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CENTER FOR TEACHING AND LEARNING EXCELLENCEInstructional Design Division

Captains Career CoursesCommon Core

AP100: Army Profession

Lesson Plan for Lesson 701T-CCAP140Army Leadership and the Profession

Block Author: Ms. Rose Burds [email protected] Co-Author: Center for the Army Profession and Leadership (CAPL)Date Prepared: 25 Sept 2019 1. SCOPE

This lesson supports MLC Professional Core Course TLO 701T-CC-3000, "Analyze the Principles of Leadership," as listed on the Module Advance Sheet. There is one ELO: 701T-CC-3000.03.

In this three-hour lesson, learners examine the Army Profession and Army Values with a focus on building mutual trust externally and internally. Learners will analyze: their role as an Army professional; identity, climate, and culture; and the Army Values. Learners will examine an ethical reasoning model and use a case study to apply ethical reasoning in a real-world scenario. The desired outcomes of this lesson are for learners to understand the Army Profession and apply ethical reasoning within their decision making.

The Red Star Icon denotes essential material to overview with students. At a minimum these topics need to be covered to obtain the learning objective. This is an instructor guide only, and needs to be approached with caution based on the amount of preparation work the student body does prior to execution of the lesson. Small Group Instructors are encouraged to tailor and/or expound as they see fit.

2. LEARNING OBJECTIVES

This lesson supports MLC Professional Core Course TLO 701T-CC-3000, "Analyze the Principles of Leadership.”

ELO: 701T-CC-3000.03Action: Apply Army ethical standards to decision making.Condition: As a student and leader attending the Captains Career Course, using an organizational-level leadership perspective in notional, tactical, and operational environments, given references, practical exercises and classroom discussions.Standard: Make a decision using the Army’s “Ethical Lenses” (Perspectives). In order to achieve this standard, this class will cover the following subjects.

1. Analyze Trust and the Army Profession2. Examine Identity and the Army Profession 3. Describe the Army’s Framework for Character Development

AP140 - 1Army Leadership and the Profession

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4. Analyze the Army Values 5. Contrast Army Culture and Unit Climate6. Apply Ethical Reasoning

Learning Domain: Cognitive Level of Learning: Applying

3. ASSIGNED STUDENT READINGS:

Prior to class read: [51 min] ADP 6-22, Army Leadership and the Profession (31 July 2019): [25 minutes]

o Chapter 1, para 1-7 thru 1-13o Chapter 2, para 2-1 thru 2-22 o Chapter 5, para 5-34 thru 5-43, Table 5-1, para 5-44 thru 5-47, and Table 5-2o Chapter 6, para 6-20 thru 6-42, Table 6-2, para 6-74 thru 6-76, and Table 6-5

FM 6-22, Leader Development (30 June 2015): Chapter 7, para 7-14 thru 7-18 and Tables 7-9 thru 7-11; para 7-23; para 7-33; para 7-40 and 7-41; para 7-43; and para 7-63. [9 min]

The Army’s Framework for Character Development: Army White Paper (28 August 2017): pp 1-7. [7 min]

AR 600-20, Chapter 7 and Chapter 8-1 through 8-5 [10 min]

Students should come to class prepared to discuss the following questions:1. Why is trust important to the Army Profession?2. How is character related to trust and mission command?3. What is the difference between culture and climate?4. How do you include ethical considerations in your decision making?5. How is trust affected for a Soldier who is sexually assaulted?6. What happens to the climate of the unit after a sexual assault occurs?

4. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL:

Read: ADP 6-22, Army Leadership and the Profession (31 July 2019) FM 6-22, Leader Development (30 June 2015) Chap 7 The Army’s Framework for Character Development: Army White Paper Review both PE videos and the questions and answers for the PEs.

5. TRAINING AIDS, REFERENCES AND RESOURCES

a. AP140 Lesson Plan Slides (separate file)

b. AP140 Advance Sheet.

c. Assessment: Appendix A.


d. Videos: “CSA: Trust Matters in Three Ways (abridged)”; “Collateral” parts 1 & 2; “Social Media” parts 1 & 2.

e. Maps: N/A

f. Computer and projection systems for presenting PowerPoint slides. Computer must have the ability to play Windows Media Audio/Video Playlist (WMV) files.

g. White Board with dry erase markers and eraser, and/or butcher block paper and markers.

6. CONDUCT OF LESSON

a. Lesson Timeline:

First Hour: 2 minutes Concrete Experience – Trust Matters in Three Ways video 8 minutes Publish and Process 10 minutes GNI: Trust and the Army Profession10 minutes GNI: Identity and the Army Profession 20 minutes GNI: The Army’s Framework for Character Development10 minutes Break

Second Hour:10 minutes GNI: The Army Values20 minutes GNI: Army Culture and Unit Climate20 minutes GNI: Ethical Reasoning10 minutes BreakThird Hour: 5 minutes Develop40 minutes Apply Ethical Reasoning in PE: “Collateral” or “Social Media” 5 minutes Reflection/Summary

b. Lesson Appendices

Appendix A, Assessment PlanAppendix B, Solution for Practical Exercise – “Collateral”Appendix C, Solution for Practical Exercise – “Social Media”Appendix D, Student Handouts

c. Lesson Notes/Slides

Instructor Notes: The lesson plan notes shown below are also imbedded in the PowerPoint slides in the notes page view. The PowerPoint slides are used to support discussion. Instructors may modify the slides/material as they see fit in order to accomplish the TLO. Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified material.


