In complex operational environments marked by uncertainty, lethal threats, and long term commitments, the Army's junior officers shoulder a burden that requires critical thinking and a willingness to exercise initiative and make decisions. In light of these requirements, the Army demands junior officers demonstrate adaptive leadership. Developing adaptive leadership during pre-commissioning training has challenged the Army's Reserve Officer Training Corps (ROTC) program. While the Army recognizes the importance of training and education to leader development, it historically viewed education and training in dichotomous terms, a counterproductive approach to the design of effective learning interventions during pre-commissioning. Moreover, the Army's long held view that pre-commissioning training should prepare cadets for immediate duty with troops created a tendency for the ROTC to rely on 'industrial-age' approaches, lecture and rote learning, to junior officer development. This paper argues that the Army's ROTC programs adopt experienced-based approaches to leader development to produce the adaptive leaders needed in today's complex operational environment. It posits that experienced-based approaches to leader development, such as the Adaptive Course Model and small group instruction, achieve an effective balance between training and education through experiential learning opportunities in the classroom. This paper explores the Army's historical view of education and training at the pre-commissioning level, the evolution of the Army's desire for adaptive leaders, and the nature of adaptability and adaptive leadership.
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Taschenbuch. Condition: Neu. Neuware - In complex operational environments marked by uncertainty, lethal threats, and long term commitments, the Army's junior officers shoulder a burden that requires critical thinking and a willingness to exercise initiative and make decisions. In light of these requirements, the Army demands junior officers demonstrate adaptive leadership. Developing adaptive leadership during pre-commissioning training has challenged the Army's Reserve Officer Training Corps (ROTC) program. While the Army recognizes the importance of training and education to leader development, it historically viewed education and training in dichotomous terms, a counterproductive approach to the design of effective learning interventions during pre-commissioning. Moreover, the Army's long held view that pre-commissioning training should prepare cadets for immediate duty with troops created a tendency for the ROTC to rely on 'industrial-age' approaches, lecture and rote learning, to junior officer development. This paper argues that the Army's ROTC programs adopt experienced-based approaches to leader development to produce the adaptive leaders needed in today's complex operational environment. It posits that experienced-based approaches to leader development, such as the Adaptive Course Model and small group instruction, achieve an effective balance between training and education through experiential learning opportunities in the classroom. This paper explores the Army's historical view of education and training at the pre-commissioning level, the evolution of the Army's desire for adaptive leaders, and the nature of adaptability and adaptive leadership.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. Seller Inventory # 9781288344277
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