Assignment Instructions: Write a 400 to 500-word substantive journal entry describing the relationship between the principles of mission command and the warfighting function of command and control.
Describe the use of those two within Unified Land Operations.
Be sure to reference appropriate doctrine that supports your analysis.
Capture ideas and reflect on personal experiences pertaining to the module content. Journaling is a continuous reflective exercise designed to assist students in developing contextual relevance of subject matter for practical application. It also provides instructors with insight into student understanding of key concepts. Reflective exercises (journaling) are essential in the development process. Journal entries will assist in constructing the course capstone project.
Learners are expected to use the journals to gather, record, and store select evidence and capture reflective thoughts relevant to their learning and continued growth.
Students will capture SMC Capstone-related information, discussion question summaries, topic-specific notes, and/or reflective observations that are considered significant in their continued growth and progress as a senior military leader. Journal entries at the end of each semester will contain a response to the following reflection question and students may expand from there as desired.
9/2/2020 SMC-DL Phase 1 Class 47-B
https://sgm-a.blackboard.com/webapps/rubric/do/course/manageRubrics?dispatch=view&context=course&rubricId=_18348_1&course_id=_10999_1 1/2
SMC- DL Form 1009J
General writing rubric that is used for all journaling assignments. (AJ)
Levels of Achievement
Criteria Far ExceedsStandards
Exceeds
Standards
Meets
Standards
Does Not
Meet
Standards
Unsatisfactory
Ideas,
Arguments, &
Analysis
Formatting
20 Points
Ideas
expressed in
discussion
posts include
original
thought,
substantial
depth, and
are relevant
to topic.
Viewpoint
shows strong
logical
thinking,
reasoning,
and analysis
with evidence
and
examples.
Provided an
external
resource
supporting
student’s
discussion
(as required
in the post
instructions)
17 Points
Ideas expressed
in discussion
posts are
applicable and
relevant to topic;
some original
thought.
Demonstrates
reasonable
thinking, and/or
analysis with an
example.
Viewpoint is
supported with
evidence and/or
examples (as
required in the
post instructions)
14 Points
Information
presents
thoughtful
opinions that
connect to the
ideas
analyzed.
Presents
concepts with
minimal
connections
to course
content.
6 Points
Ideas
expressed in
discussion
posts show a
minimal
understanding
of the
discussion
topic.
Comments
are general in
nature and/or
occasionally
may not be
relevant.
Repeats or
summarizes
ideas with
limited
analysis,
original
thought,
and/or
supported
viewpoints.
0 Points
No entry by
student or
submission
turned in late.
Connection to
Course
Materials
20 Points
Strong, direct
connections
are made to
readings
and/or other
course
materials.
Content of
lesson is
clearly
articulated
through the
use of direct
citing or
paraphrasing
of the module
subject area
17 Points
Some direct
connections are
made to
readings and/or
other course
materials
(references,
media,
resources, etc.)
and are clearly
stated for the
most part.
14 Points
Connected
ideas to
course
content;
however, a
lack of deep
understanding
is evident.
6 Points
Minimal direct
connections
are made to
readings
and/or other
course
materials
(references,
media,
resources,
etc.).
Connections
are largely
inferred and
somewhat
unclear at
times.
0 Points
No entry by
student or
submission
turned in late.
(references,
media,
resources,
etc.), and/or if
made, are not
clearly stated
and are largely
personal
opinions.
Name
Description
Rubric Detail
9/2/2020 SMC-DL Phase 1 Class 47-B
https://sgm-a.blackboard.com/webapps/rubric/do/course/manageRubrics?dispatch=view&context=course&rubricId=_18348_1&course_id=_10999_1 2/2
Levels of Achievement
Criteria Far ExceedsStandards
Exceeds
Standards
Meets
Standards
Does Not
Meet
Standards
Unsatisfactory
Writing
Quality
20 Points
Journal entry
is well written
and clearly
articulated
using
standard
English,
characterized
by elements
of a strong
writing style
with correct
grammar,
punctuation,
usage, and
spelling.
17 Points
Journal entry
shows above
average writing
style that is clear
using standard
English with
minor errors in
grammar,
punctuation,
usage, and/or
spelling.
14 Points
Journal entry
displays
average
writing quality
with more
than one error
in grammar,
punctuation,
and spelling.
