Fluent Essays

YOU MUST ensure that you address how the preliminary phase, the field study phase, and the integration phase can help achieve your intended results (based upon reading CMH Pub 70-21, 2014). Ensure that you identify what the overall development goal is for your staff ride. If you use references, then cite IAW APA standards. Analyze the concepts and theories you read about in T111, L107, and S302, and L104; utilizing key language and terms from these concepts and theories, identify and analyze a historic campaign or battle (T111) that you can use as a staff ride to develop the Professional Character of an organization (L107). Approach this journaling from a Sergeant Major’s perspective on how you would plan and implement this staff ride to assess and address performance gaps and develop the workforce within your organization (S302). Assigned Readings: 1. (T111: Staff Ride) 2. CMH Pub 70-21, 2014). 3. (L107: Army Leadership and the Profession, ADP 6-22,  pp. 1-1 – 1-12, para 1-1 – 1-69 (12 pages) UNITED STATES ARMY CENTER OF MILITARY HISTORY THE STAFF RIDE by William G. Robertson Cover: The StajfRide, painting by Don Stivers , courtesy of the Command and General Staff College. The original was a gift to the college from the centennial class of 1981 and hangs in the main lobby of Bell Hall at Fort Leavenworth. THE STAFF RIDE by William Glenn Robertson Prepared fo r the CENTER OF MILITARY HISTORY UNITED STATES ARMY WASHINGTON , D .C. , 1987 Library of Congress Cataloging-in-Publlcatlon Data Robenson, William Glenn, 1944- The staff ride. Prepared for the U.S. Anny Center of Military History, Washington, D.C. CMH pub. 70-21-Prel. p. Sup!. of Docs. no. : D1l4.2:R43 I. Staff rides. I. Center of Military History. II. Title. U280 .R63 1987 355.48 87-600063 CMH Pub 70-21 First Printing Foreword Staff rides represent a unique and persuasive method of conveying the lessons of the past to the present-day Army leadership for current application. Properly conducted , these exercises bring to life, on the very terrain where historic encounters took place, examples, applicable today as in the past, of leadership , tactics and strategy , communications , use of terrain, and. above all, the psychology of men in battle. This historical study, particularly with personal reconnaissance , offers valuable opportunities to develop professional leader- ship and the capacity for effective use of combined arms on the air-land battlefield . Take Gettysburg , for example. The resolution, initiative , and courage of Colonel Joshua Lawrence Chamberlain of the 20th Maine reflect valuable prin- ciples for study by todays leaders . These leadership principles transcend tech- nological advances and have no historical bounds, no binding parameters of geography and time. After a long hiatus , staff rides have again found their place as an accepted part of professional leadership development, be it at the Army War College, the Command and General Staff College. or a battalion in the Seventh Army. We welcome the Staff Ride as an important new Army publication . The wisdom contained within its pages will provide appropriate guidance for those of us who want to utilize the staff ride to enhance the professionalism of the Army . OUT turn -of-the-century staff rides stressed those . elements still impor- tant in battle .. . leadership and the psychology of men in combat. The participant in a properly conceived and conducted histori cal staff ride will be rewarded by an enhanced understanding of those key elements and of the essential fact that battles are not systematic , logical undertakings but rather activities of men with all their frailties and strengths. JOHN A . WICKHAM , JR . General , United States Army Chief of Staff Washington , D.C. January 1987 John O . Marsh. Jr. Secretary of the Army Preface In the summer of 1906, the assistant commandant of the General Service and Staff School, Maj. Eben Swift, and twelve officer-students at Fort Leaven- worth boarded a train for Georgia . So began the first staff ride for instructors and students at what is now the U.S. Army Command and General Staff College . For five years the staff ride was an important part of the Leavenworth curriculum . Since then, staff riding as a technique of furthering the military education of professional Army officers has been employed at the Army War College , the Staff College, and elsewhere . Different from tactical exercises without troops or from battlefield tours , staff rides combine a rigorous course of historical prepa- ration with an examination of the terrain on which an actual battle occurred. This brochure demonstrates how a staff ride ca n be made available to military leaders throughout the Army, not just those in the formal education system . With a certain amount of effort, the modem commander can provide a powerful and enduring impetus to the professional improvement of his subordinates, and along the way he can encourage and enliven his units esprit de corps-the con- stant objective of all commanders in times of peace. After a long interruption that began in World Wa r II , staff riding slow ly began to be rejuvenated in the U.S . Army in the late 1960s and early I 970s . Professor Jay Luvaas , now on the staff of the Army War College, performed yeomans serv ice in developing the staff ride technique on our nation s battle- fields. Seventy-three years after staff rides were canceled at Leavenworth, a new version returned to the curriculum at the Command and General Staff College; Ll. Gen. William R. Richard son, commander of the Combined Arms Center, sponsored their reinstitution. These new staff rides were a far cry from the relatively simple affairs three-quarters of a century earlier. Historical knowledge about all battles had advanced significantly . Military history as a specialized field of historical study had emerged since the first staff ride and provided a certain rigor to the exercise that had been lacking in earlier versions . The students of the Staff College were more advanced intellectuall y than their predecessors, and the faculty had also benefited from the work of their fore- bears at the War College and elsewhere . The staff ride took its ne w place at the Command and General Staff College in academic year 1982- 83 . Since its reestablishment, the staff ride has earned accolades from students and facu lty alike as one of the most powerful techniq ues of instruction available for the education of professional soldiers . As a consequence of its growing repu- v tation , as well as that of its counterpans at the Army War College, an interest has developed throughout the Army . Officers from the highest echelons as well as from single battalions have now taken up staff riding . Without exception , those commanders who have already used the staff ride confirm its value in developing leaders ; in introducing their officers to the benefits of military history; in supplementing current doctrinal, operational, and technical knowledge; and in improving unit morale and cohesion . The U.S. Army Center of Military History has been designated as the coor- dinator of the Armys staff ride program . This brochure outlines the various requirements associated with staff riding and establishes flexible and practical standards for a successful exercise. The author of this brochure, Dr . William Glenn Robertson , is an associate professor of military history at the Command and General Staff College. He developed and executed the concept of the new staff ride and heads that program for the Combat Studies Institute under the leadership of Director Col. Louis D. F . Frasche. Dr . Robertson is a lifelong student of the Civil War and a veteran of many battlefield studies . His experience in the conduct of the staff ride is distilled in the pages that follow. One final and imponant note: All those who use this brochure as a guide for their staff rides are encouraged to repon their experiences, problems, and successes to the Combat Studies Institutes Staff Ride Team. As new ideas and approaches are reponed, this publication will be updated , revised , and periodi- cally reissued . Washington, D.C . January 1987 vi WILLIAM A. STOFFT Brigadier General, U.S. Army Chief of Military History I. 11 . III . IV . V. VI. VII. VIII. [X . X . Contents Introduction .... . . . . _ .. .. . ......... .. . . .. .. . . .... . . ... . Definitions ... .......... .. . . ........... , ......... . Purpose and Objectives ... . .. .... .. ........... . . ... .... . Foundation of Staff Riding .... • ..............•..... • .... The [nstructor Team .... ..... ...•... . .......... . .•.•.... Site Selection ................... . . .•.. . . .... .. . . • .• .... The Preliminary Study The Field Study Phase The [ntegration Phase Phase . ... . ....... . .... . . . . •.•.... Sources ............... . . . . Page 3 4 5 7 7 9 II 13 17 18 Xl . Training Aids ...... .. . ....... ... ...................... 21 XII . Logistical Suppon ......................... . . .... ....... 23 XIII . Secondary Benefits .................... . ...... . . . ....... 24 XIV. Concluding Remarks ... ... ..... . . . . .................... 24 Appendixes A. Selection of Stands ......... . . . •..... . ...... ....• . •.•.. . 25 B. Additional Assistance ....... .• . • . ..... .... . . . ........ .. . 