Small group facilitation is one of the most effective delivery methods to enhance, reinforce and effectively retain the material in this lesson.

Facilitator Action: show slide 1, Army Leadership and the Profession (LP Title Slide)

Slide 1 – Lesson Title

d. Concrete Experience (2 minutes).

Facilitator Action: show slide 2, Trust Matters in Three WaysFacilitator Note: Slide 2 has the link to a video of the Chief of Staff of the Army (CSA), General Milley, discussing how trust matters to the Army Profession. Play the video of GEN Milley, and ask the learners the questions about the video in the Publish and Process segment below. “Trust Matters in Three Ways (Abridged)” video is also available for playing or download at the Center for Army Profession and Leadership (CAPL) website: https://capl.army.mil/videos/csa-trust-matters-in-three-ways-abridged-version-2016-apf . The video is approx. 40 seconds long. Copy and paste the URL into your browser.

Slide 2 – Trust Matters in Three Ways (Abridged) Video

Watch the video of GEN Milley.

e. Publish and Process (8 minutes).


https://capl.army.mil/videos/csa-trust-matters-in-three-ways-abridged-version-2016-apf

Facilitator Action: Choose from the questions below.

Describe your reaction to the video. Do you agree with General Milley’s statements on trust? Why or why not?

Why is trust important to the Army as a Profession? To you as a professional?

How does sexual assault align with the culture of the Army as a Profession? o (Answer: It does not. It erodes trust, morale, and readiness of the unit. )

How could the absence of trust cause a unit to fail in combat?

How could the damage done to a climate of trust resulting from sexual assault/harassment, impact overall mission readiness?

Facilitator Note: The learners should take away that trust is extremely important both in combat and garrison, internally in the Army and externally with the American people. Students should think about trust, which is a common thread throughout this lesson, and what influences mutual trust. Mutual trust enables teambuilding and mission accomplishment.

Trust has a direct relationship to the time and resources required to accomplish the mission. Where there is mutual trust, the leader can provide guidance and intent and allow subordinates to accomplish the mission with minimal supervision while exercising disciplined initiative and taking prudent risk. Without trust, leaders tend to micromanage their subordinates and often tie up additional resources with bureaucratic processes and policies related to checking on the mission. Soldiers and Army Civilians need to have confidence in their superiors, peers, and subordinates before they will trust them on a personal or professional level.

Facilitator Action: show slide 3, Terminal Learning Objective (TLO).

Slide 3 – Terminal Learning Objective (TLO)

Instructor Action: Inform the students of the learning objective for the lesson.


Facilitator Talking Points: This three-hour lesson will build on existing knowledge of leadership and the Army Profession. We will examine key concepts, with a focus on building mutual trust externally and internally. At the end of this lesson, students should understand the Army Profession and be able to apply ethical reasoning in their decision making.

Facilitator Action: show slide 4, Lesson Scope.

Slide 4 – Lesson ScopeInstructor Action: The desired outcomes of this lesson are for learners to understand the Army Profession and apply ethical reasoning within their decision making.Learners will use vignettes and case studies to apply the ethical reasoning model to real-world scenarios in order to make decisions or take actions that are ethical, effective, and efficient.

Generalize New Information (GNI): (90 minutes total). *Note that throughout the lesson plan time will be allocated for each individual standard and practical exercise.

f. Generalize New Information (GNI): The first topic of this lesson is Trust and the Army Profession (10 minutes).

Facilitator Action: show slide 5, The Army Profession. Discuss these points about profession. Facilitator Note: The concept of trust in the Army Profession was originally covered in AP110, Commandant Brief. Take a moment to review what the students have learned regarding how to build trust in units. Then, expand upon this concept by addressing why trust is important in civil-military relations.

Slide 5 – The Army Profession


Trust is essential to the Army Profession. When individuals embrace the Army Values, they are solidifying a pact with teammates and the American people to be trustworthy and accountable.

Facilitator Talking Points:

The word `trust’ elicits many emotions. But in its simplest sense, trust is confidence. External trust is the confidence that the American people have in the Army to serve the Nation ethically, effectively, and efficiently. Internal trust is reliance on the character, competence, and commitment of Army professionals to live by and uphold the Army Values.

The Army Profession is a vocation of Soldiers and Department of the Army Civilians whose collective expertise is the ethical design of, support to, and application of landpower; serving under civilian authority; and entrusted to defend the Constitution and the rights and interests of the American people. The Army Profession is unique because of its responsibilities related to the ethical application of violence on a large scale on behalf of the Nation. The Army Values guide the Army Profession. Reference: ADP 6-22 para 1-7

The Army’s legacy of service makes clear the critical role of the American Soldier before, during, and after conflict. War will continue to remain an intensely human endeavor. To defend our Nation’s security and prosperity in the increasingly interconnected and volatile world, the Army must remain globally engaged, provide America’s leaders with options, and defend the Nation’s vital interests on the ground. This requires a well-trained and equipped Army prepared to protect the homeland, to defeat any enemy worldwide, and to provide disaster relief or humanitarian assistance when called upon. Reference: ADP 1 para 1-4 (31 July 2019)

Facilitator Action: show slide 6, Characteristics of a Profession, and use it to make the following points.

Slide 6 – Characteristics of a Profession


Instructor Action: Go over the description of the Army Profession found in doctrine, from both ADP 6-22 and ADP 1.