6 Points
Journal entry
shows an
average
and/or casual
writing style
using
standard
English that is
generally
clear but
contains
some errors in
grammar,
punctuation,
usage, and
spelling.
0 Points
No entry by
student or
submission
turned in late.
Plagerism
and Direct
Quotes
20 Points
No plagiarism
or excessive
use of direct
quotes.
17 Points
No plagiarism.
Journal Entry
consists of less
than 10% use of
direct quotes.
14 Points
No plagiarism.
Journal Entry
consists of
less than 15%
use of direct
quotes.
2 Points
ANY
plagiarism or
more than
25% of essay
consists of
direct quotes
(word count).
0 Points
No entry by
student or
submission
turned in late.
Assignment
Requirements
20 Points
Met all
assignment
requirements,
linked ELO to
future use as
a SGM.
(Word count
between 300-
500)
17 Points
Met most
assignment
requirements(i.e.
failed to meet.
Word count or
did not connect
an ELO to
applicability)
14 Points
Essay does
not meet
more than
one
requirement
identified in
the
assignment
instructions.
0 Points
Journal entry
does not meet
the
assignment
length (+6)
requirement
AND was
submitted
after the due
date(Deduct
minus 10
points for
every 48
hours late).
0 Points
No entry by
student or
submission
turned in late.
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The Philosophy of Mission Command
and the NCO Corps
By Command Sgt. Maj. Paul G. Hutchings
2nd Battalion, 160th Special Operations Aviation Regiment (Airborne)
Feb. 21, 2018
The commander’s intent, one of the six guiding principles of mission command, should be concise and to the point. The
“conciseness” depends upon your target audience. For example, “go sweep the hangar floor” is enough for a sergeant who has
swept many a hangar floor. However, if you are telling the specialist who has never done it before, more details may be needed.
(Graphic by NCO Journal)
Yes, another article on mission command. Before you click the “back button,” let me explain
why embracing the philosophy of mission command is critical to the development of the
noncommissioned officer Corps.
“Mission command” has been the buzz phrase of choice since its adoption as official Army
doctrine in 2012. It was born from the need to evolve out of command and control doctrine to
meet the demands of a complex and demanding battlefield. However, mission command is not
a new concept, and examples of its application can be found as far back as when humans first
took up arms against one another.
Army Doctrine Reference Publication 6.0
(https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp6_0.pdf), Mission Command,
defines this philosophy as: “The exercise of authority and direction by the commander using
mission orders to enable disciplined initiative within the commander’s intent to empower agile
and adaptive leaders in the conduct of unified land operations.”
We know what mission command is, and knowing is half the battle, but do we practice mission
command at the NCO level? Is mission command, especially the philosophy, even in the realm
of the NCO? Lastly, how do we create agile and adaptive leaders?
Holistically, the answer to the first two questions is “No.” Even with mission command crammed
down our throats, we still have NCOs, even senior NCOs, paralyzed with fear when asked to
take initiative within the commander’s intent. The answer to the second question should be a
resounding “Yes” if we want to develop an NCO Corps that is prepared to meet all challenges.
Therefore, how do we teach mission command and develop agile and adaptive leaders who
feel empowered to take disciplined initiative? What is the secret? There is no secret. It takes
time, patience, and understanding. With all the requirements Soldiers are tasked to accomplish
each day, we can be lacking in all three of these elements.
When teaching mission command, we use examples like Joshua Chamberlain’s stand on Little
Round Top on the second day of Gettysburg. Do we have to wait for opportunities like this to
teach the essence of mission command? Of course not! We do it through everyday tasks like
cleaning your work areas or sweeping a hangar’s floor.
The six guiding principles of mission command are:
1. Build a cohesive team through mutual trust.
2. Create a shared understanding.
3. Provide a clear commander’s intent.
4. Exercise disciplined initiative.
5. Use mission orders.
6. Accept prudent risk.
By employing these principles, everyday tasks can be used to teach and develop the
philosophy of mission command and build leaders willing and able to take disciplined initiative
within their commander’s intent.
Build a Cohesive Team through Mutual Trust
Commanders must have the confidence that all required tasks for a properly functioning
organization are being carried out. The act of completing even routine tasks also builds mutual
trust. ADRP 6.0 puts it best: “Trust is gained or lost through everyday actions more than grand
1
2
https://armypubs.army.mil/epubs/DR_pubs/DR_a/pdf/web/adrp6_0.pdf
p g g y y g
or occasional gestures.” This is also true in building a cohesive team. The best teams are
formed by doing routine, mundane, daily tasks together.
