and
show them how they could apply them differently.
The same process of thinking that we applied to
lethal targeting, we started applying to non-lethal
targeting.
We had to have our intel officers stop looking at:
Where are the terrorists? Instead, they started
looking at: Who are the people who have leverage
in society? Instead of looking for targets to attack
or capture, we were looking at targets to support,
reinforce, sustain, and connect with other aspects
of society so they could build that network. I took
expertise that is trained on the targeting function
and had them change their focus. That is where we
started getting payback on our investment.
Seeking Multiple Perspectives
We also brought outsiders into our planning
meetings. We used the embedded Provincial
Reconstruction Team. We had a great State
Department person who taught city management.
He would coach the city councils. We would sustain
that, support that, and get him connected to the right
people.
Also, we used the Department of Agricultural
representative to help us look at canal systems
57. because there was a huge water issue. We were next
to a river. But people were starving for water, and
we didn’t know why. The agricultural representative
came in and helped us understand the canal
systems, how it should work, how a canal undulates,
and so forth. We started realizing things that helped
us understand the water problems such as: ‘this
particular farmer blocked it off, either intentionally
or unintentionally.’
56
SECTION 2
2
1
Outcome
Originally, we were paying the most attention to
kinetic activities. At the end, it was the non-kinetic
things that were getting us traction. We had to
change our rhythm—like how often we met for
normal targeting meetings—and how much time
we devoted to other issues. But, soon these other
issues became the crux of the mission. The result
was a reduction in violence and the return of
displaced people. In our area, we had thousands of
people coming back and settling. There were many
things that showed progress and indicated that
what we were doing was making a difference (like
a wedding dress store opening, which was a joint
business between Sunnis and Shi’ites). It showed
some progress that these other activities were
helping. Allowing structures of society to come
58. back was alleviating the conflict.
2
1
57
58
SECTION 2
2
2
2
The Context
The first Design effort in Afghanistan went for the
whole year. We met two times a week. It was more of
an informal Design effort that got punctuated every
now and then with a task.
The Team and the Process
After the ops order was written, I picked several
people from the different sections of the Command
and asked them to be part of a dinner group. We
would discuss issues about Afghanistan. We made
ourselves known to the command. We had NATO
officers in that group, and other planners that
weren’t SAMS-educated.
Example:
59. “Design over Dinner”
(CJ5 Strategic Planner perspective)
2
2
59
The Command group had handed us a piece of
information about the paramilitary police. They
asked us to study the Afghan National police
and how to make them better. That is the way
we operated. We would take on a topic from the
Commanding General, switch gears to that topic,
and go back to the Commanding General with
results and conclusions. Then we would move on to
another topic.
Communicating the Ideas
Because we were not all planners, the ideas we
came up with would bubble up in other shops
in the Command. For example, the J3 used some
of our ideas in his shop. He would take it back
and influence things they came up with. So ideas
got used that way. We were able to influence the
Commander by having more than just planners
involved. People from other shops would bring
ideas from their shops with them into the group too.
We would share ideas with them, and they would
share with us. We would seed ideas within the
Command that way.
Challenges
Getting other people into our group was
60. tremendously frustrating. We were unable to get an
Afghan to our meetings twice a week. We did get
an Afghan police officer into our group a few times,
but not permanently. Our command was a NATO
command and it was hard to get people from other
commands into the group because of the obsession
with security. So getting different perspectives in
the group was a massive challenge.
60
SECTION 2
2
3
The Context
I deal with the transition in Iraq from a military-
led mission to a civilian-led one, as the US Forces
drawdown by 31 Dec 2011. I truly deal with wicked
problems. It involves working with interagency
and understanding Iraq’s political, economic, and
security environment. So many things influence
what direction you take for engagement and
development in Iraq, and things change very fast
due to the dynamics of our on-going relationship.
We used Design thinking fairly recently. There were
issues we were facing about how to transition from
a military-led to a civilian-led mission in Iraq. All
the things the military was doing up until now—
providing medical support, providing mail service,
delivering food and fuel—we were asking the State
61. Department to take over these essential activities.
State has relied on DOD support for so long. You
start pulling these things out of the mix and begin
realizing, ‘how are we really going to do this? Who
will run the hospital in Iraq when the military is not
there? What can we do? And what are the problems
we need to focus on, given the current constraints
and within the fiscal environment?’
Example:
“Mapping out the Mess”
(J5 Strategic Planner perspective)
3
2
3
61
Recognizing the Need for Problem Framing
It’s very easy to get locked into trying to fix one
problem at a time or the one that is first in your
inbox. You may not realize that it is actually not the
main problem to fix right now. Our boss brought us
into his office and said, ‘we’re losing touch here…
We can’t get our arms around what the important
issues are that we need to work right now.’ And I
said, ‘Sir, I think you should let us Action Officers
go down to a room for a half day and reframe the
problem. We need to map out the mess.’ We needed
to remove ourselves from our Joint Staff cube farm,
get away from phone calls and email, and pack
62. ourselves in a room for a couple of hours and really
think through the issues.
