search.noResults

search.searching

dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
ADVOCATE FOR INNOVATION


discrete process that you initiated when faced with a big change and terminated when the transition was complete.


CGSC validated the importance of OCM in managing big changes. How- ever, it also showed me the impact that iterative OCM has on an organization. By conducting continual assessments of its environment, updating its vision and communicating clearly, an organization can address change incrementally and is more likely to innovate and succeed.


Te successful output of OCM is almost always a modified culture. And in our business of problem-solving and inno- vation, we should strive to cultivate a culture of learning. CGSC characterizes


“learning organizations” as those that “foster a culture of learning that solves problems and improves the organization through a supportive command climate [while] valuing member involvement.”


CGSC’s lessons on culture and learning organizations allowed me to develop a more accurate understanding of the rela- tionship of organizational culture, critical thinking and productivity. Looking back on my 11 years in the Army, I recognize that I have been in both learning orga- nizations and organizations that clung to the status quo. Although I did not realize why at the time, the learning organiza- tions performed better and provided a more rewarding work environment by empowering team members to influence the organization’s direction.


Unfortunately, learning organizations do not form by accident and are not main- tained without considerable effort. Tis is true because of an ongoing struggle between the change inherent in a learn- ing organization and the predictability and comfort associated with the status quo. (See Figure 1, Page 130.) Armed


132


with this understanding of productive cultures and techniques for influencing them, I hope to participate more actively in shaping the culture of my future organizations.


MISSION COMMAND During CGSC, I also came to appreciate and understand the principle of mission command. As defined in Army Doc- trine Publication 6-0, mission command is “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.” By far the clearest defini- tion of mission command I’ve ever found comes from author and blogger David Hurst: “Te idea of mission command [is] to set boundaries, to bracket the options and to create spaces where everyone from the highest general to the lowliest enlisted man [has] discretion to act in the interest of achieving the overall mission.”


Before CGSC, I had a basic understand- ing of mission command, but saw it more as a rebranding of command and control. Now, I not only grasp the effectiveness of mission command but am a strong advo- cate for it.


Unfortunately, I also see how ineffec- tive the Army has been at implementing


mission command, particularly where it involves prudent risk. Tis is especially true in the Acquisition Corps. We operate under federal regulations as well as DOD and Army policy that require centralized authority at the highest levels. Addition- ally, regulation and policy distribute the authority not held by senior officials to a multitude of organizations, often with conflicting interests. Over time, we have attempted to eliminate risk, but instead have allowed rules and policy to take the place of leadership and judgment. We have implemented a system in which numerous individuals have the incentive to say no, but very few have the authority to say yes.


HISTORICAL CONTEXT In addition to grappling with issues of culture and mission command, we spent a significant portion of the resident course discussing innovation. We studied military innovation from the general staff of Frederick the Great to the American Army’s Cold War-era AirLand Battle doc- trine. (Frederick II, king of Prussia from 1740 to 1786, made Prussia the major European military power of the era. His major contribution was the development of the general staff, whose existence and structure form the foundation of modern military staffs.)


We focused on the bold innovations that propelled insignificant actors


to world


I now realize that although large and resistant to change, the Army’s acquisition system is dynamic, open to influence and a direct reflection of the people who contribute to it.


Army AL&T Magazine July-September 2016


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172  |  Page 173  |  Page 174  |  Page 175  |  Page 176  |  Page 177  |  Page 178  |  Page 179  |  Page 180  |  Page 181  |  Page 182  |  Page 183  |  Page 184