Goldwater-Nichols and the Evolution of Officer Joint Professional Military Education (JPME). PDF Download
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Author: Kristy N. Kamarck
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Languages : en
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Book Description
This report focuses mainly on Joint Professional Military Education (JPME) requirements in the context of the reforms of the Goldwater-Nichols Act of 1986 that led to major changes in officer training and career development through the establishment of a joint management system. Although the report refers to joint officer assignments and promotions, it does not address the joint officer management system as a whole. The first sections provide background on joint education and the changes put in place by GNA. The following sections discuss the implementation and evolution of JPME over the past 30 years. The final section lays out some of the stakeholders' concerns and issues with the current state of JPME that Congress may consider as they conduct their GNA review.
Author: Kristy N. Kamarck
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This report focuses mainly on Joint Professional Military Education (JPME) requirements in the context of the reforms of the Goldwater-Nichols Act of 1986 that led to major changes in officer training and career development through the establishment of a joint management system. Although the report refers to joint officer assignments and promotions, it does not address the joint officer management system as a whole. The first sections provide background on joint education and the changes put in place by GNA. The following sections discuss the implementation and evolution of JPME over the past 30 years. The final section lays out some of the stakeholders' concerns and issues with the current state of JPME that Congress may consider as they conduct their GNA review.
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Category :
Languages : en
Pages : 0
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Introduction. The Goldwater-Nichols Department of Defense Reorganization Act of 1986 (Goldwater-Nichols Act) requires DoD to establish joint billets and develop a program of joint education. Joint Professional Military Education (JPME) is that portion of professional military education which concentrates on the instruction of join matters. JPME consists of a two-phase military educational requirement. Phase I is incorporated into the curriculum taught to officers at Service-operated staff colleges. The Phase II program deals with integrated strategic deployment, employment, and sustainment of air, land, sea, space, and special operations forces with an emphasis on joint planning. The primary institution tasked with teaching JPME Phase II is the Armed Forces Staff College (AFSC). The Industrial College of the Armed Forces and the National War College also provide both JPME Phase I and Phase II for senior-level officers. The Goldwater-Nichols Act also requires DoD to periodically review and revise the curriculum of each JPME school to enhance the education and training of officers in joint matters. Subsequent legislation mandates that the prim course at the AFSC be at least 3 months long. Of 9,317 joint billets identified in 1997, the Goldwater-Nichols Act requires that half (4,659 billets) must be filled by joint specialty officers or nominees. Evaluation Objectives. The evaluation objective was to determine whether the JPME Phase II program was meeting the provisions of the Goldwater-Nichols Act. We assessed the Services' processes for assignment of officers to JPME Phase II and their management of joint officer assignments. In addition, we evaluated the role of the AFSC in the education of joint officers and the development of joint specialty officers. We did not, however, review or analyze the content of the JPME Phase II curriculum. We reviewed management controls relative to the evaluation objectives.
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Category :
Languages : en
Pages :
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Author: Michael C. Veneri
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Category : Business & Economics
Languages : en
Pages : 212
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Under the Goldwater-Nichols Act of 1986, several changes were instituted by Congress in an effort to reform the U.S. military. Title IV, Joint Officer Management, of the Act was aimed at reforming the officer development of the services in an effort to eliminate the parochial service dispositions that had previously plagued U.S. military efforts. Title IV instituted policies to provide officers with joint education and joint experience in an effort to develop officers with a multi-service or joint perspective. In an effort to provide senior officers with joint experience, all officers promoted to the rank of brigadier general or rear admiral (07) must have completed a joint duty assignment prior to promotion. This dissertation looks specifically at the joint duty promotion requirement instituted under Title IV in an effort to analyze the U.S. military's ability to implement a congressional mandate. The implementation of the joint duty assignment as a promotion requirement has been a source of concern for both the services and congressional policymakers.
Author: United States. Congress. House. Committee on Armed Services. Oversight and Investigations Subcommittee
Publisher:
ISBN:
Category : History
Languages : en
Pages : 108
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Author:
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Category :
Languages : en
Pages : 0
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The Goldwater-Nichols Act (GNA) of 1986 forged a cultural revolution in the U.S. Armed Forces by improving the way the Department of Defense (DoD) prepares for and executes its mission. Title IV of the GNA addresses joint officer personnel policies and provides specific personnel management requirements for the identification, education, training, promotion, and assignment of officers to joint duties. Recent studies suggest the need for DoD to revisit joint manpower matters and develop a strategic approach to joint officer management and joint professional military education (JPME). Additionally, the National Defense Authorization Act for Fiscal Year 2002 directed an independent study of joint officer management, JPME, and the roles of the Secretary of Defense and the Chairman of the Joint Chiefs of Staff. While the independent study was in progress, the General Accounting Office (GAO) conducted an assessment of DoD actions to implement provisions in law that address the development of officers in joint matters. It also evaluated DoD's ability to fully respond to the provisions of the GNA. The GAO stated that "a significant impediment affecting DoD's ability to fully realize the cultural change that was envisioned by the act is the fact that DoD has not taken a strategic approach to develop officers in joint matters." A strategic approach to human resource management determines the need for critical workforce characteristic(s) given missions, goals, and desired organizational outcomes; assesses availability of the characteristic(s) now and in the future; and suggests changes in management practices for personnel with the characteristic(s) to minimize gaps between need and availability. This report applies a strategic approach to the development of officers in joint matters.
Author: United States. Congress. House. Committee on Armed Services. Panel on Military Education
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ISBN:
Category : Military education
Languages : en
Pages : 1492
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Author: U. S. Army U.S. Army Command and Staff College
Publisher:
ISBN: 9781502333711
Category :
Languages : en
Pages : 52
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Publication of Another Crossroads? Professional Military Education Two Decades After the Goldwater-Nichols Act and the Skelton Panel by the House Armed Service Committee calls into question the ability of our current Joint Professional Military Education (JPME) system to prepare officers to serve in joint duty assignments. This book examines the joint education field grade officers receive in preparation for joint duty assignments. In this regard, the main areas for examination include the curriculum and the student and faculty composition at the Army Command and General Staff College's Intermediate Level Education (ILE), the Army's delivery method for JPME Phase I. However, in order to sufficiently understand how ILE fits into the continuum of joint education, it is necessary to examine the timing of ILE in relation to the rest of an officer's joint education. Additionally, it is important to determine how the timing of the education links to the assignment of officers to joint duty assignments. While the joint education provided to field grade officers is basically sound, there are significant areas for improvement that begin with precommissioning and continue through the intermediate level. First, joint education needs to begin much earlier in an officer's career in order to prepare officers for not only joint duty assignments, but also better prepare them for the rest of their joint education. Additionally, the curriculum at ILE, while ensuring it adapts to the continually changing joint operating environment, must continue to focus on the enduring subject matter necessary to prepare officers for joint duty assignments. Finally, a diverse and quality student body and faculty are crucial to the success of joint education at any level.
Author: United States. Congress. House. Committee on Armed Services. Oversight and Investigations Subcommittee
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 152
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Author: Paul W. Mayberry
Publisher:
ISBN: 9781977407009
Category : Business & Economics
Languages : en
Pages : 0
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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.