Understanding the Problem
We looked at several different issues—everything
from funding authorities, to privileges and
immunities that the U.S. mission personnel must
have in Iraq post-2011. We tried to reframe some of
the problems that we were facing.
62
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2
3
We were given four hours to do this. We could
have used more time to clearly articulate it and
come up with an approach. But there were time
constraints. As we mapped out the mess, we
discussed different issues and then focused on
their interdependencies. We discussed everything
from the funding appropriation language, to
budget cycles, to potential agreements necessary
to achieve the end state we defined from the
beginning. We soon realized that we were actually
not doing too badly, despite our initial assessment.
We just needed to re-frame our problem in a way
that was understandable and could be acted upon.
The Process
I wanted to make sure that it wasn’t too academic.
63. I initially called it “Reframing Iraq.” I put together
about 10 slides in terms that the 4 of us would
understand, without having to teach Design to
somebody. I went through the SAMS Design student
text to see if there was something that sparked
my interest. I had some things in mind such as: we
need to map out the various issues and how they
relate to each other; what are the tensions between
these relationships? In which ones could we effect
change? And which ones, if left alone, will just go
their own course? We needed to describe what
our current environment was, and what we desired
as our end state for transition in Iraq, based on
national objectives.
I built the slide set based on the different frames of
an approach to design thinking: an environmental
frame, a problem frame, and developing an
operational approach. Within each of those frames,
2
3
63
we started looking at factors and their relationship
to one another. In between each page in the slide
deck, I had a blank page. It was a note page,
because I really wanted them to doodle and be
creative. I gave them those slides about a half day
ahead of time.
I included a slide called “boundaries,” which
included a couple assumptions. I did this
64. intentionally because we could continually ‘what-
if’ a situation to death and that could unhinge our
ability to move forward. We had to assume certain
things.
By putting things on a whiteboard, it was easier
to work through some of these relationships and
issues. I acted as a recorder and drew all over the
board. As we shuffled through different issues,
we would erase, record, or re-diagram, and then
we’d go from there. It just flowed. All thoughts were
welcome.
Space and Materials
We wanted a room that had a lot of whiteboards,
where we could walk around if we wanted to. The
night before I packed a bag at work of markers,
notepads, pencils, and folders, because you just
don’t know how it is going to take shape once you
get there. I didn’t want us wasting time looking for
simple supplies.
Commander Guidance
We had our boss come down at the beginning.
He told us one more time what he was looking for
so we all clearly understood. His intent was very
clear about making sense of the mess and defining
the critical path. Then he wanted a narrative or
framework for a paper that defined the critical
path we needed to focus on for the next several
months. He told us, ‘if you reach a point where you
hit a wall and need me to come down, I’ll do that.’
And we did. We reached a point where we wanted
to bounce some ideas off of him and see what his
65. thoughts were. So we brought him back down,
identified the issue, and then moved forward.
Seeking Multiple Perspectives
There were only four of us. We thought about
who else we needed to bring in. We brought in
subject-matter experts and people from various
Directorates on the Joint Staff. We brought them in
one at a time. If there was a funding problem, we
had our money folks in there. If it was a discussion
on authorities, protections or immunities, we had
lawyers in there to make sure what we were saying
was accurate and within the legal constraints. They
came in for 15-20 minutes to look at how we were
describing things, and they provided a sanity
check.
64
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2
3
The Product
At the end, we began outlining a paper describing
the overarching issue and course of action. Then we
each took a stab at various aspects of the outline. It
became a living document. We also came up with a
graphic to describe what we were trying to achieve.
Outcome
The Design process reaffirmed that we were
66. actually heading in the right direction. It refocused
everybody. It helped us better define the critical
path that we needed to go down over the next
several months in order to keep us moving towards
transition. One of the biggest measures of our
effectiveness was that we didn’t have to dedicate
so much time working on a solution to something
that we determined wasn’t critical at that time. On
the Joint Staff, time is extremely valuable; we cannot
afford inefficiency in our daily work as it leads to
further inefficiencies and inaction to our warriors.
2
3
65
The Context
This is a retrospective view of what I think was
Design. As a young company commander, I
was leading a company of about 200 Marines in
Vietnam. We had been sent into an area where the
Viet Cong were firing rockets into an airbase. No
unit had been able to stop them. There was nothing
in my formal instruction about how to stop rockets
being fired out of primitive areas into an airbase.
