Characteristics of Army Reserve Officer Training Corps Leader Development
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No. 111 NOVEMBER 2016 Characteristics of Army Reserve Officer Training Corps Leader Development Steven Estes Joel M. Miller Marcus D. Majure Characteristics of Army Reserve Officer Training Corps Leader Development by Steven Estes Joel M. Miller Marcus D. Majure The Institute of Land Warfare ASSOCIATION OF THE UNITED STATES ARMY AN INSTITUTE OF LAND WARFARE PAPER The purpose of the Institute of Land Warfare is to extend the educational work of AUSA by sponsoring scholarly publications, to include books, monographs and essays on key defense issues, as well as workshops and symposia. A work selected for publication as a Land Warfare Paper represents research by the author which, in the opinion of ILW’s editorial board, will contribute to a better understanding of a particular defense or national security issue. Publication as an Institute of Land Warfare Paper does not indicate that the Association of the United States Army agrees with everything in the paper but does suggest that the Association believes the paper will stimulate the thinking of AUSA members and others concerned about important defense issues. This paper represents the opinions of the author and should not be taken to represent the views of the Department of the Army, the Department of Defense, the United States government, the Institute of Land Warfare or the Association of the United States Army or its members. © Copyright 2016 by The Association of the United States Army All rights reserved. Inquiries regarding this and future Land Warfare Papers should be directed to: Director, AUSA’s Institute of Land Warfare, 2425 Wilson Boulevard, Arlington VA 22201, e-mail sdaugherty@ausa. org or telephone (direct dial) 703-907-2627 or (toll free) 1-800-336-4570, ext. 2627. ii Contents Preface ...................................................................................................................................vii Introduction ............................................................................................................................. 1 History and Philosophy of the Army Reserve Officer Training Corps .................................... 2 Contemporary Army Leader Development Training ............................................................... 3 Army ROTC Programs in the 21st Century ............................................................................ 4 Commitment – Taking the Oath .............................................................................................. 5 Culture – The Profession of Arms ........................................................................................... 5 Values – LDRSHIP .................................................................................................................. 7 Experiential Learning – Operation Orders .............................................................................. 7 Academic Study of Leadership Theory ................................................................................... 9 Mentoring/Coaching/Counseling .......................................................................................... 10 Assessment – Self, Peer, Cadre and Institutional .................................................................. 10 Analysis ................................................................................................................................. 11 Army Leader Development Program .................................................................................... 12 Higher Education Research Institute’s A Social Change Model of Leadership Development ................................................................................................... 14 Summary ............................................................................................................................... 15 Endnotes ................................................................................................................................ 17 iii LAND WARFARE PAPER NO. 111, November 2016 Characteristics of Army Reserve Officer Training Corps Leader Development by Steven Estes, Joel M. Miller and Marcus D. Majure Dr. Steven Estes did his undergraduate and master’s studies in physical education at San Diego State University, where he trained and raced for U.S. rowing teams in the 1970s and 1980s. He received his doctorate in physical education from The Ohio State University and has taught and held admin- istrator positions at CSU Fullerton, SUNY Cortland, East Carolina University and Missouri Western State University and is currently at Middle Tennessee State University. An author of four textbooks on sport in culture, his research areas now include humanities in sport and leadership studies. He has served twice as President of the National Association for Kinesiology in Higher Education and has given numerous lectures at academic and professional conferences in his specialty areas. Dr. Estes was commissioned as a second lieutenant in the Tennessee State Guard in 2015 and currently serves as the Public Affairs Officer, Headquarters Company, in Nashville. Lieutenant Colonel Joel M. Miller has served as a commissioned officer in the U.S. Army for more than 22 years. His experiences include a wide range of command and staff assignments, from platoon to the most senior command levels in training, peacekeeping and combat environments. A native of Valparaiso, Indiana, he graduated from the U.S. Military Academy in 1994 with a Bachelor of Science degree and was commissioned in armor/cavalry. He is a graduate of the Armor Officer Basic Course, the Air Defense Officer Advanced Course and the Army Command and General Staff College. He received a Master of Arts degree in history from Tulane University in 2004. He has also earned the Combat Action and Parachutist badges, as well as the Draper Armor Leadership Award. Lieutenant Colonel Marcus D. Majure, U.S. Army (Ret.), was commissioned as an Army Aviation Officer from Delta State University in 1987. After completing the Test Pilot Course, he flew the OH-58A/C Scout, the AH-1F Cobra and the AH-64A Apache helicopters. Mr. Majure attended the U.S. Army Command and General Staff College at Fort Leavenworth, Kansas, and simultaneous- ly graduated with a Master’s degree from Central Michigan University in 2002. He commanded the Mississippi State University Army ROTC Bulldog Battalion and the Pony Express Battalion in northwest Missouri. In the fall of 2010 he commanded and deployed to Iraq with the 3d Armored Cavalry Regiment. In 2014, he became the Deputy Director for the Center for Army Lessons Learned, Combined Arms Center, Mission Command Center of Excellence, Fort Leavenworth, Kansas, where he is currently assigned. v Preface American college-age students enter ROTC programs to begin the process of becoming Army officers. One of the primary outcomes of ROTC training is the development of officers with leadership skills; it is arguably one of the most effective university programs that devel- ops these skills. The reasons for the effectiveness of the ROTC curriculum are discussed in light of two models of leader development: the Army Leader Development (ALD) program and the Higher Education Research Institute’s (HERI’s) A Social Change Model of Leadership Development: Guidebook Version III. Two ROTC programs—the Pony Express Battalion in northwest Missouri and the Blue Raider Battalion at Middle Tennessee State University—were observed over an eight-year period to determine leader development characteristics and to assess leader development ef- fectiveness. It was observed that these programs operate according to the guidelines in the ALD. Additionally, the observed characteristics of commitment, values, cultural orientation, experiential learning, intellectual self-development, mentoring and leader assessment all align with the guidance provided in the ALD, Army Doctrine Reference Publication 6-22, Army Leadership and Army Regulation 350-1, Army Training and Leader Development. ROTC cur- riculum also meets HERI’s best practice characteristics for leader development by providing opportunities for emerging leaders to complete leader initiatives successfully through collab- oration, consciousness of self, commitment, congruence, common purpose, controversy with civility and citizenship. In sum, by combining the characteristics of the ALD program and HERI’s best practices for college student leader development, it is arguable that Army ROTC leader development curriculum is meeting the needs of both Army officer training and higher education leader development goals. vii Characteristics of Army Reserve Officer Training Corps Leader Development One of the more salient lessons learned from the last decade is how quickly our ad- versaries adapt and counter our tactics, techniques and procedures. That is why leader development is my number one priority. It is a critical investment and the most important task to shape the future Army. General Raymond T. Odierno, Chief of Staff, Army1 Introduction Scholars of leadership have long noted that military officers join the civilian world with sig- nificant leadership skills, and that these officers began learning about leadership in their initial military training in colleges and universities. United States Army military training traditionally begins in one of three ways: at the United States Military Academy (USMA) at West Point, New York; through Officer Candidate School (OCS); or through the Reserve Officer Training Corps (ROTC). All of these training programs have