Professions share essential characteristics. Professions— Are a full-time occupation. Possess training or education programs relative to the field. Have a distinct body of knowledge. Operate within established ethics. Are self-policing.Reference: ADP 6-22 para 1-8

Because of these generally accepted characteristics, society trusts professionals who possess the character, commitment, and competence to be trusted. This trust grants professions the autonomy and discretion with prudent, balanced oversight or external controls. If a profession violates its ethic and loses the trust of society, then it becomes subject to increased societal regulation and governance. Reference: ADP 6-22 para 1-9

The Army’s essential characteristics of trust, honorable service, military expertise, stewardship, and ésprit de corps enable the Army to serve America faithfully as an established military profession. These characteristics of the Army Profession reflect our national ideals, the Army Values, the Army Ethic, and the Army’s approach to accomplishing its mission to defend the Constitution and the American people. Soldiers and Department of the Army (DA) Civilians are professionals, guided in everything they do by the Army Ethic. They are certified and bonded with other Army professionals through a shared identity and service within a culture of trust.Reference: ADP 1 para 1-5 (31 July 2019)

The Army is subordinate to civilian authority. This is established and codified in the US Constitution. The American people exercise oversight of the Army through their elected and appointed officials. The American people also entrust the military with the care of their sons and daughters who voluntarily join the Army.


The Army provides a vital service to the American people that they could not perform otherwise – defense of the Nation. Army leaders provide military advice to civilian authority who make final decisions on national strategy, resources, and policy.

The American people trust the Army as long as its professionals consistently uphold the Army Values. The key condition for effective civil-military relations is mutual trust.

Question: How do you contribute to external trust with the American people?

Answers: Learners answers should include things like: demonstrating professional conduct; enforcing standards and discipline in subordinates; accomplishing the mission in the right way; and upholding the Army Values in the performance of duty and all aspects of life. When the Army has incidents of indiscipline and misconduct that gain media/public attention, the Army loses trust with the American people.

Question: What do you think happens to external trust when a civilian is sexually assaulted by a Soldier?

Answer: Learners should recognize that these incidents often garner public attention and that the American people do not view the perpetrator as an individual, but rather sees them as a part of a collective identity - “that Soldier” or “the Army”.

g. Generalize New Information (GNI): The second topic of this lesson is Identity and the Army Profession (20 minutes).

Facilitator Action: show slide 7, Identity and the Army Profession.

Slide 7 – Identity and the Army Profession

Instructor Action: Discuss identity, expertise, and stewardship.

Facilitator Talking Points: Everyone has an identity or a way they see themselves. Leaders internalize the roles, responsibilities, and actions that they understand of a leader to be, know, and do. Leaders who


are unsure of themselves filling the role of a leader will be limited until they have confidence. Without a clear leader identity, others will question the type of leader they are, what they stand for, and the way they conduct themselves. What a leader believes about their role as a leader serves as a constant guide to behave as a leader of good character. Practice identifying as a leader—doing the right things in the right way—becomes habitual and helps junior personnel along the path to becoming seasoned, effective leaders. Reference: ADP 6-22 para 1-32

Soldiers and Army Civilians are professionals who possess character. They are dedicated to upholding the Army Values in all of decisions and actions whether they are on or off duty. Army professionals contribute honorable service as they accomplish their mission, perform their duty, and live out their lives in a manner worthy of their professional status. Doing so requires that they make right decisions and take right action.

EXPERTISE

Expertise is in-depth knowledge and skill developed from experience, training, and education. Leaders use in-depth knowledge to focus on key aspects of a problem, make effective and ethical decisions, and achieve a high level of performance. Leaders have a moral obligation to those they lead to improve their expertise continuously. Leaders themselves should be open and eager to benefit from others’ knowledge to enhance their own tactical and technical expertise. Military professionals require in-depth knowledge in a variety of areas. Tactical knowledge relates to accomplishing military objectives during operations. Technical knowledge consists of specialized information associated with a function or system. Joint knowledge is an understanding of joint organizations, procedures, and roles in national defense. Cultural and geopolitical knowledge is awareness of cultural, geographic, and political differences and sensitivities. Reference: ADP 6-22 para 4-17

Soldiers are expected to perform duties with discipline and to standard. When applying military expertise, Army professionals make discretionary judgments, often with high moral implications and consequences. Soldiers aspire to be Army experts making right decisions and taking right action. However, honest mistakes and setbacks are inevitable and can be valuable learning experiences, contributing to professional development, collective wisdom, and leadership.

Military members are committed professionals who serve honorably and accomplish the mission despite adversity, obstacles, and challenges. All Army professionals have the duty to be faithful, responsible, and accountable stewards, advancing the Army Profession, strengthening the Army culture of trust, and conveying the legacy from those who led the way.

STEWARDSHIP

Army leaders, as stewards of the profession, place the needs of the Army as a whole above organizational or personal needs. They have an obligation to be competent in their jobs and train subordinates to be competent in their jobs. Effective leaders balance the long-term needs of the Army, the near-term and career needs of their subordinates, and the immediate needs of their


unit’s mission. All Army leaders have a duty to prepare subordinates for responsibilities at the next level. Reference: ADP 6-22 para 6-43

Leaders take care of the Army profession by applying a mindset that embodies cooperative planning and management of all resources, but especially providing for a strong Army team both now and in the future. Leaders actively engage in sustaining full military readiness and preventing the loss of effectiveness as far into the future as possible. Leaders support developmental opportunities for subordinates such as professional military education attendance, key developmental assignments in other organizations, and attendance at Army schools. Leaders also make decisions and take action to improve the organization beyond their tenure.Table 6-5 summarizes the competency stewards the profession.Reference: ADP 6-22 para 6-74

When it comes to stewardship, Army leaders are required to think of the future—to think beyond their current mission, team, and direct chain of command. The Army instills this philosophy when leaders act to improve the organization even though they will not be around to see the effects of their actions/decisions. Stewarding the profession is about life-long learning, a commitment to an effective future organization, and developing others. Reference: FM 6-22, Chap 7, p 7-51, para 7-63

h. Generalize New Information (GNI): The third topic of this lesson is The Army’s Framework for Character Development (10 minutes).