Organizing the Staff
I assembled my four platoon commanders. I had
the intelligence officer come from the battalion.
We brought in the forward air controller, the liaison
officer from artillery support, and a couple other
key people. And we just started talking about it.
67. Understanding the Problem
One of the things we learned was that Viet Cong
didn’t fire rockets whenever there was illumination.
So if you had a full moon, they never fired. They
never fired during daytime. The artillery liaison
officer said—‘sir, if we had 24 hours of daylight we
wouldn’t have this problem.’ Later he asked if he
could leave to get some material. When he came
back he had a piece of cardboard on which he had
laid out astronomical data for the next month—
beginning with morning nautical twilight, sunrise,
evening nautical twilight, sunset, and moon phases.
Against that, he had plotted all the resources we
had to put up illumination. He laid out a plan for
Example:
“Illumination in Vietnam”
(Commander perspective)
66
SECTION 2
2
4
4
where it would never be dark for more than 10
minutes in our area of operation.
68. Another thing we learned was that it took a flat
piece of ground (about 20 x 20 ft) to fire these
rockets. They could not fire them out of rice paddies,
or any place where there was a lot of brush or trees.
When he heard this, a lieutenant slipped off and
came back with a map where he had highlighted
every place in our AO that fit that description.
We did not compare options. We simply began
talking about it. We started understanding what
the logic of this problem was, and we developed
a counter logic. The logic was they need darkness
and a flat piece of ground, so let’s get rid of the
darkness. It came together into a coherent Design
and plan. I think it’s a question of: what sort of
problem are you faced with? Does it lend itself to
analysis? Is it so obvious that you understand what
you need to do intuitively? Or is it one of these
things that’s a mess, and the only way you can
approach it is sit down and talk to people who have
the potential to have some insight into it?
Outcome
What eventually came together was: every area
where they could fire from, we would either have
one our patrols on it, or we would fire a mortar or
artillery on it every 15-20 minutes so nobody would
have the opportunity to set up the rockets. We went
more than 3 months without a single rocket coming
out of the area. The enemy had previously fired
rockets every few days.
2
4
69. 67
Context
I worked in a future plans shop led by a Ph.D. who
loved to get people around a table and explore
problems by discussing them, which is a very large
part of Design. It was continual learning through
discourse. One of the problems we studied had to
do with where troops would be staged. There were
some original beliefs that the bad guys operated
in a certain way.
Process
It was a constant discussion. It wasn’t: ‘let’s rally
around the table and have a Design team meeting.’
It was a discussion that went on for weeks and
months and happened at the dining facility,
happened in front of the Commanding General,
and happened at every level in between.
We had very open-floor discussions. We spent a
lot of time arguing about whether something was a
problem, what the environmental conditions were
telling us, and what the underlying problems were
that we were missing.
We would hammer through hard problems often
over a meal, and then we would put together
products and go to the Commanding General,
present to him what we thought the problems
were, and get his input. It was a continuous cycle of
organizational learning.
Example:
70. “Ongoing Design”
(Strategic Planner perspective)
68
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2
5
5
We were deeply immersed in it. We would spend
18-20 hours a day with the exact same people.
Tomorrow’s conversation would pick up where last
night’s left off. We would work together to develop
understanding.
Organizing the Staff
There was a core group of planners, which included
the G5, two maneuver planners and a logistic
planner. Those four guys were probably involved in
every conversation. From there, we would add more
depending on the problem we were addressing at
the time.
At one point we did a project called ‘safe
neighborhoods,’ where we started putting up
concrete around the city and walling off the
neighborhoods to reduce sectarian violence. As
a strategic planner, I didn’t need to be part of that
conversation. For that, we brought an engineer to
71. the table.
Investigating & Seeking Multiple Perspectives
The Commanding General was immersed in the
same information that we were, so we didn’t have
to write deep information papers. It was a very
organic conversation. We were all building the
knowledge together. When we had real insights and
epiphanies, the G5 would sit down with the Deputy
Commander and talk through it and clarify the idea.
Then the Deputy Commander would socialize the
ideas with the General. So when we briefed him, the
conversation had arrived before the briefing had.
The ideas had already been aired.
2
5
69
Capturing & Communicating Ideas
We were shameless researchers. We contacted
everybody. We had contacts with think-tanks. We
went to different Intel agencies. We read books.
We called friends that worked in units that were
walking the streets. There was a person who was
writing several articles on what was happening on
the streets. We would call and talk to the battalions
in those neighborhoods and would say: ‘here’s what
this person is saying about what’s happening on
the street; what’s your read on it?’ We were going
anywhere it made sense to get better information.
72. We never knew exactly the right person to call. We
would start with the people we knew; we would
pick up the phone and go from there. It was the
same thing as doing any other type of research. You
go into the library, read a book, and find a footnote
that takes you somewhere. And then that takes you
somewhere else. You follow it.