29 VII THE STAFF RIDE 179- 405 0 - 87 - 2 OL 3 l. Introduction By its very nature, war is a highly complex affair with a virtually infinite number of variables. Conducted in a dynamic e nvironment by human beings, themselves infinitely variable in personality and intell ect . war is played o ut on the three-di mens io na l chessboard of terrain. That war is a lso highly emotional makes it especially difficult to replicate thro ugh theoretical formulations because the hum an variables are impossible to isolate and quantify exactly . Yet soldiers who are charged with the conduct of war must continually strive in peacetime to prepare themselves to wage it successfully . Direct personal expe rience is one guide , but this knowledge usually is limited in scope and is often in short supply. Theory provides o ne substitute for experie nce but alo ne is far from satisfac- tory . Not nea rl y so neat and clear-cut as theo ry , but far mo re illustrative of the complexity engendered by human factors in war . is military history. Care- fully integrated into training , military history can go far to provide the vicar- ious experience of war needed to further the professional education of so ldiers. O ne of the most effective ways to enli st military histo ry in the cause of professional military education is to study the operations of opposi ng forces in actual campaigns. Campaigns of any histor ical period are repl ete wi th valuable lessons fo r the professional soldier. Changes in techno logy and co rresponding changes in doctrine render some of the lessons obsolete , espec iall y those li nked to minor tact ics. But other lessons are ti meless because they spring ei ther from universal operat ional principles or from universal human characteristics. It is these un ive rsal lessons that are most important for officers who aspire to higher command and a true mastery of the art of war. During their ca reers most officers are exposed to these lessons in some way, often through a sterile list of maxims or principl es to be committed to memory but nei ther fully analyzed nor under- stood . Such a method is inadequate to the ultimate purpose, th at of so fixing in an officers mind both the principles and the ir circumstances th at they wi ll become second nature in time of crisis . Just as the study of military history provides universal lessons o r principles, so too ca n it provide the means to best inculcate them in the minds of officers. O ne way is to re late the lessons or principles to speci fi c histo r ical case studies of part icul ar campaigns or battles , For the best results, these case studies should not be super ficial but sho uld be as detailed as the circumstances of study permit. Only by studying a campaign or banJe in detail is it poss ible to di scover why events unfo lded as they did . Further , if at all possible the campaig n or battle 3 should be studied through primary sources which provide both the required degree of detail and the serious intellectual challenge to fully involve the mind of the student. (See Section X.) What the student-the professional soldier-must achieve is what German military theorist Karl von Clausewitz in On War defined as critical analysis: determine the facts, establish cause and effect, and analyze the results. In simpler terms , the soldier must find out what happened , establish why and how events occurred as they did , and decide what these cause and effect relationships mean now. It is the immediacy of this last element-the answer to the question , ,. So what?-that makes this approach to battle analysis a peculiarly military endeavor. The effect of such analysis is synergistic in fostering not just lessons but a deeper understanding of the realities of war. A significant component of the detailed study of a campaign or battle is an analysis of the terrain over which the action took place and the effect of that terrain upon the campaign or battle. Good maps are essential for such analysis , but the best maps are poor substitutes for firsthand knowledge of the terrain. Thus a visit to the actual sites associated with a campaign, if they are not too changed, is the ultimate step in analysis of the terrains effects on the action studied. If detailed historical case study encourages the identification of universal military lessons. then a visit to the actual site is the ultimate means of reinforcing these lessons in the minds of students . The combination of systematic historical study of a campaign with a visit to the site of operations for the purpose of profes- sional military education is a staff ride . II. Definitions A. General Armies of various nations have conducted staff rides since at least the mid- nineteenth century . As might be expected from their diverse origins , staff rides have varied widely in concept and execution. In some instances the operational situations employed as teachi ng vehicles have been hypothetical, in others they have been historical. The goals of staff rides have varied from the specific testing of operational concepts to the general enhancement of professional and analytical skills. All staff r ides, however, have one idea in common-to place students on an actual piece of terrain , confront them with an operational situation , and stimulate them to reach concl usions or derive lessons from the experience. B. Specific Staff rides have often been confused with other types of exercises that employ terrain. The following definitions clarify terms: 4 1. A tactical exercise without troops (TEWT) involves a hypothetical scenario played out on actual terrain, usually employing current doctrinal concepts. Although the exercise may take place on an actual battle site, any relationship to historical events is usually coincidental. A tactical exercise without troops uses terrain , but not history . as a teaching vehicle . 2. A historical battlefield tour is a visit to the site of an actual campaign but with little or no preliminary systematic study . Ifled by an expert , the histor- ical battlefield tour can stimulate thought and encourage student discussion but within limits set by the lack of systematic preparation and involvement. A histor- ical battlefield tour uses both terrain and a historical situation but does not have a preliminary study phase. 3. A staff ride consists of systematic preliminary study of a selected campaign , an extensive visit to the actual sites associated with that campaign, and an opportunity to integrate the lessons derived from each . It envisions maximum student involvement before arrival at the site to guarantee thought , analysis . and discussion . A staff ride thus links a historical event. systematic preliminary study. and actual terrain to produce battle ana lysis in three dimen- sions. It consists of three distinct phases : preliminary study. field study , and integration. m. Purposes and Objectives The staff ride is a versatile educational tool. In a general sense, its sale purpose is to further the professional development of U.S . Army leaders . Specif- ically , it may he designed to achieve one or many objectives, depending upon the needs of the student clientele and the circumstances under which the staff ride is conducted. Some of these specific objectives may be A . To expose students to the dynamics of battle . especially those factors which interact to produce victory and defeat. B. To expose students to the face of battle , the timeless human dimensions of warfare . C. To provide case studies in the application of the principles of war. D. To provide case studies in the operational art . 5 E . To provide case studies in combined arms operations or in the operations of a single arm or branch. F. To provide case studies in the relationship between technology and doctrine. G . To provide case studies in leadership, at any level desired. H. To provide case studies in unit cohesion. I. To provide case studies in how logistical considerations affect operations. J. To show the effects of terrain upon plans and their implementation. K. To provide an analytical framework for the systematic study of campaigns and battles. L. To encourage officers to study their profession through the use of military history. M. To kindle or reinforce an interest in the heritage of the U.S . Army . In fact , a carefully designed and implemented staff ride can anain simul- taneously all of these objectives and more. Depending upon the campaign selected , the staff ride can illuminate any principle or lesson at any chosen level. Because its mixture of classroom and field study facilitates student involvement , it ensures that any educational benefits are more likely to be retained . The commander should view the staff ride as a part of his training program to develop his subordinates . Like the Army Test and Evaluation Program , the staff ride should be exercised , critiqued, and improved upon . Its focus may vary according to the level of command to be exercised, the lessons to be empha- sized , or the type of operation to be studied. Whatever form it takes, the staff ride is a continuing professional development exercise which will outHve any commanders tour. Like all major recurring training exercises, the staff ride should pass from project officer to project officer, each of whom becomes expert in its conduct. The staff ride file-all supporting documents, student packets, logistical support data-is part of the unit file and does not leave with a commander or project officer . 6 IV. Foundation of Staff Riding A . Instructor knowledge The primary instructor and his associates should have maximum knowledge of the se lected campaign to the degree permitted by circumstances. In other words, staff ride instructors must be true subject-matter experts . They should ultimately be able to identify all important facets of an extremely complex human event and understand how these facets relate to each other. Having mastered their subject , the instructors should impart tbis knowledge to students by using current military concepts and terminology wherever possible. This subject-matter expertise will seldom be immediately available but will come incrementally with every iteration of the staff ride . B. Student knowledge and involvement Students must have maximum knowledge of and involvement in the staff ride to the degree permitted by circumstances . Students must not be permiued to visit the campaign s ite without a working knowledge of the basic framework: of events, nor should they be passive spectators at any stage in the exercise . Gained through both individual study and collective di scussion , thi s knowledge and involvement will reap large benefits during the field study portion of the course. The key is that students are active participants in the educational process: in the exchange of information, in the stimulation of thought, and in the collec- tive analysis of the military operation . C . Complete integration of the preliminary study and field study portions of the course Staff ride instructors must be aware that the preliminary study and field study phases are individual parts of a larger whole. Standing alone , they cannot drive home the desired lessons with the same force as a truly integrated presen- tation . Without the field study phase , the preliminary study phase is an incom- plete form of battle analysis, taught in a classroom environment. Without the systematic analysis of the preliminary study phase , the field study phase is si mply a battlefield tour . Carefully integrated , the two activ ities generate optimal under- standi ng and analytical thought. V. The Instructor Team A . General principles The primary instructor and his associates are the central figures in the design and conduct of a successful staff ride . Although National Park Service rangers , 7 lice nsed guides , and local historians may assist materially , they cannot be expected either to understand the particular educational focus of the exerci se or to design a program with the U.S. Army s needs in mind . To the degree that the instructor team not only designs the staff ride but conducts all aspects of it as well, the goals dictated by the panicular situation are best achieved and the U.S. Armys needs best served. B . Specific requirements To the degree that circumstances permit , the instructor team should I . Be thoroughly conversant with the sources , both primary and second- ary , relevant to the campaign selected . 