Facilitator Action: show slide 8, The Army’s Framework for Character DevelopmentReference: The Army’s Framework for Character Development: Army White Paper

Slide 8 – The Army’s Framework for Character DevelopmentSoldiers and Army Civilians are shaped by their background, beliefs, education, and experience. An Army leader’s job would be simpler if merely checking the team member’s personal values against the Army Values and developing a simple plan to align them sufficed. Reality is much different. Becoming a person and leader of character is a process involving day-to-day experience, education, self-development, developmental counseling, coaching, and mentoring. While individuals are responsible for their own character development, leaders are responsible for encouraging, supporting and assessing the efforts of their people. Leaders of character develop through continual study, reflection, experience, and feedback. Leaders hold themselves and subordinates to the


highest standards.

Facilitator Talking Points: In August 2017, the Army published a framework to place greater emphasis on the intentional development of character in ourselves and others. Army leaders are expected to demonstrate character, competence, and commitment in their performance of duty and all aspects of life. As an Army, we effectively develop competence and consistently emphasize commitment. However, character development is often an afterthought. Character development is a continuous process integrated within sequential and progressive education, training, and experience that strengthens the resolve of Soldiers and Army Civilians to live by and uphold the Army Values. The framework establishes three spheres of influence in character development: identity, climate, and culture.

IDENTITY

Being a professional starts with developing and sustaining a professional identity. Identity applies primarily to the individual and is one’s sense of self or the perception of one’s roles and purpose in life. Identity is progressively formed and strengthened as individuals live by and uphold the Army Values. Direct leaders inspire their followers to embrace the shared identity and set the example by developing character in themselves and others. Individuals further develop identity through self-development, lifelong learning, coaching, counseling, mentoring, and being ready and resilient as a Soldier for Life.

Direct leadership is face-to-face or first-line leadership that generally occurs in organizations where subordinates see their leaders all the time such as teams, squads, sections, platoons, departments, companies, batteries, and troops. The direct leader's span of influence may range from a few to dozens of people. The leader's day-to-day involvement is important for successful unit performance. Direct level leadership covers the same type of functions, such as those performed by an infantry squad or a graves registration unit.Reference: ADP 6-22 para 1-65

CLIMATE

Individual motivation to live the shared identity is essential but insufficient. Even the most moral individual tends to conform to the norms of their organization, even when those norms conflict with the Army Values. Professional organizational climates and an Army culture of trust must support the overall intent to accomplish the mission in the right way – ethically, effectively, and efficiently.

Organizational leaders recognize that accomplishing the mission requires mutual trust and cohesive teamwork. As such, they establish a professional climate where the expectation and standard are that all will live by and uphold the Army Values.

Organizational leaders exercise leadership through subordinate leaders responsible for leading the various organizations that make up the larger organization. Organizational leaders establish a climate that supports their subordinate leaders. Subordinate units and organizations do not


depend on daily guidance from their higher-level leaders to be successful. Organizational leaders, particularly commanders, are responsible for communicating intent two echelons down and understanding intent two echelons up. Organizational leaders operate within commanders’ intent and communicate that intent to subordinates as a means of providing room for subordinate initiative and decreasing the number of decisions they must personally make to keep the organization operating effectively. Organizational leadership includes responsibility over multiple functions, such as leading and synchronizing combined arms operations.Reference: ADP 6-22 para 1-69

CULTURE

The three spheres are interdependent and mutually supporting. Strategic leaders strengthen the Army “Culture of Trust” and set the conditions that support “Professional Organizational Climates” and living our shared identity. The programs and systems that strategic leaders direct must be implemented in the right way.

Strategic leaders include military and civilian leaders at the major command through DOD levels. Strategic leadership guides and integrates multiple organizational level units that perform a wide range of functions. It influences several thousand to hundreds of thousands of people. These leaders allocate resources, communicate strategic vision, and prepare their commands and the Army itself for future missions. Strategic leaders shape Army culture by ensuring their directives, policies, programs, and systems are ethical, effective, and efficient.Reference: ADP 6-22 para 1-71

Alignment of culture, climate, and identity reinforces mutual trust, cohesive teamwork, and readiness. When any of the three are misaligned, an opportunity exists for unethical actions and decisions to become the norm in individuals, organizations, or the Army thereby compromising trust, teamwork, and readiness.

A healthy Army culture and organizational climate will exhibit six overarching characteristics (see AR 600-100):

The Army culture and unit climate foster unity, cohesion, and trust. The culture promotes and rewards mental agility, the ability to break from established

paradigms, recognize new patterns or circumstances, and adopt new solutions to problems.

The Army supports the selection of leaders and rewards members who demonstrate the ability to sense and understand the environment quickly to exploit fleeting opportunities or counter unexpected threats.

The Army requires and rewards delegation of authority on the part of leaders, and the understanding and prompt, thorough execution of leader’s intent (two levels up) by subordinates.