70
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2
5
Outcome
The problem we studied had a lot to do with where
the troops ended up being staged. There were some
original beliefs that the bad guys operated in a
certain way. But through our continuing research—
going back to the library, looking at the Intel, talking
to the experts—we recognized that where we
originally thought we would put extra troops would
not have solved any problems. We would have just
had more guys on the street. It was discovering the
enemy patterns of movement and the opportunity
that presented. That led to where we put large
formations on the ground.
2
5
73. 71
72
SECTION 3
This section provides guidance for additional
material you may consider to augment the topics
covered in this resource. It is organized around topic
areas, and provides references that are oriented
toward practitioners.
Organizational Creativity and Innovation
Gardner, H. (2006) Five Minds for the Future.
Cambridge, MA: Harvard Business School Press.
Hurson, T. (2007).Think better: An innovator’s guide
to productive thinking. New York, NY: McGraw-Hill.
Lawson, B. (2005). How Designers think: The design
process demystified. Burlington, MA: Elsevier.
Michalko, M. (2006). Thinkertoys: A handbook of
creative thinking techniques. Berkley, CA: Ten Speed
Press.
Weick, K. E., & Sutcliffe, K. M. (2007). Managing the
Unexpected: Resilience performance in an age of
uncertainty. San Francisco, CA: Jossey Bass.
Sawyer, K. (2007). Group Genius: The creative
power of collaboration. New York, NY: Basic books.
74. SECTION 3
Additional Resources
3
Teamwork and Leading Teams
Gray, D., Brown, S., & Macanufo, J. (2010).
Gamestorming: A playbook for innovators,
rulebreakers, and changemakers. Sebastopol, CA:
O’Riley Media.
Hackman, J. R. (1989). Groups that work (and
those that don’t): Creating conditions for effective
teamwork. San Francisco, CA: Jossey-Bass.
Lencioni, P. (2002). The five dysfunctions of a team: A
leadership fable. San Francisco, CA: Jossey-Bass.
Organizational Learning
Argyris, C., & Schon, D. A. (1995). Organizational
learning II: Theory, method, and practice. Reading,
MA: Addison Wesley.
Kotter, J. (1996). Leading change. Boston, MA:
Harvard Business School Press.
Senge, P. M. (2006). The fifth discipline: The art &
practice of the learning organization. New York, NY:
Doubleday.
Reflective Practice
75. Browne, M. N., Keeley, S. M. (2011). Asking the right
questions: A guide to critical thinking. Upper Saddle
River, NJ: Prentice Hall.
73
3
74
SECTION 3
Schon, D. A. (1986). Educating the reflective
practitioner: Toward a new design for teaching and
learning in the professions. San Francisco, CA: Josey-
Bass.
Graphical Representation
Conklin, J. (2005). Dialogue mapping: Building
shared understanding of wicked problems.
Chichester, England: John Wiley & Sons.
Duarte, N. (2010). Resonate: Present visual stories
that transform audiences. Hoboken, NJ: John Wiley &
Sons.
Sibbet, D. (2010).Visual meetings: How graphics,
sticky notes and idea mapping can transform group
productivity. Hoboken, NJ: John Wiley & Sons.
Tufte, E. ( 1990 ). Envisioning information. Cheshire,
CT: Graphics Press.
76. Complexity/Wicked Problems
Conklin, J. (2005). Wicked problems & social
complexity. Accessible at http://cognexus.org/wpf/
wickedproblems.pdf.
Feltovich, P., Hoffman, R. Woods, D., Roesler, A.
(2004). Keeping it too simple: How the reductive
tendency affects cognitive engineering. IEEE
Intelligent Systems, 90-94.
Johnson, N. (2009). Simply complexity: A clear guide
to complexity theory. Oxford: Oneworld.
3
Meadows, D. H. (2008). Thinking in systems: A primer.
White River Junction, VT: Chelsea Green Publishing.
Rittel, H., & Webber, M. (1973). Dilemmas in a
general theory of planning. Policy Sciences, 4, 155-
169.
Design in the Military
Banach, S.J. & Ryan, A. (2009). The art of Design: A
Design methodology. Military Review, 89, 105-115.
Grigsby, W., Gorman, S., Marr, J., McLamb, J., Stewart,
M., & Schifferle, P. (2011). Integrated planning:
The operations process, Design, and the military
decision making process. Military Review, Jan-Feb
2011, 28-35.
77. Perez, C. (2011). A practical Guide to Design: A way
to think about it and a way to do it. Military Review,
March-April 2011, 41-51.