2 . Understand the organizational , doctrinal , and technological context in which the campaign took place. 3 . Understand the operational context in which the campaign took place . 4 . Be thoroughly conversant with the biographical data available on the opposing commanders and their principal subordinates and be able to charac- terize those individuals succinctly. 5 . Know the orders of battle of the opposing forces and be able to charac- terize significant units in terms of size, armament, and qUality . 6. Be thoroughl y conversant with the movements and operations of all significant units in the campaign and be able to distinguish those events chrono- logically . 7 . Be able to analyze the campaign and determine, to the degree possible. the factors significant to the historical outcome, including terrain not visited . 8 . Know the ground associated with all aspects of the campaign, to be able to guide students easily to all relevant locations . 9 . Understand current U.s . Army doctrine and terminology . 10 . Be able to interpret the significant events of the campaign in terms of current U.S . Army doctrine and terminology wherever possible and assist students to derive usable lessons from the comparison . 8 II . Be able to assess carefully and monitor continually students knowledge and interest levels to generate and retain their involvement througbout the exer- cise and keep them from becoming passive spectators. 12. Continually work to refine and improve the staff ride by developing new sources, new field study routes, more effective training aids , and greater subject-matter expertise. VI. Site Selection The selection of a campaign to be the subject of the staff ride is one of the most important decisions the primary instructor makes . Staff rides can be conducted wherever a historical campaign occurred, but some campaigns make far belter teaching vehicles than others . Among the major considerations in selecting a site are A . Experience level of the opposing forces No matter how well trained in peacetime, units behave differently in their first engagements than in subsequent contests . If first battle lessons are impor- tant, engagements such as First Bull Run or Kasserine Pass should be chosen . Otherwise , operations involving veteran units will provide a far richer variety of lessons . B. Echelon of command Certain sites are well suited to illuminate lessons at the smal l-unit level but offer little from the operational perspective of war. Other campaigns are rich in operations that illuminate timeless staff problems . A staff ride class consisting of officers at battalion and company level should select a campaign most useful in providing lessons for that particular echelon of command. Similarly, a staff ride class consisting of general officers will profit more from studying a campaign chosen for its operational situations than one chosen for its minor tactics. Many campaigns (Napoleonic, American Civil War, the world wars , and the Korean War, for example) are complex enough to serve as excellent teaching vehicles at any echelon of command. C. Type of terrain Campaign sites can be found which encompass virtually any type of terrain desired-mountains, plains. heavy vegetation , desert, large or small streams. 9 179- 405 0 - 87 - ] QL ] D. Type of unit The staff ride methodology can accommodate virtually all signjficant types of units. Most campaigns provide opportunities for studying the operations of infantry, artillery, and cavalry units , either singly or as combined arms . Simi- larly , logistical and support functions can usually be addressed in any campaign. Some campaigns, however, are not particularly useful in illuminating the role of specialized units such as engineers. Twentieth -century innovations such as annor and aviation are most easily studied on modern banlefields , although open- minded students guided by imaginative instructors can study these branches by analogy and on premechanized banlefields . E. Integrity of historical sening Some campaign sites remain relatively unchanged from their original histor- ical setHngs. either because of conscious preservation or because of unsuita- bility for development. Other sites have been altered to one degree or another but are still recognizable and thus usable . Still others have been virtually obliter- ated , leaving linle or nothing of the historical scene intact. Staff rides can be conducted at any of these sites , but as the degree of historical integrity declines , the task of the primary instructor and his associates becomes more difficult. Students have enough difficulty in mastering the details of past organizations and events; their task is made all the more difficult if they are required to block out many modern intrusions as well. F. Availability of sources A staff ride requires the support of as many sources of information as can be obtained . Even the simplest campaign entails an enormous number of facts, and the more of these instructors and students can gather and assimilate, the better they can interpret the campaign. If both primary and secondary accounts exist, both should be utilized. G . Availability of logistical support No maner how excellent the chosen campaign may be as a teaching vehicle, it is not a good candidate for a successful staff ride if the instructor-student party cannot be supported logistically. Transportation, messing , and billeting facili- ties, as needed , must be reasonably close at hand. The students attention should be completely focused on the intellectual aspects of the exercise and not distracted by inadequate logistical support . 10 H . Nearness to home station Given the fiscal and time constraints imposed by a schools or units panic- ular circums;tances, the optimum site for a staff ride teaching specific lessons may be beyond the reach ofthat school or unit. Nevertheless, every effort should be made to seek a site that meets as many of the previous criteria as possible . VII. The Preliminary Study Phase In a staff ride, the purpose of the preliminary study phase is to prepare the student for the visit to the site of the selected campaign. If the student has not been well prepared as to the purpose of the exercise, the organizational and operational setting of the campaign, and the significant events of the action , and ifthe student has not become intellectually involved in the process of study. then the exercise becomes more a historical battlefield tour. The preliminary study phase is critical to the success of the field study phase and therefore equally critical to the success of the staff ride as a whole . Since staff ride participants will usually be busy U.S. Army professionals who may have had little interest in history , the primary instructor and his associates must take student knowledge and interest levels into account when designing the preliminary study phase . The object is not to produce professional scholars but to use historical case study to enhance the professional military education of U.S. Army officers. A . Form The preliminary study phase may take various forms, depending upon the time available for study and the needs of the participants: formal classroom instruction, individua1 study . or a combination. Circumstances will dictate which form must be adopted, but it should be clearly recognized that some forms represent far more effective teaching techniqu_es than others. I . A preliminary study phase consisting solely of a lecture or lectures by the instructor team should be adopted only when extreme circumstances preclude the use of other methods . Lectures , providing little or no opportunity for student involvement, are most likely to produce passive students . In this form, almost all student-instructor and student-student interaction will take place in the field study phase. 2 . At the opposite extreme from pure lecture is individual study . This form consists of providing students with packets of instructor-coUected source materials II to study individually before the field study phase of the staff ride . While requiring greater participation by the student than does … ADP 6-22 ARMY LEADERSHIP AND THE PROFESSION JULY 2019 DISTRIBUTION RESTRICTION: Approved for public release; distribution is unlimited. This publication supersedes ADP 6-22 and ADRP 6-22, dated 1 August 2012 and ADRP 1, dated 14 June 2015. HEADQUARTERS, DEPARTMENT OF THE ARMY This publication is available at the Army Publishing Directorate site (https://armypubs.army.mil/) and the Central Army Registry site (https://atiam.train.army.mil/catalog/dashboard). https://armypubs.army.mil/ https://atiam.train.army.mil/catalog/dashboard Change No. 1 Headquarters Department of the Army Washington, DC, 25 November 2019 ARMY LEADERSHIP AND THE PROFESSION 1. This publication is changed to incorporate traits of the Army profession. 2. A plus sign (+) denotes changed material. 3. ADP 6-22, 31 July 2019, is changed as follows: Remove Old Pages Insert New Pages pages i through vii pages i through ix pages 1-1 through 1-14 pages 1-1 through 1-23 pages Source Notes-1 through Source Notes-2 pages Source Notes-1 through Source Notes-2 pages Glossary-1 through Glossary-2 pages Glossary-1 through Glossary-2 pages References-1 through References-3 pages References-1 through References-3 pages Index-1 through Index-2 pages Index-1 through Index-2 4. File this transmittal sheet in front of the publication for reference purposes. DISTRIBUTION RESTRICTION: Approved for public release; distribution is unlimited. ADP 6-22, C1 25 November DISTRIBUTION: Active Army, Army National Guard, and United States Army Reserve: istributed in 110180, ADP 6-22 *ADP 6-22 DISTRIBUTION RESTRICTION: Approved for public release; distribution is unlimited. *This publication supersedes ADP 6-22 and ADRP 6-22, both dated 1 August 2012, and ADRP 1, dated 14 June 2015. ADP 6-22, C1 i Army Doctrine Publication No. 6-22 Headquarters Department of the Army Washington, DC, 31 July 2019 ARMY LEADERSHIP AND THE PROFESSION Contents Page PREFACE..................................................................................................................... v INTRODUCTION ........................................................................................................ vii Chapter 1 THE ARMY PROFESSION, ETHIC, AND LEADERSHIP ........................................ 1-1 +The Army Profession and Ethic ............................................................................... 1-1 +The Army Profession ............................................................................................... 1-1 +The Army Ethic ........................................................................................................ 1-6 +Expectations for the Army Profession, Based on Our Ethic .................................... 1-8 The Army Values ..................................................................................................... 