The Army selects and rewards leaders who provide clear priorities and focus their unit’s time and organizational energy on their mission.

The Army culture is one of inclusion that demands diversity of knowledge and perspectives to accomplish missions ethically, effectively, and efficiently.

Reference: ADP 6-22 para 6-24


As company-grade leaders, your greatest influence will be in the areas of climate and identity. This framework serves as a good construct for discussions throughout this lesson about trust, the Army profession, organizational leadership, and the Army Values.

Question: Think back to someone you didn’t trust in your Army career. Was it because of character, competence, or commitment? Explain.

Character: Character is no longer a formally defined term in ADP 6-22. Here is the description in doctrine.

A person’s character affects how they lead. A leader’s character consists of their true nature guided by their conscience, which affects their moral attitudes and actions. A leader’s personal reputation is what others view as character. Leaders who firmly adhere to applicable laws, regulations, and unit standards build credibility with their subordinates and enhance trust of the Nation they serve.Reference: ADP 6-22 para 2-1

Competence is demonstrated ability to successfully perform duty with discipline and to standard. It is related to military expertise.

Commitment refers to the resolve to contribute honorable service to the Nation and accomplish the mission despite adversity, obstacles, and challenges.

Facilitator Background Information: Certification is verification and validation of an Army Professional’s character, competence, and commitment to fulfill responsibilities and successfully perform assigned duty with discipline and to standard. Through certification, the Army strengthens trust by confirming the professional development of Soldiers and Army Civilians and the readiness of organizations. Certification in the Army has two purposes. For the Army Profession, certification demonstrates to the American people that the Army is qualified to perform its expert work. For Army professionals, certification also provides motivation and a sense of accomplishment. Certification methods include: professional training and education within Army schools, including branch, skill and functional area qualifications; official promotion and evaluation systems; and centralized certifications and assignments for leadership and command positions.

Facilitator Action: show slide 9, Trust and Mission Command

Slide 9 – Trust and Mission Command


Instructor Action: Pose the following question to the class.

Question: How is trust related to mission command?

Answer: Mission command requires competent forces and an environment of mutual trust and shared understanding among commanders, staffs, and subordinates. It requires effective teams and a command climate in which subordinates are required to seize opportunities and counter threats within the commander’s intent. Commanders issue mission orders that focus on the purpose of an operation and essential coordination measures rather than on the details of how to perform assigned tasks, giving subordinates the latitude to accomplish those tasks in a manner that best fits the situation. This minimizes the number of decisions a single commander makes and allows subordinates the greatest possible freedom of action to accomplish tasks. Finally, when delegating authority to subordinates, commanders set the necessary conditions for success by allocating appropriate resources to subordinates based on assigned tasks. Reference: ADP 6-0 para 1-26 (31 July 2019)

Operations require trust up and down the chain of command and left and right between units. Superiors trust subordinates and expect them to accomplish missions consistent with the commander’s intent. Subordinates trust superiors to give them the freedom to accomplish the mission with disciplined initiative while accepting risk.

Trust has a direct relationship to the time and resources required to accomplish the mission. Where there is mutual trust, the leader can provide guidance and intent allowing subordinates to accomplish the mission with minimal supervision while exercising disciplined initiative and accepting risk. Without trust, leaders tend to micromanage their subordinates and often tie up additional resources with bureaucratic processes and policies related to checking on the mission.

Facilitator Talking Points: Trust is earned and reinforced. Subordinates, peers, and superiors lose trust in Soldiers whose conduct fails to meet the standards of these criteria. More importantly, a greater loss of mutual trust occurs when leadership doesn’t set and enforce standards and discipline in a fair and consistent manner.

Adhering to the Army Values is essential to upholding high ethical standards of behavior. Unethical behavior quickly destroys organizational morale and cohesion—it undermines the trust and confidence essential to teamwork and mission accomplishment. Consistently doing the right


thing forges strong character in individuals and expands to create a culture of trust throughout the organization.

BREAK (10 MINUTES)

i. Generalize New Information (GNI): The fourth topic of this lesson is The Army Values (10 minutes).

Transition: Let’s discuss the Army Values and how they form the basis of the Army Profession.

It’s important to understand that the moral principles of the Army Values. There are also legal foundations (e.g., UCMJ, law of war, and ROE). The legal foundations prescribe what we must do or can’t do. Laws are the minimum standard of being ethical. The moral principles are what we should aspire to be - what we should do.

Facilitator Action: show slide 10, The Army Values. Slide 10: The Army Values Instructor Action: Describe the Army Values.

The Army recognizes seven values that all Soldiers and DA Civilians must internalize. Embracing the Army Values is the hallmark of being an Army professional. Doing so represents a pact with teammates and the American people to be trustworthy and accountable. When read in sequence, the first letters of the Army Values form the acronym LDRSHIP:

Loyalty. Duty. Respect. Selfless service. Honor. Integrity. Personal courage.

LOYALTY: BEAR TRUE FAITH AND ALLEGIANCE TO THE U.S. CONSTITUTION, THE ARMY, YOUR UNIT AND OTHER SOLDIERS.


The first order of loyalty is to the Constitution and the ideals upon which it is based. One cannot remain loyal to the Constitution by being loyal to those who violate it. To create strong organizations, superiors, subordinates, and peers must embrace loyalty. One way that individuals demonstrate loyalty is by upholding all of the Army values. With those values as a foundation, loyalty is a two-way exchange: leaders earn loyalty and subordinates expect loyalty in return. Leaders earn subordinates’ loyalty by training them well, treating them fairly, and living the Army Values. Subordinates demonstrate loyalty by working hard for their leaders and being as good as they can be at their jobs. Loyalty and trust enable the successful day-to-day operations of all organizations.