Schmitt, J. F. (2006, 23 June 2010). A systemic concept
for operational design. Accessible at http://www.
au.af.mil/au/awc/ awcgate/usmc/mcwl_schmitt_op_
Design.pdf.
Wass de Czege, H. (2011) Operational Art:
Continually making two kinds of choices in harmony
while learning and adapting. Army, 46-56.
75
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76
APP
APPENDIX
Organizational Barriers
to Implementing ADM
In a recent effort sponsored by the Army Research
Institute for Behavioral and Social Sciences, research
was conducted to understand the issues associated
with introducing Design into Army doctrine and
education. In many organizations, change efforts
are met with resistance. Introducing new practices
into an organization can present a host of challenges
that are often unrelated to the technical merits of
78. new ideas, but nonetheless undermine successful
implementation. The source of these barriers can be
at the individual, team, and organizational levels.
The focus of the research project was to identify
and document significant barriers likely to
impede adoption of Design as the Army begins to
incorporate it into operational use. The table on
the following page provides a high-level summary
of the barriers to integrating Design into Army
operations. 91
9 For more detail around the barriers, please see the following
Research Report: Grome, A., Crandall, B., Rasmussen, L., &
Wolters, H. (2012). Incorporating Design into Army operations:
barriers and recommendations for facilitating integration. Final
Research Report under Contract No. W5J9CQ-11-C-0022.
77
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111. rs
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DISTRIBUTION RESTRICTION:
Approved for public release; distribution is unlimited.
HEADQUARTERS DEPARTMENT OF THE ARMY
OCTOBER 2011
UNIFIED LAND OPERATIONS
ADP 3-0
,
This publication is available at
Army Knowledge Online (www.us.army.mil) and
General Dennis J. Reimer Training and Doctrine
Digital Library at (www.train.army.mil).
Foreword
When we published Change 1 to the 2008 edition of (Field
Manual) FM 3-0, we
captured the most critical lessons of almost ten years of
sustained land combat. In
this edition, we not only reflect on the past but also look to an
112. uncertain future.
Army Doctrine Publication (ADP) 3-0, Unified Land
Operations, provides a
common operational concept for a future in which Army forces
must be prepared
to operate across the range of military operations, integrating
their actions with
joint, interagency, and multinational partners as part of a larger
effort.
Unified Land Operations is a natural intellectual outgrowth of
past capstone
doctrine. AirLand battle recognized the three-dimensional
nature of modern
warfare, while full spectrum operations recognized the need to
conduct a fluid mix
of offensive, defensive, and stability operations simultaneously.
This publication
builds on both these ideas, adding that success requires ful ly
integrating Army
operations with the efforts of joint, interagency, and
multinational partners.
The central idea of Unified Land Operations is that Army units
seize, retain, and
exploit the initiative to gain and maintain a position of relative
advantage in
sustained land operations to create conditions for favorable
conflict resolution.
This central idea applies to all military operations—offensive,
defensive, and
stability or defense support of civil authorities. This unifying
principle connects
the various tasks Army forces may perform. It adds the
founding principles of
flexibility, integration, lethality, adaptability, depth, and
113. synchronization. It
incorporates the principle that operational art is the connection
between strategic
objectives and tactical actions, and provides a common
construct for organizing
military operations. The construct consists of the Army
operations process, an
operations framework for visualizing and describing operations,
and the
warfighting functions.
ADP 3-0 serves as the common operational concept for the
Army. The central
idea, adapted to the unique conditions of each conflict,
represents the Army’s
unique contribution to unified action. It must permeate our
doctrine, our training,
and our leader professional development programs.
RAYMOND T. ODIERNO
GENERAL, UNITED STATES ARMY
CHIEF OF STAFF
This page intentionally left blank.
*ADP 3-0 (FM 3-0)
DISTRIBUTION RESTRICTION. Approved for public release;
distribution is unlimited.
114. * This manual supersedes FM 3-0, dated 27 February 2008 and
Change 1, dated 22 February 2011.
i
Army Doctrine Publication
No. 3-0
Headquarters
Department of the Army
Washington, DC, 10 October 2011
Unified Land Operations
Contents
Page
PREFACE
...............................................................................................
...... ii
The Role of Unified Land Operations
..................................................... 1
The Role of the United States Army
....................................................... 1
The Role of Doctrine
.............................................................................. 1
Strategic Context for Unified Land Operations
....................................... 2
Foundations of Unified Land Operations
................................................ 5
Tenets of Unified Land Operations
115. ......................................................... 7
Operational Art
....................................................................................... 9
Operations Structure
............................................................................ 10
Conclusion
...........................................................................................
14
GLOSSARY
..................................................................................
