Luigi59
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West Point faculty member worries it is failing to prepare tomorrow’s officers
By Maj. Fernando Lujan, U.S. Army
June 11, 2010
I graduated from West Point in 1998, served several combat tours, then received a master's degree from the Harvard Kennedy School so that I could instruct the cadets in politics, policy, and strategy. I have worked on the West Point faculty for two years, and this summer I'll return to the operational Army in Afghanistan.
From my own limited perspective, I can say that the Academy is falling heartbreakingly short of its potential to prepare young officers.
While West Point has recently made an effort to change with the times by adding a handful of elective courses in counterinsurgency, expanding its foreign immersion programs, and hosting several high level conferences on key Army issues, the founding principle of the cadet system remains the same: We lecture the cadets on professionalism but we practice bureaucracy. To summarize the difference, professional cultures debate, discuss, and continually innovate to stay effective in the changing world. Bureaucracies churn out ever-restrictive rules and seek to capture every eventuality in codified routines.
Consider this: From day one at the academy every possible situation that a cadet could conceivably encounter is accounted for by strict regulations. Not sure how many inches should be between your coat hangers, whether you can hold your girlfriend's hand on campus, or how your socks should be marked? Consult the regulations. Moreover, all activity is subjected to the cadet performance system, which essentially assigns a grade to every measurable event in a cadet's life (think shoe shines, pushups and pop quizzes) then ruthlessly ranks the entire class from first to last. Cadets at the top of the list get the jobs and postings they want after graduation. Those near the bottom end up driving trucks at Fort Polk, Louisiana.
The result is two-fold: First, cadets have very little experience adapting to unfamiliar environments. After all, what happens when the regulations don't describe what's going on around you? Second, cadets devote zero attention to activities that "don't count." If it's not on the syllabus, and it's not for a grade, the cadets aren't learning it.
Ask a cadet to spend a few minutes writing up a list of the skills, traits, and knowledge that he wishes he'd have when he finally takes over his first platoon in combat. Then compare this to his four-year curriculum and summer training plans. There will be surprisingly little overlap between the two lists, and the cadet has neither the time nor the incentive to learn what's missing. In the end, we graduate far too many cadets that are more bureaucrat than professional, lacking the expert knowledge of their trade and the flexibility to be effective in the complex environments they'll soon encounter.
Read the rest of the article HERE
By Maj. Fernando Lujan, U.S. Army
June 11, 2010
I graduated from West Point in 1998, served several combat tours, then received a master's degree from the Harvard Kennedy School so that I could instruct the cadets in politics, policy, and strategy. I have worked on the West Point faculty for two years, and this summer I'll return to the operational Army in Afghanistan.
From my own limited perspective, I can say that the Academy is falling heartbreakingly short of its potential to prepare young officers.
While West Point has recently made an effort to change with the times by adding a handful of elective courses in counterinsurgency, expanding its foreign immersion programs, and hosting several high level conferences on key Army issues, the founding principle of the cadet system remains the same: We lecture the cadets on professionalism but we practice bureaucracy. To summarize the difference, professional cultures debate, discuss, and continually innovate to stay effective in the changing world. Bureaucracies churn out ever-restrictive rules and seek to capture every eventuality in codified routines.
Consider this: From day one at the academy every possible situation that a cadet could conceivably encounter is accounted for by strict regulations. Not sure how many inches should be between your coat hangers, whether you can hold your girlfriend's hand on campus, or how your socks should be marked? Consult the regulations. Moreover, all activity is subjected to the cadet performance system, which essentially assigns a grade to every measurable event in a cadet's life (think shoe shines, pushups and pop quizzes) then ruthlessly ranks the entire class from first to last. Cadets at the top of the list get the jobs and postings they want after graduation. Those near the bottom end up driving trucks at Fort Polk, Louisiana.
The result is two-fold: First, cadets have very little experience adapting to unfamiliar environments. After all, what happens when the regulations don't describe what's going on around you? Second, cadets devote zero attention to activities that "don't count." If it's not on the syllabus, and it's not for a grade, the cadets aren't learning it.
Ask a cadet to spend a few minutes writing up a list of the skills, traits, and knowledge that he wishes he'd have when he finally takes over his first platoon in combat. Then compare this to his four-year curriculum and summer training plans. There will be surprisingly little overlap between the two lists, and the cadet has neither the time nor the incentive to learn what's missing. In the end, we graduate far too many cadets that are more bureaucrat than professional, lacking the expert knowledge of their trade and the flexibility to be effective in the complex environments they'll soon encounter.
Read the rest of the article HERE