1-12 Army Leadership ..................................................................................................... 1-13 Army Leadership Requirements Model ................................................................... 1-15 Dynamics of Leadership .......................................................................................... 1-17 Roles of Leadership ................................................................................................. 1-20 Levels of Leadership ............................................................................................... 1-22 PART ONE THE ARMY LEADER: PERSON OF CHARACTER, PRESENCE, AND INTELLECT Chapter 2 CHARACTER ............................................................................................................ 2-1 Foundations of Army Leader Character .................................................................... 2-1 Army Values .............................................................................................................. 2-1 Empathy..................................................................................................................... 2-8 Warrior Ethos and Service Ethos .............................................................................. 2-8 Discipline ................................................................................................................. 2-10 Humility .................................................................................................................... 2-11 Chapter 3 PRESENCE ............................................................................................................... 3-1 Foundations of Army Leader Presence ..................................................................... 3-1 Military and Professional Bearing .............................................................................. 3-1 Fitness ....................................................................................................................... 3-1 Confidence ................................................................................................................ 3-2 Resilience .................................................................................................................. 3-2 Chapter 4 INTELLECT ............................................................................................................... 4-1 Foundations of an Army Leader Intellect ................................................................... 4-1 Mental Agility ............................................................................................................. 4-1 Sound Judgment ....................................................................................................... 4-2 Innovation .................................................................................................................. 4-2 Interpersonal Tact ...................................................................................................... 4-2 Expertise .................................................................................................................... 4-3 Contents ii ADP 6-22, C1 25 November 2019 PART TWO COMPETENCY-BASED LEADERSHIP FOR DIRECT THROUGH STRATEGIC LEADERS Chapter 5 LEADS ...................................................................................................................... 5-1 Leads Others ............................................................................................................. 5-1 Builds Trust ............................................................................................................... 5-8 Extends Influence Beyond the Chain of Command .................................................. 5-9 Leads by Example................................................................................................... 5-12 Communicates ........................................................................................................ 5-14 Chapter 6 DEVELOPS ............................................................................................................... 6-1 Develops Leaders ..................................................................................................... 6-1 Prepares Self ............................................................................................................ 6-2 Creates a Positive Environment/Fosters Esprit de Corps......................................... 6-4 Develops Others ....................................................................................................... 6-8 Stewards the Profession ......................................................................................... 6-14 Chapter 7 ACHIEVES ................................................................................................................ 7-1 Gets Results .............................................................................................................. 7-1 Purpose ..................................................................................................................... 7-1 Chapter 8 LEADERSHIP IN PRACTICE ................................................................................... 8-1 Leaders and Challenges ........................................................................................... 8-1 Leaders and Courage ............................................................................................... 8-1 Leadership and Management ................................................................................... 8-2 Adaptability and Versatility ........................................................................................ 8-2 Challenges of an Operational Environment .............................................................. 8-4 Stress of Change ...................................................................................................... 8-6 Operational Stress .................................................................................................... 8-6 Counterproductive Leadership .................................................................................. 8-7 PART THREE LEADING AT ORGANIZATIONAL AND STRATEGIC LEVELS Chapter 9 ORGANIZATIONAL LEADERSHIP ......................................................................... 9-1 Leading ..................................................................................................................... 9-1 Developing ................................................................................................................ 9-3 Achieving ................................................................................................................... 9-6 Chapter 10 STRATEGIC LEADERSHIP ................................................................................... 10-1 Leading ................................................................................................................... 10-2 Developing .............................................................................................................. 10-5 Achieving ................................................................................................................. 10-7 SOURCE NOTES ............................................................................... Source Notes-1 GLOSSARY ................................................................................................ Glossary-1 REFERENCES ........................................................................................ References-1 INDEX ............................................................................................................... Index-1 Contents 25 November 2019 ADP 6-22, C1 iii Figures +Introductory figure 1. Logic map ...................................................................................................... ix +Figure 1-1. The Army profession .................................................................................................. 1-2 +Figure 1-2. The Army ethic, including Army Values ..................................................................... 1-9 Figure 1-3. The Army leadership requirements model ................................................................. 1-15 Figure 1-4. Navigating leader competencies ................................................................................ 1-16 Figure 1-5. Army leadership levels. .............................................................................................. 1-22 Figure 5-1. General Eisenhower’s D-Day statement...................................................................... 5-6 Tables Introductory table 1. New Army terms ............................................................................................. viii +Introductory table 2. Modified Army terms and acronyms ............................................................. viii +Table 1-1. The framework for the Army ethic ............................................................................... 1-7 Table 2-1. Attributes associated with CHARACTER ....................................................................... 2-12 Table 3-1. Attributes associated with PRESENCE ............................................................................ 3-3 Table 4-1. Attributes associated with INTELLECT ............................................................................ 4-5 Table 5-1. The competency LEADS OTHERS ................................................................................... 5-8 Table 5-2. The competency BUILDS TRUST ..................................................................................... 5-9 Table 5-3. The competency EXTENDS INFLUENCE BEYOND THE CHAIN OF COMMAND ...................... 5-11 Table 5-4. The competency LEADS BY EXAMPLE ........................................................................... 5-14 Table 5-5. The competency COMMUNICATES ................................................................................ 5-16 Table 6-1. The competency PREPARES SELF .................................................................................. 6-4 Table 6-2. The competency CREATES A POSITIVE ENVIRONMENT ..................................................... 6-8 Table 6-3. Counseling—Coaching—Mentoring Comparison ....................................................... 6-11 Table 6-4. The competency DEVELOPS OTHERS ........................................................................... 6-14 Table 6-5. The competency STEWARDS THE PROFESSION ............................................................. 6-15 Table 7-1. The competency GETS RESULTS .................................................................................... 7-3 This page intentionally left blank. 