Glossary-1
REFERENCES
.......................................................................... References-1
Figures
Figure 1. Unified land operations underlying logic
................................... iii
ii ADP 3-0 10 October 2011
Preface
Army Doctrine Publication (ADP) 3-0 is one of the Army’s two
capstone doctrine
publications; the other is Field Manual (FM) 1, The Army. ADP
3-0 presents overarching
doctrinal guidance and direction for conducting operations. (See
figure 1 on pages iv
and v.) It constitutes the Army’s view of how it conducts
116. prompt and sustained operations
on land and sets the foundation for developing the other
principles, tactics, techniques, and
procedures detailed in subordinate doctrine publications. ADP
3-0 is the first manual
published under Doctrine 2015 initiative. It provides
operational guidance for commanders
and trainers at all echelons and forms the basis for Army
Education System curricula.
The principal audience for ADP 3-0 is the middle and senior
leadership of the Army,
officers in the rank of major and above who command Army
forces in major operations
and campaigns or serve on the staffs that support those
commanders. It is also applicable to
the civilian leadership of the Army.
ADP 3-0 uses joint terms where applicable. Most terms with
joint or Army definitions are
in both the glossary and the text. Terms for which ADP 3-0 is
the proponent publication
(the authority) have an asterisk in the glossary. Definitions for
which ADP 3-0 is the
proponent publication are in boldfaced text. These terms and
their definitions will be in the
next revision of FM 1-02. For other definitions in the text, the
term is italicized and the
number of the proponent publication follows the definition.
ADP 3-0 applies to the Active Army, the Army National Guard
(ARNG)/Army National
Guard of the United States (ARNGUS), and United States Army
Reserve (USAR) unless
otherwise stated.
117. Headquarters, United States Army Training and Doctrine
Command, is the proponent for
this publication. The preparing agency is the Combined Arms
Doctrine Directorate, U.S.
Army Combined Arms Center. Send written comments and
recommendations on a DA
Form 2028 (Recommended Changes to Publications and Blank
Forms) to Commander,
U.S. Army Combined Arms Center and Fort Leavenworth,
ATTN: ATZL-MCK-D
(ADP 3-0), 300 McPherson Avenue, Fort Leavenworth, KS
66027-2337; by e-mail to leav-
[email protected]; or submit an electronic DA Form 2028.
Unified Land Operations
10 October 2011 ADP 3-0 iii
Figure 1. Unified land operations underlying logic
ADP 3-0
iv ADP 3-0 10 October 2011
Figure 1. Unified land operations underlying logic (continued)
118. 10 October 2011 ADP 3-0 1
This publication first discusses and defines unified land
operations
and the role of doctrine. Then it discusses a description of the
strategic context within which Army forces expect to operate. It
also discusses the foundations of the operating concept and the
tenets of Army operations. It concludes by describing the link
between strategic aims and tactical actions (operational art) and
a
conceptual construct for organizing military effort (operations
structure).
THE ROLE OF UNIFIED LAND OPERATIONS
1. Unified land operations describes how the Army seizes,
retains, and exploits the
initiative to gain and maintain a position of relative advantage
in sustained land
operations through simultaneous offensive, defensive, and
stability operations in
order to prevent or deter conflict, prevail in war, and create the
conditions for
favorable conflict resolution. ADP 3-0, Unified Land
Operations, is the Army’s basic
warfighting doctrine and is the Army’s contribution to uni fied
action.
2. ADP 3-0, Unified Land Operations, is an intellectual
outgrowth of both previous
operations doctrine and recent combat experience. It recognizes
the three-dimensional
nature of modern warfare and the need to conduct a fluid mix of
offensive, defensive,
and stability operations or defense support of civil authorities
119. simultaneously. ADP 3-0,
Unified Land Operations, acknowledges that strategic success
requires fully integrating
U.S. military operations with the efforts of interagency and
multinational partners.
THE ROLE OF THE UNITED STATES ARMY
3. The United States Army is America’s sons and daughters,
men and women of
courage and character, and leaders of consequence —bonded
together in a profession of
Arms—organized, trained, and equipped to be the most decisive
land force in the world.
We are a clear symbol of national resolve and commitment.
From start to finish, in the
lead or in support, we remain ready to shape, influence, engage,
deter, and prevail.
THE ROLE OF DOCTRINE
4. Army doctrine is a body of thought on how Army forces
operate as an integral part of
a joint force. Army leaders who employ forces in operations
under the guidance
suggested by the doctrine are its primary audience. Doctrine
acts as a guide to action
rather than a set of fixed rules. Capstone doctrine establishes
the Army’s view of the
nature of operations, the fundamentals by which Army forces
conduct operations, and
the methods by which commanders exercise mission command.
Capstone doctrine also
serves as the basis for decisions about organization, training,
leader development,
materiel, Soldiers, and facilities. FM 1, The Army, and ADP 3-
0, Unified Land
Operations, represent Army capstone doctrine.