DUTY: FULFILL YOUR OBLIGATIONS—ALWAYS DO YOUR BEST.All Soldiers and DA Civilians strive to do their best. Duty extends beyond law, regulation, and orders. Army professionals exercise initiative when they fulfill the purpose, not merely the letter, of received orders. Leaders take responsibility for their actions and those of their subordinates; it is inherent in their duty to the larger organization, the Army, and the Nation. Conscientious leaders and subordinates possess a sense of responsibility to apply their best efforts to accomplish the mission. This guides Soldiers and DA Civilians to do what is right to the best of their ability.

RESPECT: TREAT PEOPLE AS THEY SHOULD BE TREATED.The Army Values reinforce that all people have dignity and worth and must be treated with respect. The Nation was founded on the ideal that all are created equal. In the Army, each is judged by the content of their character. Army leaders should consistently foster a climate that treats everyone with dignity and respect, regardless of ethnicity, gender identity, sexual orientation, creed, or religious belief. Fostering a positive climate begins with a leader’s personal example. Leaders treat others, including adversaries, with respect.

SELFLESS SERVICE: PUT THE WELFARE OF THE NATION, THE ARMY, AND YOUR SUBORDINATES BEFORE YOUR OWN.Selfless service means doing what is right for the Nation, the Army, the organization, and subordinates. While the needs of the Army and the Nation should come first, selfless service does not imply leaders should neglect their families or themselves. Unselfish, humble leaders set themselves apart as teammates who are approachable, trustworthy, and open to follower input and advice. Selfless leaders aspire to attain goals for the greater good, beyond their own interests and benefits.

HONOR: LIVE UP TO ARMY VALUES.Living honorably, in line with the Army Values, sets an example for every member of the organization and contributes to an organization’s positive climate and morale. How leaders conduct themselves and meet their obligations to the mission, other people, and the organization defines them as people and leaders.

INTEGRITY: DO WHAT IS RIGHT, LEGALLY AND MORALLY.Leaders of integrity consistently follow honorable principles. The Army relies on leaders who are honest in word and deed. Leaders of integrity do the right thing because their character


permits nothing less. To instill the Army Values in others, leaders must demonstrate them. As an Army leader and a person of integrity, personal values should reinforce the Army Values.

PERSONAL COURAGE: FACE FEAR, DANGER, OR ADVERSITY (PHYSICAL AND MORAL).Personal courage is not the absence of fear; it is the ability to put fear aside and do what is necessary or right. Personal courage takes two forms: physical and moral. Effective leaders demonstrate both. Physical courage requires overcoming fears of bodily harm and doing one’s duty. It triggers bravery that allows a Soldier to take risks in combat in spite of the fear of injury or death. For leaders, mission accomplishment may demand risking their own lives or those of Soldiers and justly taking the lives of enemies. Moral courage is the willingness to stand firm on values, principles, and convictions. It enables all leaders to stand up for what they believe is right, regardless of the consequences. Leaders, who take full responsibility for their decisions and actions, even when things go wrong, display moral courage. Moral courage also expresses itself as candor—being frank, honest, and sincere with others. Carefully considered professional judgment offered to subordinates, peers, and superiors is an expression of personal courage.Reference: ADP 6-22 para 2-5 thru 2-13

j. Generalize New Information (GNI): The fifth topic of this lesson is Army Culture and Unit Climate (20 minutes).

Facilitator Action: show slide 11, Culture and Climate

Slide 11 – Culture and Climate Instructor Action: Contrast Army culture and unit climate with the class.

Facilitator Talking Points: Referring back to our framework for character development, we’ve discussed identity. But as mentioned before, concentrating only on the individual and our shared identity is insufficient. We also have to consider Army culture and organizational climate. Let’s look at the difference between these two terms and then focus on the area where you will have more influence as a company-grade leader – climate.

Question: What is the difference between culture and climate?


Culture and climate describe the conditions in which a leader leads. Leaders have direct and indirect effects on culture and climate. Culture refers to the environment of the Army as an institution and of major elements or communities within it. All leaders affect the climate at their respective echelon, which may eventually affect the Army’s culture.

Culture is a longer lasting and more complex set of shared expectations than climate. Culture consists of shared attitudes, values, goals, and practices that characterize the larger institution over time. The Army’s culture is deeply rooted in tradition. Leaders refer to Army’s culture to impress on Army personnel that they are part of something bigger than themselves. Soldiers and DA Civilians uphold the Army’s culture to honor those who have gone before and those who will come after.

