Military Education
Military Education

Author: United States Accounting Office (GAO)

Publisher: Createspace Independent Publishing Platform

Published: 2018-05-28

Total Pages: 0

ISBN-13: 9781720401964

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Military Education: Actions on Recommendations Involving Institute for National Strategic Studies and Capstone

Cross-Domain Deterrence
Cross-Domain Deterrence

Author: Erik Gartzke

Publisher: Oxford University Press

Published: 2019-02-01

Total Pages: 399

ISBN-13: 019090867X

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The complexity of the twenty-first century threat landscape contrasts markedly with the bilateral nuclear bargaining context envisioned by classical deterrence theory. Nuclear and conventional arsenals continue to develop alongside anti-satellite programs, autonomous robotics or drones, cyber operations, biotechnology, and other innovations barely imagined in the early nuclear age. The concept of cross-domain deterrence (CDD) emerged near the end of the George W. Bush administration as policymakers and commanders confronted emerging threats to vital military systems in space and cyberspace. The Pentagon now recognizes five operational environments or so-called domains (land, sea, air, space, and cyberspace), and CDD poses serious problems in practice. In Cross-Domain Deterrence, Erik Gartzke and Jon R. Lindsay assess the theoretical relevance of CDD for the field of International Relations. As a general concept, CDD posits that how actors choose to deter affects the quality of the deterrence they achieve. Contributors to this volume include senior and junior scholars and national security practitioners. Their chapters probe the analytical utility of CDD by examining how differences across, and combinations of, different military and non-military instruments can affect choices and outcomes in coercive policy in historical and contemporary cases.

Making the Grade
Making the Grade

Author: Paul W. Mayberry

Publisher:

Published: 2021

Total Pages: 0

ISBN-13: 9781977407009

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Leadership development in the military is a multifaceted process that takes place over an officer's entire career. At its most basic level, this development occurs through professional experiences and a progressive series of professional military education, of which joint professional military education (JPME) is a subset. In May 2020, the Joint Chiefs of Staff (JCS) issued a vision statement with guidance and objectives for leadership development in the armed services. This vision calls for an outcomes-based approach that emphasizes ingenuity, intellectual application, and military professionalism. The new approach focuses on what students must accomplish rather than traditional metrics, such as curriculum content or the amount of time spent learning specific material. The JCS also emphasized the need to integrate officer talent management (TM) and JPME because these functions are so closely connected. To support the implementation of this vision, the authors reviewed foundational, policy, and implementation documents; conducted semistructured interviews with senior representatives of relevant joint and service offices; and analyzed officer personnel data. They used these methods to (1) describe joint educational institutions' transitions to an outcomes-based approach, (2) examine performance expectations and the qualities needed in effective joint officers, (3) explore how joint performance is measured, and (4) see how challenges in TM systems and processes affect the implementation of JPME, Phase II. They also provide recommendations for how joint stakeholders and the military services can best integrate the TM and JPME processes to support the outcomes-based approach.