25 November 2019 ADP 6-22, C1 v Preface ADP 6-22, Army Leadership and the Profession, establishes and describes the Army Profession and the foundations of Army leadership, (outlines the echelons of leadership (direct, organizational, and strategic), and describes the attributes and core leader competencies expected of all leaders across all levels and cohorts. The principal audience for ADP 6-22 consists of all members of the Army profession, military and civilian. Trainers and educators throughout the Army will also use this publication. The use of the term Army leaders refers to officers, noncommissioned officers, and select Department of the Army Civilians unless otherwise specified. Commanders, staffs, and subordinates ensure that their decisions and actions comply with applicable United States’, international, and host-nation laws and regulations. Commanders at all levels ensure their Soldiers operate in accordance with the Army ethic, the law of war and the rules of engagement (see FM 6-27). This publication contains copyrighted material. ADP 6-22 uses joint terms where applicable. Selected joint and Army terms and definitions appear in both the text and glossary. When first defined in the text, terms for which ADP 6-22 is the proponent publication are boldfaced and italicized, and definitions are boldfaced. When first defining other proponent definitions in the text, the term is italicized and the proponent publication follows the definition. Following uses of the term are not italicized. Terms for which ADP 6-22 is the proponent publication (the authority) are marked with an asterisk (*) in the glossary. Underlined words are for emphasis; these are not formally defined terms. ADP 6-22 applies to the Regular Army, Army National Guard/Army National Guard of the United States, United States Army Reserve, and Department of the Army Civilians unless otherwise stated. The United States Army Combined Arms Center is the proponent of ADP 6-22. The preparing agency is the Center for the Army Profession and Leadership, Mission Command Center of Excellence, United States Army Combined Arms Center. Send written comments and recommendations on a DA Form 2028 (Recommended Changes to Publications and Blank Forms) to Center for Army Profession and Leadership, ATTN: ATZL-MCV (ADP 6-22), 804 Harrison Drive, Bldg 472, Fort Leavenworth, KS 66027-2308 or by email to [email protected] mailto:[email protected] vi ADP 6-22, C1 25 November 2019 Acknowledgements These copyright owners have granted permission to reproduce material from their works. Leadership in Organizations, 8th ed by Gary Yukl. Reproduced with permission of the author. Copyright © 2012. Making Partnerships Work: A Relationship Management Handbook, by Jonathan Hughes and Jeff Weiss. Reproduced with permission of Vantage Partners, LLC. Copyright © 2001. All rights reserved. “How to Manage Alliances Strategically,” by Ha Hoang and Frank T. Rothaermel. © 2016 from MIT Sloan Management Review/Massachusetts Institute of Technology. All rights reserved. Distributed by Tribune Content Agency, LLC. Republished with permission of the Academy of Management, from “Successful Organizational Change: Integrating the Management Practice and Scholarly Literatures,” Jeroen Stouten, Denise M. Rousseau, and David De Cremer, 12(2), © 2018. 25 November 2019 ADP 6-22, C1 vii Introduction ADP 6-22 establishes and describes the Army profession and the associated ethic that serve as the basis for a shared professional identity. It establishes and describes what leaders should be and do. Having a standard set of leader attributes and core leader competencies facilitates focused feedback, education, training, and development across all leadership levels. ADP 6-22 describes enduring concepts of leadership through the core competencies and attributes required of leaders of all cohorts and all organizations, regardless of mission or setting. These principles reflect decades of experience and validated scientific knowledge. An ideal Army leader serves as a role model through strong intellect, physical presence, professional competence, and moral character. An Army leader is able and willing to act decisively, within superior leaders’ intent and purpose, and in the organization’s best interests. Army leaders recognize that organizations, built on mutual trust and confidence, accomplish missions. Every member of the Army profession, military or civilian, is part of a team and functions in the role of leader and subordinate. Being a good subordinate is part of being an effective leader. Leaders do not just lead subordinates—they also lead other leaders. Leaders are not limited to just those designated by position, rank, or authority. Being and doing are ineffectual without knowledge. Knowing the what and how of soldiering, tactics, operational art, staff operations, functional and technical expertise, and many other areas are essential to leading well. ADP 6-22 cannot convey all of the specific knowledge areas to become an expert leader. All leaders accrue the knowledge and develop the expertise required to contribute to the support and execution of the Army’s four strategic roles: shaping operational environments, preventing conflict, prevailing in large- scale ground combat operations, and consolidating gains. ADP 6-22 describes the attributes and core competencies required of contemporary leaders. ADP 6-22 addresses the following topics necessary for Army members to become a skilled, agile, and highly proficient Army leader—  Army definitions of leader, leadership, and counterproductive leadership.  The Army leadership requirements model as a common basis for recruiting, selecting, developing, evaluating leaders and, most importantly, for leading Soldiers and Department of the Army (DA) Civilians.  Roles and relationships of leaders, including the roles of subordinates or team members.  What makes an effective leader: a person of integrity who builds trust and applies sound judgment to influence others.  How to lead, develop, and achieve through competency-based leadership.  The basics of leading at the direct, organizational, and strategic levels.  The influences and stresses of changing conditions that affect leadership. Key updates and changes to this version of ADP 6-22 include—  Information from ADP 6-22 and ADRP 6-22 combined into a single document.  Incorporation of key concepts (Army profession and Army ethic) from ADRP 1.  New leadership requirements model diagram.  New discussions on the dynamics of leadership, followers, humility, and counterproductive leadership. Introduction viii ADP 6-22, C1 25 November 2019 ADP 6-22 contains 10 chapters comprising three parts describing the Army’s approach to leadership:  +Chapter 1 describes the Army profession, and the ways the Army ethic underpins the decisions and actions of all Army leaders. It discusses the characteristics of the Army profession and expectations of all Army professionals. Chapter 1 also defines leadership, describes the foundations of Army leadership, introduces the Army leadership requirements model, and addresses the various roles of Army leaders and the echelons of leadership.  Part One describes the leader attribute categories of character, presence, and intellect. Chapter 2 discusses the attribute category of character: Army Values and Army ethic, empathy, Warrior Ethos/Service Ethos, discipline, and humility. Chapter 3 discusses the attribute category of presence: military and professional bearing, fitness, confidence, and resilience. Chapter 4 discusses the attribute category of intellect: mental agility, sound judgment, innovation, interpersonal tact, and expertise.  Part Two describes the core leader competencies and their application. Chapter 5 addresses the competency category of leads: leads others, builds trust, extends influence beyond the chain of command, leads by example, and communicates. Chapter 6 describes the competency category of develops: prepares self, creates a positive environment, develops others, and stewards the profession. Chapter 7 describes the competency category of achieves and the supporting actions of providing guidance, and managing and monitoring duties and missions. Chapter 8 discusses the challenges of the operational environment, stress, and change.  Part Three addresses the roles and responsibilities of organizational leaders in chapter 9 and of strategic leaders in chapter 10. Changes to terms used in ADP 6-22 are addressed in introductory tables 1 and 2. The logic map for ADP 6-22 is shown in introductory figure 1. Introductory table 1. New Army terms Term Remarks counterproductive leadership New term. ADP 6-22 is the proponent publication. +Introductory table 2. Modified Army terms and acronyms Term Remarks Army Civilian Corps No longer a formally defined term. Army ethic ADP 6-22 modifies the term and definition and becomes the proponent publication. Army profession ADP 6-22 modifies the term and definition and becomes the proponent publication. Army professional No longer a formally defined term. Army leader Modifies definition. character No longer a formally defined term. esprit de corps No longer a formally defined term. leadership Modifies definition. military expertise No longer a formally defined term. stewardship No longer a formally defined term. Introduction 25 November 2019 ADP 6-22, C1 ix +Introductory figure 1. Logic map This page intentionally left blank. 25 November 2019 ADP 6-22, C1 1-1 Chapter 1 The Army Profession, Ethic, and Leadership For more than 240 years, the United States Army has protected the people and interests of the Nation. The Army is not alone. The Marines Corps, Navy, Air Force, Coast Guard, government agencies, and local law enforcement and firefighters all perform similar services to the Nation and its communities. All volunteered. In many cases, they choose to place themselves in harm’s way based on a conviction that personal service makes a difference. Leading Soldiers requires an understanding of the Army profession and ethic that are the basis for a shared professional identity and underpin all leader decisions and actions. To inspire Soldiers to risk their lives requires professional leaders capable of providing purpose, direction, and motivation. This chapter describes the Army profession, describes the Army ethic, and introduces Army leadership. …the Soldier, above all other people, prays for peace, for he must suffer and bear the deepest wounds and scars of war. General of the Army Douglas MacArthur Thayer Award acceptance speech, 1962 +THE ARMY PROFESSION AND ETHIC 1-1. War is a lethal clash of wills and an inherently human endeavor that requires perseverance, sacrifice, and tenacity. The United States Army’s primary reason for existence is to deploy, fight, and win the Nation’s wars by providing ready, prompt, and sustained land dominance by Army forces across the range of military operations as part of the joint force. Enduring the physical hardship, danger, and uncertainty of combat requires an Army that is professionally committed and guided by an ethic that motivates and guides its forces in the conduct of missions, performance of duty, and all aspects of life. 1-2. Providing the purpose, direction, and motivation required to inspire others to risk their lives to accomplish missions requires leaders committed to their profession and ethic. To prepare Army leaders to fulfill their responsibilities, the Army profession develops Soldiers and Army civilians who demonstrate character, competence, and commitment through career-long training, education, and experience. +THE ARMY PROFESSION 1-3. The Army has a dual nature as both a military department of government and a trusted military profession. The character of the Army as an institution and a profession are both essential to accomplishing the Army’s mission. However, it is the American people’s trust and confidence in the Army as an ethical profession that grants it the autonomy to exercise the disciplined initiative critical to accomplishing missions under diverse conditions around the world. 