Climate is a shorter-term experience than culture and reflects how people think and feel about their organization. Climate depends upon a network of personalities within a unit that changes as Army personnel come and go. A unit’s climate, based on shared perceptions and attitudes, affects mutual trust, cohesion, and commitment to the mission. A positive climate ensures Soldiers and DA Civilians are engaged and energized by their duties, work together as teams, and show respect for each other.Reference: ADP 6-22 para 6-21 thru 6-23

Mission command requires a command climate in which commanders encourage subordinates to accept risk and exercise disciplined initiative to seize opportunities and to counter threats, all within the commander’s intent. Commanders realize that subordinates will make errors. Successful commanders allow subordinates to learn through their mistakes and develop experience. With an accepting command climate, subordinates gain the experience required to operate on their own. Using mission orders, commanders focus on the purpose of the operation rather than on the details of how to perform assigned tasks. This focus minimizes centralized control and allows subordinates the greatest freedom of action. When delegating authority to subordinates, commanders set the necessary conditions for success by allocating appropriate resources to subordinates based on assigned tasks and conducting shaping operations that enable their subordinates’ success.Reference: ADP 1 para 2-41 (31 July 2019)

As part of mission command, building a cohesive team through mutual trust is an important component of climate. One way to build trust is by establishing an ethical climate. It is very hard for Soldiers and Army Civilians to remain ethical in an unethical environment. Army leaders must create the conditions for their subordinates’ success. An ethical climate is one in which the Army Values are routinely articulated, supported, and practiced.

Leaders should assess their unit’s ethical climate periodically and take appropriate actions to maintain the high ethical standards expected of all Army organizations. There are several ways to assess the level of mutual trust and ethical climate within your unit.

One method is to simply have a conversation with your unit members. Give them each a 3 x 5 card and ask them to list three things that are working well in the unit on one side, and three that are not on the other side. Take the cards and list the responses on a white board or butcher paper.


Have each unit member vote for which is working well and which is not working well that are most important. Take the top three in each category and have a discussion with your subordinates on how to sustain the strengths and improve the weaknesses. This engages your subordinates to be part of the solution and builds group identity around a plan of action to improve.

Upon your graduation from this course, you will likely go back to a unit in the Army as a staff officer or company commander. At your level, you may not be able to change Army culture, but you will have great influence on the climate of your unit.

Transition to Assess Army Culture and Unit Climate:You can also use surveys to gain better situational understanding of your organization’s climate. Climate surveys are a valuable resource, but it is important to use them sparingly to prevent survey fatigue. Share the results with your subordinates to create transparency, and then develop a plan of action to address issues and act upon it to reinforce trust with your subordinates that their honest feedback gets results. The Ethical Climate Assessment Survey (ECAS) is a short but effective survey you can use.

Facilitator Action: show slide 12, Ethical Climate Assessment Survey

Slide 12 – Ethical Climate Assessment SurveyFacilitator Talking Points: The ECAS (GTA 22-06-001) is a 25-question survey which assesses: individual character of unit members; the policies and practices within the organization; the actions of unit leaders; and environmental and mission factors. You can have members of your unit take the ECAS using the GTA card and/or do your own self-assessment. Areas with lower scores are the areas to focus your efforts on improvement.

Question: What are some indicators of a professional climate and mutual trust?

Facilitator Action: After the learners answer, show slide 13, Indicators of a Professional Climate and Mutual Trust, and compare it to the learners’ answers.


IndicatorsInstructor Action: Discuss the list of indicators with the class.

Answers: the indicators below are drawn from Chapter 7 of FM 6-22, Leader Development. Teamwork, fair play, and information sharing Open, candid communications Soldier job satisfaction Soldiers and families attend unit social/sports activities Reenlistment rates are high Clear priorities and goals are set There is a fair system of recognition, reward, and punishment Leaders have the courage to admit when they are wrong Leaders actively seek input from subordinates Leaders act on feedback they have provided Leaders have the authority to make decisions when they are consistent with commander’s

intent or guidance Leaders lead by example and serve as good role models Leader behavior is consistent with the Army Values Leaders lead from the front, sharing hardship

Transition to integrate SHARP content.Question: Now think about what happens to the climate of a unit when something negative happens. For example, what happens to the climate of the unit after a sexual assault occurs?

Facilitator Action: After the learners answer, show slide 14, SH/SA Continuum – Impacts on Readiness.

Slide 14 – SH/SA Continuum – Impacts on Readiness


What happens to the climate of the unit after a sexual assault occurs?

Consider how many people are in the unit and how many people get pulled out of the unit when a SHARP case happens. Mission readiness is impacted. Now consider the climate of that same unit.

What aspects of a healthy work environment are affected by a SH\SA case? (Refer to the “Green” healthy work environment section)

Discuss the safety of the environment?

How is good order and discipline damaged?

What happens to the dignity and respect of Soldiers within the unit?

How do early warning signs of SH/SA deteriorate the unit’s climate (healthy work environment)?

Think back to the discussion on Army Culture versus Unit Climate. Obviously, the two are intricately intertwined. In fact, in day-to-day conversations, most people use the two terms interchangeably. A good example of this is SHARP’s chart showing the SH/SA Continuum—Impacts on Readiness (Slide 14). The green bar on the left side of the chart represents a “Healthy Work Environment.” As you can see, what SHARP refers to as environment contains elements of both culture and climate. For example, the Warrior Ethos is part of our Army culture while enjoying a safe environment is more related to climate. Regardless, the chart is very useful in showing the connection between improper behavior and degraded unit readiness.

Question: What are some ways you can strengthen mutual trust within your unit?

Facilitator Action: After the learners answer, show slide 15, How to Strengthen MutualTrust in Your Unit, and compare it to the learners’ answers.

Slide 15 – How to Strengthen Mutual Trust in Your Unit


Answers: the answers below are derived from the leader competencies and leader actions tables in FM 6-22, Leader Development.