120. ADP 3-0
2 ADP 3-0 10 October 2011
5. Doctrine is also a statement of how the Army intends to fight.
In this sense, doctrine
often describes an idealized situation and then contrasts the
ideal with the reality Army
leaders can expect. Doctrine provides a means of
conceptualizing campaigns and
operations, as well as a detailed understanding of conditions,
frictions, and uncertainties
that make achieving the ideal difficult. Doctrine also helps
potential partners understand
how the Army will operate. It establishes a common frame of
reference and a common
cultural perspective to solving military problems, including
useful intellectual tools.
STRATEGIC CONTEXT FOR UNIFIED LAND
OPERATIONS
6. Army forces are employed within a strategic context defined
by the specific
operational environment, the character of the friendly force, and
the character of the
threat. Underpinning the strategic context enables Army forces
to preserve vital national
interests; foremost among these are sovereignty in the homeland
and the United States
Constitutional form of government.
THE OPERATIONAL ENVIRONMENT
121. 7. The operational environment is a composite of the conditions,
circumstances, and
influences that affect the employment of capabilities and bear
on the decisions of the
commander (JP 1-02). Army leaders plan, prepare, execute, and
assess operations by
analyzing the operational environment in terms of the
operational variables and mission
variables. The operational variables consist of political,
military, economic, social,
information, infrastructure, physical environment, time (known
as PMESII-PT). The
mission variables consist of mission, enemy, terrain and
weather, troops and support
available, time available, civil considerations (known as METT-
TC). How these
variables interact in a specific situation, domain (land,
maritime, air, space, or
cyberspace), area of operations, or area of interest describes a
commander’s operational
environment but does not limit it. No two operational
environments are identical, even
within the same theater of operations, and every operational
environment changes over
time. Because of this, Army leaders consider how evolving
relevant operational or
mission variables affect force employment concepts and tactical
actions that contribute
to the strategic purpose.
8. Army leaders project and sustain forces in their operational
environment. This
requires the capability to secure multiple entry points into an
area of operations and the
lines of communications that connect those points. In some
122. cases, Army forces may have
to seize key facilities from a determined enemy to set
conditions for sustained land
operations, or a particular operational environment may demand
highly decentralized
operations to dominate the enemy. Army forces will encounter
new and unanticipated
enemy capabilities and will have to adapt to them while engaged
in operations.
9. Operational environments are not static. Within an
operational environment, an
Army leader may conduct major combat, military engagement,
and humanitarian
assistance simultaneously. Army doctrine has always stated that
Army forces must be
prepared to transition rapidly from one type of operation to
another. A decade of
sustained combat and deployments has refined that
understanding. Army forces
Unified Land Operations
10 October 2011 ADP 3-0 3
simultaneously and continuously combine offensive, defensive,
and stability operations
through a blend of combined arms maneuver and wide area
security.
10. The homeland is a distinct part of the operational
environment for Army forces.
Homeland defense requires simultaneous and continuous
application of combined arms
maneuver and wide area security in coordination with
123. designated civil authorities.
Continuous assessment of the mission variables enables Army
leaders to adjust the mix
of core competencies to gain a position of relative advantage
over the threat (whether
natural disaster or enemy attack) against populations and
infrastructure.
CHARACTER OF THE FRIENDLY FORCE
11. Army forces operate as part of a larger national effort
characterized as unified action.
Army leaders must integrate their actions and operations within
this larger framework,
collaborating with entities outside their direct control. All
echelons are required to
incorporate such integration, but it tends to become markedly
more demanding at higher
echelons. Senior Army leaders may find that integration within
unified action requires
more of their time and energy than the synchronization of their
own operations.
12. Effective unified action requires Army leaders who can
understand, influence, and
cooperate with unified action partners. The Army depends on its
joint partners for
capabilities that do not reside within the Army, and it cannot
operate effectively without
their support. Likewise, government agencies outside the
Department of Defense possess
knowledge, skills, and capabilities necessary for success. The
active cooperation of
partners often allows Army leaders to capitalize on
organizational strengths while
offsetting weaknesses. Only by creating a shared understanding
124. and purpose through
collaboration with all elements of the friendly force—a key
element of mission
command—can Army leaders integrate their actions within
unified action and
synchronize their own operations.
13. Unified action may require interorganizational efforts to
build the capacity of
partners to secure populations, protect infrastructure, and
strengthen institutions as a
means of protecting common security interests. Building partner
capacity is the outcome
of comprehensive interorganizational activities, programs, and
engagements that enhance
the ability of partners for security, governance, economic
development, essential
services, rule of law, and other critical government functions.
The Army integrates the
capabilities of the operating and generating forces, to include
special operations forces,
to support capacity-building efforts, primarily through security
cooperation activities.