1-4. Traditional professions share essential characteristics. They provide a vital service to society, requiring expertise and skill developed through years of training, education, and experience. Professions establish standards of practice and certify that their members are qualified to serve the needs of society. 1-5. Professionals accept the responsibility to be stewards of the people and resources entrusted to them by society and to advance the state of their profession in anticipation of changes to the world around them. Professions motivate their members to answer a “calling to honorable service,” to pursue lifelong learning, Chapter 1 1-2 ADP 6-22, C1 25 November 2019 and to cooperate as members with a common purpose higher than individual gratification. A calling or vocation means that the mission is more important than the individual is, which is the basis of sacrifice. 1-6. Professions self-police and must live by an ethic with both legal and moral foundations. A professional ethic provides the set of moral principles that guide decisions and actions in professional practice. Traditional professions include medicine and law, science and engineering, architecture, higher education, ordained religious practice, and the military. 1-7. Ultimately, society trusts professions and grants them autonomy and discretion with prudent, balanced oversight or external controls. If a profession violates its ethic and loses the trust of society, it becomes subject to increased societal regulation and governance. 1-8. The Army profession is a trusted vocation of Soldiers and Army civilians whose collective expertise is the ethical design, generation, support, and application of landpower; serving under civilian authority; and entrusted to defend the Constitution and the rights and interests of the American people. The Army profession includes two complementary communities of practice—the Profession of Arms and the Army Civilian Corps.  The Profession of Arms comprises the Soldiers of the Regular Army, Army National Guard, and the Army Reserve.  The Army Civilian Corps is composed of Army civilians serving in the Department of the Army. +Figure 1-1. The Army profession 1-9. These communities of practice are trusted Army professionals—honorable servants in defense of the Nation, experts in the performance of their duties, and responsible stewards of the Army profession. The Army ethic underpins the decision and actions of all Army professionals. (See paragraph 1-44 for more on the Army ethic.) CHARACTERISTICS OF THE ARMY PROFESSION 1-10. Five characteristics identify and establish the Army as a profession. These characteristics reflect American values, the Army ethic, and the Army’s approach to conducting operations. Demonstrated consistently, these characteristics reinforce trust between the Army profession and the American people. The five characteristics of the Army profession are—  Trust.  Honorable service.  Military expertise.  Stewardship.  Esprit de corps. Trust 1-11. Trust is the foundation of the Army’s relationship … UNITED STATES ARMY CENTER OF MILITARY HISTORY THE STAFF RIDE by William G. Robertson Cover: The Staff Ride, painting by Don Stivers, courtesy of the Command and General Staff College. The original was a gift to the college from the centennial class of 1981 and hangs in the main lobby of Bell Hall at Fort Leavenworth. PIN: 061828–000 Prepared for the CENTER OF MILITARY HISTORY UNITED STATES ARMY WASHINGTON, D.C., 2014 CMH Pub 70-21 First Printed 1987 Foreword Staff rides represent a unique and persuasive method of conveying the lessons of the past to the present-day Army leadership for current application. Properly conducted, these exercises bring to life, on the very terrain where historic encounters took place, examples, applicable today as in the past, of leadership, tactics and strategy, communications, use of terrain, and, above all, the psychology of men in battle. This historical study, particularly with personal reconnaissance, offers valuable opportunities to develop professional leader- ship and the capacity for effective use of combined arms on the air-land battlefield. Take Gettysburg, for example. The resolution, initiative, and courage of Colonel Joshua Lawrence Chamberlain of the 20th Maine reflect valuable prin- ciples for study by todays leaders. These leadership principles transcend tech- nological advances and have no historical bounds, no binding parameters of geography and time. After a long hiatus, staff rides have again found their place as an accepted part of professional leadership development, be it at the Army War College, the Command and General Staff College, or a battalion in the Seventh Army. We welcome The Staff Ride as an important new Army publication. The wisdom contained within its pages will provide appropriate guidance for those of us who want to utilize the staff ride to enhance the professionalism of the Army. Our turn-of-the-century staff rides stressed those elements still impor- tant in battle . . . leadership and the psychology of men in combat. The participant in a properly conceived and conducted historical staff ride will be rewarded by an enhanced understanding of those key elements and of the essential fact that battles are not systematic, logical undertakings but rather activities of men with all their frailties and strengths. JOHN A. WICKHAM, JR. General, United States Army Chief of Staff Washington, D.C. January 1987 John 0. Marsh, Jr. Secretary of the Army vii Preface In the summer of 1906, the assistant commandant of the General Service and Staff School, Maj. Eben Swift, and twelve officer-students at Fort Leaven- worth boarded a train for Georgia. So began the first staff ride for instructors and students at what is now the U.S. Army Command and General Staff College. For five years the staff ride was an important part of the Leavenworth curriculum. Since then, staff riding as a technique of furthering the military education of professional Army officers has been employed at the Army War College, the Staff College, and elsewhere. Different from tactical exercises without troops or from battlefield tours, staff rides combine a rigorous course of historical prepa- ration with an examination of the terrain on which an actual battle occurred. This brochure demonstrates how a staff ride can be made available to military leaders throughout the Army, not just those in the formal education system. With a certain amount of effort, the modern commander can provide a powerful and enduring impetus to the professional improvement of his subordinates, and along the way he can encourage and enliven his units esprit de corps-the con- stant objective of all commanders in times of peace. After a long interruption that began in World War ll, staff riding slowly began to be rejuvenated in the U.S. Army in the late 1960s and early 1970s. Professor Jay Lovaas, now on the staff of the Army War College, performed yeomans service in developing the staff ride technique on our nations battle- fields. Seventy-three years after staff rides were canceled at Leavenworth, a new version returned to the curriculum at the Command and General Staff College; Lt. Gen. William R. Richardson, commander of the Combined Arms Center, sponsored their reinstitution. These new staff rides were a far cry from the relatively simple affairs three-quarters of a century earlier. Historical knowledge about all battles had advanced significantly. Military history as a specialized field of historical study had emerged since the first staff ride and provided a certain rigor to the exercise that had been lacking in earlier versions. The students of the Staff College were more advanced intellectually than their predecessors, and the faculty had also benefited from the work of their fore- bears at the War College and elsewhere. The staff ride took its new place at the Command and General Staff College in academic year 1982-83. Since its reestablishment, the staff ride has earned accolades from students and faculty alike as one of the most powerful techniques of instruction available for the education of professional soldiers. As a consequence of its growing repu- viii tation, as well as that of its counterparts at the Army War College, an interest has developed throughout the Army. Officers from the highest echelons as well as from single battalions have now taken up staff riding. Without exception, those commanders who have already used the staff ride confirm its value in developing leaders; in introducing their officers to the benefits of military history; in supplementing current doctrinal, operational, and technical knowledge; and in improving unit morale and cohesion. The U.S. Army Center of Military History has been designated as the coor- dinator of the Armys staff ride program. This brochure outlines the various requirements associated with staff riding and establishes flexible and practical standards for a successful exercise. The author of this brochure, Dr. William Glenn Robertson, is an associate professor of military history at the Command and General Staff College. He developed and executed the concept of the new staff ride and heads that program for the Combat Studies Institute under the leadership of Director Col. Louis D. F. Frasche. Dr. Robertson is a lifelong student of the Civil War and a veteran of many battlefield studies. His experience in the conduct of the staff ride is distilled in the pages that follow. One final and important note: All those who use this brochure as a guide for their staff rides are encouraged to report their experiences, problems, and successes to the Combat Studies Institutes Staff Ride Team. As new ideas and approaches are reported, this publication will be updated, revised, and periodi- cally reissued. Washington, D.C. January 1987 WILLIAM A. STOFFT Brigadier General, U.S. Army Chief of Military History ix Contents Page I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 II. Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 III. Purpose and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 IV . Foundation of Staff Riding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 V. The Instructor Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 VI. Site Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 VII. The Preliminary Study Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 VIII. The Field Study Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 IX. The Integration Phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 X. Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 XI. Training Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 XII. Logistical Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 XIII. Secondary Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 XIV. Concluding Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Appendixes A. Selection of Stands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 B. Additional Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 THE STAFF RIDE 3 I. Introduction By its very nature, war is a highly complex affair with a virtually infinite number of variables. Conducted in a dynamic environment by human beings, themselves infinitely variable in personality and intellect, war is played out on the three-dimensional chessboard of terrain. That war is also highly emotional makes it especially difficult to replicate through theoretical formulations because the human variables are impossible to isolate and quantify exactly. Yet soldiers who are charged with the conduct of war must continually strive in peacetime to prepare themselves to wage it successfully. Direct personal experience is one guide, but this knowledge usually is limited in scope and is often in short supply. Theory provides one substitute for experience but alone is far from satisfac- tory. Not nearly so neat and clear-cut as theory, but far more illustrative of the complexity engendered by human factors in war, is military history. Care- fully integrated into training, military history can go far to provide the vicar- ious experience of war needed to further the professional education of soldiers. One of the most effective ways to enlist military history in the cause of professional military education is to study the operations of opposing forces in actual campaigns. Campaigns of any historical period are replete with valuable lessons for the professional soldier. Changes in technology and corresponding changes in doctrine render some of the lessons obsolete, especially those linked to minor tactics. But other lessons are timeless because they spring either from universal operational principles or from universal human characteristics. It is these universal lessons that are most important for officers who aspire to higher command and a true mastery of the art of war. During their careers most officers are exposed to these lessons in some way, often through a sterile list of maxims or principles to be committed to memory but neither fully analyzed nor under- stood. Such a method is inadequate to the ultimate purpose, that of so fixing in an officers mind both the principles and their circumstances that they will become second nature in time of crisis. Just as the study of military history provides universal lessons or principles, so too can it provide the means to best inculcate them in the minds of officers. One way is to relate the lessons or principles to specific historical case studies of particular campaigns or battles. For the best results, these case studies should not be superficial but should be as detailed as the circumstances of study permit. Only by studying a campaign or battle in detail is it possible to discover why events unfolded as they did. Further, if at all possible the campaign or battle 4 should be studied through primary sources which provide both the required degree of detail and the serious intellectual challenge to fully involve the mind of the student. (See Section X.) What the student-the professional soldier-must achieve is what German military theorist Karl von Clausewitz in On War defined as critical analysis: determine the facts, establish cause and effect, and analyze the results . In simpler terms, the soldier must find out what happened, establish why and how events occurred as they did, and decide what these cause and effect relationships mean now. It is the immediacy of this last element-the answer to the question, So what? -that makes this approach to battle analysis a peculiarly military endeavor. The effect of such analysis is synergistic in fostering not just lessons but a deeper understanding of the realities of war. A significant component of the detailed study of a campaign or battle is an analysis of the terrain over which the action took place and the effect of that terrain upon the campaign or battle. Good maps are essential for such analysis, but the best maps are poor substitutes for firsthand knowledge of the terrain. Thus a visit to the actual sites associated with a campaign, if they are not too changed, is the ultimate step in analysis of the terrains effects on the action studied. If detailed historical case study encourages the identification of universal military lessons, then a visit to the actual site is the ultimate means of reinforcing these lessons in the minds of students. The combination of systematic historical study of a campaign with a visit to the site of operations for the purpose of profes- sional military education is a staff ride. II. Definitions A. General Armies of various nations have conducted staff rides since at least the mid- nineteenth century . As might be expected from their diverse origins, staff rides have varied widely in concept and execution. In some instances the operational situations employed as teaching vehicles have been hypothetical, in others they have been historical . The goals of staff rides have varied from the specific testing of operational concepts to the general enhancement of professional and analytical skills. All staff rides, however, have one idea in common-to place students on an actual piece of terrain, confront them with an operational· situation, and stimulate them to reach conclusions or derive lessons from the experience. B. Specific Staff rides have often been confused with other types of exercises that employ terrain . The following definitions clarify terms: 5 1. A tactical exercise without troops (TEWT) involves a hypothetical scenario played out on actual terrain, usually employing current doctrinal concepts. Although the exercise may take place on an actual battle site, any relationship to historical events is usually coincidental. A tactical exercise without troops uses terrain, but not history, as a teaching vehicle. 2. A historical battlefield tour is a visit to the site of an actual campaign but with little or no preliminary systematic study. If led by an expert, the histor- ical battlefield tour can stimulate thought and encourage student discussion but within limits set by the lack of systematic preparation and involvement. A histor- ical battlefield tour uses both terrain and a historical situation but does not have a preliminary study phase. 3. A staff ride consists of systematic preliminary study of a selected campaign, an extensive visit to the actual sites associated with that campaign, and an opportunity to integrate the lessons derived from each. It envisions maximum student involvement before arrival at the site to guarantee thought, analysis, and discussion. A staff ride thus links a historical event, systematic preliminary study, and actual terrain to produce battle analysis in three dimen- sions. It consists of three distinct phases: preliminary study, field study, and integration. III. Purposes and Objectives The staff ride is a versatile educational tool. In a general sense, its sole purpose is to further the professional development of U.S. Army leaders. Specif- ically, it may be designed to achieve one or many objectives, depending upon the needs of the student clientele and the circumstances under which the staff ride is conducted. Some of these specific objectives may be A. To expose students to the dynamics of battle, especially those factors which interact to produce victory and defeat. B. To expose students to the face of battle, the timeless human dimensions of warfare. C. To provide case studies in the application of the principles of war. D. To provide case studies in the operational art. 6 E. To provide case studies in combined arms operations or in the operations of a single arm or branch. F. To provide case studies in the relationship between technology and doctrine. G. To provide case studies in leadership, at any level desired. H. To provide case studies in unit cohesion. I. To provide case studies in how logistical considerations affect operations. J. To show the effects of terrain upon plans and their implementation. K. To provide an analytical framework for the systematic study of campaigns and battles. L. To encourage officers to study their profession through the use of military history. M. To kindle or reinforce an interest in the heritage of the U.S. Army. In fact, a carefully designed and implemented staff ride can attain simul- taneously all of these objectives and more. Depending upon the campaign selected, the staff ride can illuminate any principle or lesson at any chosen level. Because its mixture of classroom and field study facilitates student involvement, it ensures that any educational benefits are more likely to be retained. The commander should view the staff ride as a part of his training program to develop his subordinates. Like the Army Test and Evaluation Program, the staff ride should be exercised, critiqued, and improved upon. Its focus may vary according to the level of command to be exercised, the lessons to be empha- sized, or the type of operation to be studied. Whatever form it takes, the staff ride is a continuing professional development exercise which will outlive any commanders tour. Like all major recurring training exercises, the staff ride should pass from project officer to project officer, each of whom becomes expert in its conduct. The staff ride file-all supporting documents, student packets, logistical support data-is part of the unit file and does not leave with a commander or project officer. 