AN EXERCISE TO EXPERIENCE


I learned two lessons from this experience. First was an appreciation of the impor- tance of program leadership teams. Sure, I knew this from the Army, but this time it hit hard with consequences. Te second lesson was to make sure I communicated with my leadership team and insisted on the importance of collaboration. Te systems approach proposed here not only would foster familiarity; it would also provide insight into the ways each team member thinks.


Te Army is the world leader in estab- lishing, educating and employing teams, but we are not taking advantage of that expertise and training knowledge, partic- ularly in experiential learning, by using it to educate the Acquisition Corps.


EXPERIENTIAL LEARNING Today we educate and train PMs, systems engineers, contracting officers and budget specialists separately. Tis approach is logical because each discipline has its own knowledge and educational princi- ples. However, no educational or training environment exists to take these talented specialists and mold them into a func- tioning team. Te emphasis is still on preparing the individuals.


As a seasoned Navy captain once told me during a conversation about the qualifica- tions of a particular officer nominated for a job in our command, “Te Navy assigns officers to a role because they know they will be successful.” No surprise there, nor is the observation unique to the Navy. However, this line of thinking begs the question of whether simply assigning officers or senior civilians to acquisi- tion leadership roles is enough to ensure project success. Training for the sake of training is not in anyone’s interest, but neither is simply assigning competent individuals, putting them together and expecting them to excel as a unit. Tis


118 Army AL&T Magazine Fall 2019


FIGURE 2


BOXED IN


The rework cycle illustrated here is a basic component of system development. Rework is common in a development project, either because a task was done incorrectly or something changed in the larger system that necessitated redoing it. Understanding the dynamics makes it possible to trace the actions and decisions that caused the problem. (Graphic courtesy of the author and USAASC)


is where experiential learning can be so valuable.


Experiential learning is ambiguous and at times uncomfortable. It places us in situations where we must make decisions with significant uncertainty. Experien- tial learning also provides the ability to stop, to think about what you did or said and how you responded—an important part of learning. Tis kind of learning also affords the participants the ability to unlearn skills, decision-making processes and ultimately the way one sees the world


and the way it operates. And the best part is that the decisions made, and their conse- quences, won’t cost time or money.


COLLABORATIVE ANALYSIS No tactical commander would deploy teams without first giving them the oppor- tunity to train together. And while no one would directly compare fighting a brigade or division with managing a complex weapon system development program, there are some similarities. Both require information and coordination, resulting in decisions, while performing effectively as a


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