Supported by the appropriate policy, legal frameworks, and
authorities, the Army leads
security force assistance for partner units, institutions, and
security sector functions.
Army operating and special operations forces units train and
advise partner units to
develop individual and unit proficiency in security operations.
Army generating forces
train and advise partner generating force activities to build
institutional capacity for
professional education, force generation, and force sustainment.
Elements of the
operating, generating, and special operations forces contribute
125. to security sector
programs that professionalize and strengthen partner security
capacity to synchronize
and sustain operations. These Army security cooperation
activities enable other
interorganizational coordination to build partner capacity for
governance, economic
development, essential services, rule of law, and other critical
government functions.
ADP 3-0
4 ADP 3-0 10 October 2011
CHARACTER OF THE THREAT
14. Threats are not static or monolithic. Threats can arise from
divergent interests or
competition among states, groups, or organizations in an
operational environment. While
it is possible to anticipate characteristics of potential future
conflict, dynamics of the
operational variables preclude making completely accurate
predictions about whom and
where Army forces might fight. The most likely security threats
that Army forces will
encounter are best described as hybrid threats. A hybrid threat
is the diverse and dynamic
combination of regular forces, irregular forces, terrorist forces,
criminal elements, or a
combination of these forces and elements all unified to achieve
mutually benefitting
effects. Hybrid threats may involve nation-state adversaries that
employ protracted forms
126. of warfare, possibly using proxy forces to coerce and
intimidate, or nonstate actors using
operational concepts and high-end capabilities traditionally
associated with nation-states.
15. Threats may use sophisticated weapons in specific niches to
create or exploit
vulnerabilities. Threats may organize themselves for operations
over many months. They
often work to secure the active support of other regional
powers. In the theater of
operations or homeland, threats may seek to disrupt U.S.
activities through cyber attacks
and terrorism.
16. Threats attempt to isolate and defeat U.S. tactical
formations while avoiding battle
under unfavorable conditions. They seek to be decisive by using
tactical engagements to
erode U.S. national or political commitment to the strategic
purpose of the operation.
Hybrid threats may choose to fight a protracted conflict in
populated areas. Often they
use people and urban settings to their advantage. They seek
populations for refuge, for
support, and to shield against attack and detection by U.S.
forces. The theater of
operations often contains more space and people than U.S.
forces can directly control.
Army leaders make risk mitigation decisions about where and
how to employ their
forces to achieve a position of relative advantage over the
enemy without alienating or
endangering noncombatants.
17. The most challenging potential enemy comes in two forms.
127. One form is a nonstate
entity possessing weapons of mass destruction or other unique
methods to challenge U.S.
dominance by attacking public will. This enemy could lack a
clearly defined
organization or geographic location on which U.S. forces can
focus. This enemy presents
a formidable challenge for decisive operations.
18. The other form is a nuclear-capable nation-state partnered
with one or more nonstate
actors through ideological, religious, political, or other ties.
This enemy can employ
advanced information technology, conventional military forces
armed with modern
equipment, and irregular forces at various levels of
organization, training, and
equipment. This enemy often retains control of conventional
forces and operates
irregular forces at various levels of autonomy, with some
groups sharing only one or
more objectives with the state actor. In some cases, defeating
U.S. forces may be the
only objective uniting the cooperating actors.
Unified Land Operations
10 October 2011 ADP 3-0 5
FOUNDATIONS OF UNIFIED LAND OPERATIONS
19. Unified land operations is the Army’s warfighting doctrine.
It is based on the central
idea that Army units seize, retain, and exploit the initiative to
gain a position of relative
128. advantage over the enemy. This is accomplished through
simultaneous combination of
offensive, defensive, and stability operations that set conditions
for favorable conflict
resolution. The Army’s two core competencies —combined arms
maneuver and wide
area security—provide the means for balancing the application
of Army warfighting
functions within the tactical actions and tasks inherent in
offensive, defensive, and
stability operations. It is the integrated application of these two
core competencies that
enables Army forces to defeat or destroy an enemy, seize or
occupy key terrain, protect
or secure critical assets and populations, and prevent the enemy
from gaining a position
of advantage. The philosophy of mission command —the
exercise of authority and
direction by the commander using mission orders to enable
disciplined initiative within
the commander’s intent—guides leaders in the execution of
unified land operations.
Unified land operations begins and ends with the exercise of
collective and individual
initiative to gain a position of advantage that degrades and
defeats the enemy throughout
the depth of the enemy’s organization. The foundation of
unified land operations is built
on initiative, decisive action, and mission command—linked
and nested through
purposeful and simultaneous execution of both combined arms
maneuver and wide area
security—to achieve the commander’s intent and desired end
state.
INITIATIVE