Create a Shared Understanding
A shared understanding starts with everyone knowing the part they play in accomplishing a
goal. What is the operational environment? The hangar where we perform aircraft
maintenance. What is the purpose of the operation? A clean and safe working environment. All
the specified and implied tasks to accomplish the goal need to be conveyed and understood by
everyone.
Provide a Clear Commander’s Intent
By doctrine, the commander’s intent should be concise and to the point. The “conciseness”
depends upon your target audience. For example, “go sweep the hangar floor” is enough for a
sergeant who has swept many a hangar floor. However, if you are telling the specialist who has
never done it before, more details may be needed.
Exercise Disciplined Initiative
If we lay the proper foundation, this is where the magic happens. If you have built a team
through mutual trust, created a shared understanding, and conveyed a clear intent,
subordinates will have the confidence to exercise disciplined initiative.
Vice Adm. Horatio Nelson, a famous commander of the British Royal Navy known for his
victories against the French during the Napoleonic Wars, once said, “No captain can do very
wrong if he places his ship alongside that of the enemy.” In other words, if the desired end state
has been met, it is the right way! Is there a better way to sweep a hangar’s floor? Tell a group of
Soldiers if they complete this task they can go home, and watch the innovation flow!
Can there be mistakes? Sure, but the most valuable lessons often begin with a mistake.
Leaders must possess the courage to allow their subordinates to make mistakes. No one put it
better than retired Gen. Raymond T. Odierno, 38th chief of staff of the Army, when he said,
“Encourage initiative and underwrite failure.” Giving a subordinate the opportunity to “own” a
task by allowing disciplined initiative, though checked by failure, is the philosophy of mission
command.
Use Mission Orders
In the warfighting function, mission orders come in the form of Warning Orders, Operation
Orders, and Fragmentary Orders. In our scenario, this can be as simple as “go sweep the
hangar floor.” Again, the level of detail required depends upon the experience level of the
subordinate in charge.
3
4
Accept Prudent Risk
Are there risks in sweeping a hangar or the hundreds of other menial tasks you could use to
develop agile and adaptive leaders? It is safe to say that as subordinates use creative ways to
accomplish a task, they will also find innovative ways to hurt themselves or break something.
The key to preventing injuries or damage is to analyze what could go wrong. It can be as
simple as asking, “How have I screwed up doing this same task in the past?”
Conclusion
There you have it. There is no secret formula. It all starts with engaged leadership.
To put it another way, how do you get good at running two miles? By being good at running one
mile. Two miles leads into three, four, and eventually a marathon. The same holds true with the
NCO you are tasking with sweeping a hangar, supervising a motor pool, or running a small
arms range. This same NCO, who now possesses the confidence to exercise disciplined
initiative to seize, retain, exploit, or maintain a position of relative advantage, is the agile and
adaptive leader you helped develop.
Again, this is a process that takes time, patience, and understanding. With everything we have
to juggle as leaders, it is easier for leaders to give detailed instructions on how to accomplish a
task, especially if they know the best way. Trusting subordinates to “figure it out” could mean a
late night or two, but the pros far outweigh the cons. The result will be an NCO corps with the
confidence won from opportunities given to find a better way. This is the philosophy of mission
command we must embrace in the development of our future leaders.
Notes
1. U.S. Army, Mission Command, ADRP 6.0 (Washington, D.C.: Government Printing Office, May 17, 2012), para
1-5.
2. U.S. Army, ADRP 6-0, para 2-3.
3. U.S. Army, ADRP 6-0, para 2-5.
4. Jonathan Koester, “NCOs Have Important Roles in Mission Command,” NCO Journal legacy website,
September 17, 2013, accessed January 25, 2018, http://ncojournal.dodlive.mil/2013/09/17/1932/
(http://ncojournal.dodlive.mil/2013/09/17/1932/).
http://ncojournal.dodlive.mil/2013/09/17/1932/
Helpful Articles
Mission Command: The Swiss Army Knife in the “New Normal” of COVID-19
The Commander’s Intent in Mission Command
Military Source :
https://armypubs.army.mil/epubs/DR_pubs/DR_a/ARN18010-ADP_3-0-000-WEB-2.pdf