7 IV. Foundation of Staff Riding A. Instructor knowledge The primary instructor and his associates should have maximum knowledge of the selected campaign to the degree permitted by circumstances. In other words, staff ride instructors must be true subject-matter experts. They should ultimately be able to identify all important facets of an extremely complex human event and understand how these facets relate to each other. Having mastered their subject, the instructors should impart this knowledge to students by using current military concepts and terminology wherever possible. This subject-matter expertise will seldom be immediately available but will come incrementally with every iteration of the staff ride. B. Student knowledge and involvement Students must have maximum knowledge of and involvement in the staff ride to the degree permitted by circumstances. Students must not be permitted to visit the campaign site without a working knowledge of the basic framework of events, nor should they be passive spectators at any stage in the exercise. Gained through both individual study and collective discussion, this knowledge and involvement will reap large benefits during the field study portion of the course. The key is that students are active participants in the educational process: in the exchange of information, in the stimulation of thought, and in the collec- tive analysis of the military operation. C. Complete integration of the preliminary study and field study portions of the course Staff ride instructors must be aware that the preliminary study and field study phases are individual parts of a larger whole. Standing alone, they cannot drive home the desired lessons with the same force as a truly integrated presen- tation. Without the field study phase, the preliminary study phase is an incom- plete form of battle analysis, taught in a classroom environment. Without the systematic analysis of the preliminary study phase, the field study phase is simply a battlefield tour. Carefully integrated, the two activities generate optimal under- standing and analytical thought. V. The Instructor Team A. General principles The primary instructor and his associates are the central figures in the design and conduct of a successful staff ride. Although National Park Service rangers, 8 licensed guides, and local historians may assist materially, they cannot be expected either to understand the particular educational focus of the exercise or to design a program with the U.S. Armys needs in mind. To the degree that the instructor team not only designs the staff ride but conducts all aspects of it as well, the goals dictated by the particular situation are best achieved and the U.S. Armys needs best served. B. Specific requirements To the degree that circumstances permit, the instructor team should 1. Be thoroughly conversant with the sources, both primary and second- ary, relevant to the campaign selected. 2. Understand the organizational, doctrinal, and technological context in which the campaign took place. 3. Understand the operational context in which the campaign took place. 4. Be thoroughly conversant with the biographical data available on the opposing commanders and their principal subordinates and be able to charac- terize those individuals succinctly. 5. Know the orders of battle of the opposing forces and be able to charac- terize significant units in terms of size, armament, and quality. 6. Be thoroughly conversant with the movements and operations of all significant units in the campaign and be able to distinguish those events chrono- logically. 7. Be able to analyze the campaign and determine, to the degree possible, the factors significant to the historical outcome, including terrain not visited. 8. Know the ground associated with all aspects of the campaign, to be able to guide students easily to all relevant locations. 9. Understand current U.S. Army doctrine and terminology. 10. Be able to interpret the significant events of the campaign in terms of current U.S. Army doctrine and terminology wherever possible and assist students to derive usable lessons from the comparison. 9 11. Be able to assess carefully and monitor continually students knowledge and interest levels to generate and retain their involvement throughout the exer- cise and keep them from becoming passive spectators. 12. Continually work to refine and improve the staff ride by developing new sources, new field study routes, more effective training aids, and greater subject-matter expertise. VI. Site Selection The selection of a campaign to be the subject of the staff ride is one of the most important decisions the primary instructor makes. Staff rides can be conducted wherever a historical campaign occurred, but some campaigns make far better teaching vehicles than others . Among the major considerations in selecting a site are A . Experience level of the opposing forces No matter how well trained in peacetime, units behave differently in their first engagements than in subsequent contests. If first battle lessons are impor- tant, engagements such as First Bull Run or Kasserine Pass should be chosen. Otherwise, operations involving veteran units will provide a far richer variety of lessons. B. Echelon of command Certain sites are well suited to illuminate lessons at the small-unit level but offer little from the operational perspective of war. Other campaigns are rich in operations that illuminate timeless staff problems. A staff ride class consisting of officers at battalion and company level should select a campaign most useful in providing lessons for that particular echelon of command. Similarly, a staff ride class consisting of general officers will profit more from studying a campaign chosen for its operational situations than one chosen for its minor tactics. Many campaigns (Napoleonic, American Civil War, the world wars, and the Korean War, for example) are complex enough to serve as excellent teaching vehicles at any echelon of command. C . Type of terrain Campaign sites can be found which encompass virtually any type of terrain desired-mountains, plains, heavy vegetation, desert, large or small streams. 10 D. Type of unit The staff ride methodology can accommodate virtually all significant types of units. Most campaigns provide opportunities for studying the operations of infantry, artillery, and cavalry units, either singly or as combined arms. Simi- larly, logistical and support functions can usually be addressed in any campaign. Some campaigns, however, are not particularly useful in illuminating the role of specialized units such as engineers. Twentieth-century innovations such as armor and aviation are most easily studied on modem battlefields, although open- minded students guided by imaginative instructors can study these branches by analogy and on premechanized battlefields. E. Integrity of historical setting Some campaign sites remain relatively unchanged from their original histor- ical settings, either because of conscious preservation or because of unsuita- bility for development. Other sites have been altered to one degree or another but are still recognizable and thus usable. Still others have been virtually obliter- ated, leaving little or nothing of the historical scene intact. Staff rides can be conducted at any of these sites, but as the degree of historical integrity declines, the task of the primary instructor and his associates becomes more difficult. Students have enough difficulty in mastering the details of past organizations and events; their task is made all the more difficult if they are required to block out many. modern intrusions as well. F. Availability of sources A staff ride requires the support of as many sources of information as can be obtained. Even the simplest campaign entails an enormous number of facts, and the more of these instructors and students can gather and assimilate, the better they can interpret the campaign. If both primary and secondary accounts exist, both should be utilized. G. Availability of logistical support No matter how excellent the chosen campaign may be as a teaching vehicle, it is not a good candidate for a successful staff ride if the instructor-student party cannot be supported logistically. Transportation, messing, and billeting facili- ties, as needed, must be reasonably close at hand. The students attention should be completely focused on the intellectual aspects of the exercise and not distracted by inadequate logistical support. 11 H. Nearness to home station Given the fiscal and time constraints imposed by a schools or units partic- ular circumstances, the optimum site for a staff ride teaching specific lessons may be beyond the reach of that school or unit. Nevertheless, every effort should be made to seek a site that meets as many of the previous criteria as possible. VII. The Preliminary Study Phase In a staff ride, the purpose of the preliminary study phase is to prepare the student for the visit to the site of the selected campaign. If the student has not been well prepared as to the purpose of the exercise, the organizational and operational setting of the campaign, and the significant events of the action, and if the student has not become intellectually involved in the process of study, then the exercise becomes more a historical battlefield tour. The preliminary study phase is critical to the success of the field study phase and therefore equally critical to the success of the staff ride as a whole. Since staff ride participants will usually be busy U.S. Army professionals who may have had little interest in history, the primary instructor and his associates must take student knowledge and interest levels into account when designing the preliminary study phase. The object is not to produce professional scholars but to use historical case study to enhance the professional military education of U.S. Army officers. A. Form The preliminary study phase may take various forms, depending upon the time available for study and the needs of the participants: formal classroom instruction, individual study, or a combination. Circumstances will dictate which form must be adopted, but it should be clearly recognized that some forms represent far more effective teaching techniqu_es than others. 1. A preliminary study phase consisting solely of a lecture or lectures by the instructor team should be adopted only when extreme circumstances preclude the use of other methods. Lectures, providing little or no opportunity for student involvement, are most likely to produce passive students. In this form, almost all student-instructor and student-student interaction will take place in the field study phase. 2. At the opposite extreme from pure lecture is individual study. This form consists of providing students with packets of instructor-collected source materials 12 to study individually before the field study phase of the staff ride. While requiring greater participation by the student than does the pure lecture, this form also forgoes the benefits derived from instructor guidance and group discussion and tends to encourage student passivity. 3. The optimum preliminary study phase combines lecture, individual study, and group discussion moderated by the instructor team. To get …