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Language and Cultural Competency FROM THE EDITOR In 2007 Army leadership directed the U.S. Army Training and Doctrine Command (TRADOC) G3 to serve as the executive agent in developing a service-wide solution for career continuum and pre-deployment learning about foreign cultures and languages. The Army Culture and Foreign Language Strategy (ACFLS) was the response. First published in December 2009, it is now being implemented as an enterprise of cul- ture and foreign language advisors (CFLAs) and training developers positioned in many TRADOC “school- houses” and other training institutions to provide education in culture and language. Its evolution as a program and future efforts are detailed in the fi rst article. This issue is devoted to the topics of language and cultural competency. A majority of the articles are from CFLAs discussing such topics as cultural relativism, ethnography and culture training. Two articles discuss patron-client relations and possible applications in Afghanistan. Another article discusses the stand up of AFRICOM from an African perspective. A second article takes a look at operational culture training for the French military in Africa. Throughout 2012, the MI community (USAICoE, INSCOM, DA G2, and FORSCOM) will be commemorat- ing the 50th anniversary of the establishment of the MI Branch and the 25th anniversary of the MI Corps. Activities are planned to educate as well as build professional interest in the history and heritage of Army Intelligence starting with the American Revolution through experiences and events throughout the year. MIPB is proud to participate in this celebration by publishing a July September 2012 50th anniversary commemorative issue in collaboration with Lori Tagg, USAICoE Command Historian and Michael Bigelow, INSCOM Command Historian. April June 2012 S: 30 May 2012 July September 2012 Commemorative Issue MI Branch October December 2012 S: 30 August 2012 Sterilla A. Smith Editoror MILITARY INTELLIGENCE January - March 2012 Volume 38 Number 1 PB 34-12-1 FEATURES Commanding General Major General Gregg C. Potter 3 Army Culture and Foreign Language Program Deputy to the Commanding General by Sterilla A. Smith Mr. Jerry V. Proctor 13 Cultural Relativism and the Convergence of Ethnography and 3C Deputy Commander for Training by Robert Greene Sands, PhD Colonel Jeffrey E. Jennings 21 More than Good Intentions: AFRICOM, between American Ambition and Chief, Doctrine Division Mr. Stephen B. Leeder African Suspicion by El-Rayah A. Osman, PhD 27 Beyond the Tribe: Patron-Client Relations, Neopatrimonialism in Afghanistan by Ron Holt, PhD MIPB Staff: 32 Working With a Local Patronage System in Stability and COIN Operations Editor by Thomas Blau, PhD and Daryl K. Liskey, PhD Sterilla A. Smith 40 Cultural IQ: Constructing Cross-Cultural Frames of Reference and Associate Editor Inference by Hugh M. Lewis, PhD Hugh M. Lewis, PhD 47 The Role of the Military Attachè as Cultural Advisor in Cross-Cultural Design and Layout Issues: China 1998 by Jim Schnell (Colonel, USAF Reserve, Ret.), PhD Gary V. Morris Cover Design 54 The Intersection of Language and Culture by Mr. Peter A. Shaver Gary V. Morris 59 Culture as a Basis for New Intelligence Practices by Boshra El-Guindy, PhD Issue Photographs 63 Complex Operations in Africa: Operational Culture Training in the French Courtesy of the U.S. Army. Military by Colonel Henri Borè, French Army, Retired 70 Cultural Awareness in the Army: Harnessing the Disciplines Purpose: The U.S. Army Intelligence by Tseggai Isaac, PhD Center and Fort Huachuca (USAIC&FH) publishes the Military Intelligence Professional Bulletin (MIPB) quarterly under the provisions of AR 25-30. MIPB presents information designed to keep in- telligence professionals informed of cur- rent and emerging developments within the fi eld and provides an open forum in which ideas; concepts; tactics, techniques, and procedures; historical perspectives; problems and solutions, etc., can be ex- Departments changed and discussed for purposes of professional development. 2 Always Out Front Disclaimer: Views expressed are those of the authors and not those of the 76 Contact and Article Submission Information Department of Defense or its elements.The contents do not necessarily refl ect offi cial U.S. Army positions and do not change or Inside Back Cover: 50th Anniversary Website on IKN supersede information in any other U.S. Army publications. By order of the Secretary of the Army: Official: JOYCE E. MORROW Administrative Assistant to the Secretary of the Army 1201901 RAYMOND T. ODIERNO General, United States Army Chief of Staff always out front by MajorBrigadier General General Gregg Gregg C. PotterC. Potter Commanding General U.S. Army Intelligence Center of Excellence Leading the MI Force of 2020 Engaging Your Subordinates–Coaching, Teaching, and Mentoring As we move to the Army of 2020, we in the MI Corps and mentorship. I encourage everyone to read Chapter must more effectively coach, teach and mentor our 8. The manual places the responsibility for fi nding Soldiers and leaders. I often hear about the lack of a mentor on the subordinate’s shoulders. However, mentors and professional development within the MI mentorship really starts with leaders engaging and Corps. General Cone, Commanding General of the communicating with their subordinates. While the U.S. Army Training and Doctrine Command, sur- relationship can vary from informal advice through faced a similar Army-wide concern during the recent a very structured relationship, mentorship is about Maneuver Warfi ghter Symposium. So I challenge ev- honest two-way communication. Leaders must know eryone across our branch to help address this short- the desires, strengths and weaknesses of subordi- fall; every leader is a teacher and coach as well as a nates. The goal is to provide everyone the advice they potential mentor to a subordinate. Engaging your sub- need, even if it is not always what they want to hear. ordinates in face to face dialogue, in order to profes- Everyone deserves an opportunity to reach their full sionally develop them is vital and applies to all of you: potential. Leaders should seek opportunities to men- offi cers, warrant offi cers, NCOs, junior enlisted, and tor subordinates. Army civilians. While everyone deserves the opportunity to have a Throughout history, mentorship has contributed mentor, not everyone will have a formal and long-term to the development of some of the most infl uential mentor relationship. The mentoring relationship can American military leaders. General Marshall studied be intensely personal; therefore, it must be built on under Pershing, Eisenhower under MacArthur, and mutual trust. Young leaders need our help in discov- MacArthur under his own father. Today, leaders con- ering the various roadmaps to success. Your time and tinue to help talented young leaders realize their full sincerity is essential to building a strong mentoring potential. In my current position I take considerable relationship effort and pleasure in engaging our young leaders on We all must continually strive to improve our coach- their future and the future of MI. A few minutes of ing, teaching, and mentoring of our subordinates. It your time means the world to someone struggling with all begins with knowing your subordinates and face to self-improvement, professional development, or a ca- face dialogue. Mentorship is not about replicating your reer decision. own success; it is a two-way exchange involving a bal- We often use counseling, professional development ance of tact, candor, and respect. and mentoring interchangeably. I believe a mentor is The Army’s culture is one of selfl ess service, and a leader, usually outside the chain of command, who young leaders deserve our help. We must perpetuate has an informal relationship with a subordinate for professionalism and excellence within the intelligence the purpose of professional development. I believe community. As leaders, one of the most important as- mentorship is a critical part of a leader’s develop- pects of what we do is to help others realize their own ment. It is one way we prepare leaders for the uncer- potential and support their long-term success. If we tainties of combat and the complexities of positions call ourselves professionals, we must take an inter- of higher authority. Mentorship improves our profes- est in those we serve. Please take the time to reach sion and strengthens our competitive edge. It is more out and become involved with yyour subordinates—be than charting a career path; it helps strengthen com- a teacher, coach, and a mentor. petence, values, and our ethos. Army Field Manual 6-22, Army Leadership, is a sound doctrinal publication that addresses mentors Always Out Front! 2 Military Intelligence serve as the executive agent in developing a service-wide solu- tion for career continuum and pre-deployment learning about foreign cultures and languages. The Army Culture and Foreign Language Strategy (ACFLS) was the response. First published in December 2009, it is now being implemented as an enterprise of culture and foreign language advisors (CFLAs) positioned in many TRADOC “schoolhouses” and other training institutions to provide education in culture and language. These advisors, drawn from by Sterilla A. Smith academia (and often having Human Terrain System expe- rience), in collaboration with the Defense Language Institute Introduction Foreign Language Center (DLIFLC) and the TRADOC ALC 2015 affi rms the “requirement for Soldiers to Culture Center (TCC), are assisting the
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