Start with yourself o Set the exampleo Make decisions and actions consistent with the Army Valueso Demonstrate the Army Valueso Demonstrate respect o Extend trust

Provide clear intent o Start with why o Explain your identity o Explain your vision o Clarify expectations

Listen o To subordinates o To peerso To superiors, coaches and mentors

Create transparencyo Open, candid communicationso Confront reality – state trutho Build consensuso Engage Soldiers in being part of the solution

Keep commitments o Match your deeds to your wordso Build confidence by doing – deliver resultso Balance subordinate needs with mission requirements o Right wrongso Resolve conflict o Foster teamwork

Demand accountability of yourself and others


o Set high standardso Enforce them fairly and consistently o Hold yourself to those same standards o Share hardship with your Soldiers

Facilitator Talking Points: Building trust forms on a foundation of mutual respect, shared understanding, and common experiences. For teams and organizations to function at the highest level, a climate of trust needs to exist. Leaders create a climate of trust by displaying consistency in their actions, and through relationship-building behaviors such as coaching, counseling, and mentoring. This competency has three components:

Sets personal example for trust. Takes direct actions to build trust. Sustains a climate of trust.

Sets Personal Example for Trust. Leaders exhibit their beliefs about trust in their actions and behaviors. Setting a personal example inspires those around them to act in the same manner. The actions a leader models to subordinates communicates the values of the leader and the unit. Setting a personal example for trust should be consistent, and is the most powerful tool a leader has to shape the climate of the organization.Ref: FM 6-22, Chap 7, para 7-16. See Table 7-9 for detailed indicators and leader activities.

Takes Direct Actions to Build Trust. Building trust is not a passive exercise. Leaders develop trust in their organizations by taking actions that promote trust. Developing others through mentoring, coaching, and counseling are actions that build trust. When a leader mentors effectively, that leader sends a clear message: I trust you to continue the Army profession and build a stronger, more adaptable Army. Leaders build trust by developing positive relationships with peers, superiors, and subordinates.Ref: FM 6-22, Chap 7, para 7-17. See Table 7-10 for detailed indicators and leader activities.

Sustains a Climate of Trust. A climate of trust requires that the norms and values of the unit create a positive, mutually beneficial environment characterized by openness and risk-tolerance. Leaders sustain this environment by consistently demonstrating these values through their decisions and actions and communicating to others that misconduct will not be tolerated. It is important for leaders to note that setting an example and directing action to build trust are important tools that help to sustain a climate of trust.Ref: FM 6-22, Chap 7, para 7-18. See Table 7-11 for detailed indicators and leader activities.

k. Generalize New Information (GNI): The sixth topic of this lesson is Ethical Reasoning (20 minutes).

Transition to Ethical Reasoning. In the remainder of this lesson, we’ll examine an ethical reasoning model you can use for decision-making. Let’s now discuss Ethical Reasoning.

Facilitator Action: show slide 16, Moral Challenges.


Moral ChallengesInstructor action: Emphasize the importance of ethical reasoning and how it is a critical part of decision-making.

During this portion of the lesson, we will examine an ethical reasoning model you can use for decision-making.

Facilitator Talking Points: To be an ethical leader requires more than knowing the Army Values. Leaders must be able to apply moral principles to find ethical, effective, and efficient solutions to diverse problems. Leaders apply ethical reasoning to their decisions and actions, and they integrate ethical reasoning into planning, preparing, executing, and assessing operations.

Often there is an ethical component or aspect in daily decisions and actions. It could be a fairly simple (“black-and-white”) moral challenge in which the person knows the right thing to do, but maybe is tempted not to do it out of self-interest, fear, doubt, or some other pressure. It could be an ethical dilemma that involves an apparent conflict between moral principles in which to follow one would seem to result in violating another. In these more complex (“gray”) challenges, people don’t know the right thing to do; each option seems to have moral costs and benefits with competing moral principles or beliefs. Sometimes the moral challenge is unseen. The person’s moral vision is impaired; he/she doesn’t see the ethical aspects of the situation. In all of these situations, an ethical reasoning process or model can help to decide the correct course of action and act on that decision. The reasoning must be done in a way that is integrated into your decision-making prior to action.

Question: Which type of moral challenge (black-and-white, gray, unseen) do you believe is most difficult? Why?

Answer: The learners will probably be split between gray and unseen. Unseen moral challenges are something you cannot control in the heat of the moment; you must prepare for this type of challenge in advance through education and practice, while also surrounding yourself with people who have a different perspective and may see the moral challenges you don’t. Gray moral challenges are difficult in that you will have to make a decision that has moral costs regardless of your decision; sometimes you have to make choices between sub-optimal courses of actions (COAs). In this case, you have to ensure you are following the law and aspiring to make the best decision in terms of being ethical, effective, and efficient.

Facilitator Action: show slide 17, Ethical Reasoning Model


Ethical Reasoning ModelThere are several models within the field of moral psychology and development. This lesson introduces you to a four component model based on the work of the moral psychologist, Dr. James Rest.


James Rest was a professor at the University of Minnesota. He proposed four elements of ethical action:

moral sensitivity moral judgment moral motivation moral character

Moral sensitivity is the recognition that an ethical problem exists. After determining there is an ethical problem, decision makers choose among courses of action (moral judgment). After choosing the best COA, decision makers must be motivated to follow through on their choice. Follow through requires the character and commitment to act despite obstacles, risk, adversity, and challenges. The model on Slide 17 captures the essence of this ethical reasoning process.

*Instructor Note: Incorporate MDMP into the description. The Army Design Methodology (ADM) offers Commanders and planning staff a tool for the conceptual component of an integrated planning process. It leverages critical thinking, innovation, discourse, and reflective practice to ask, “What is the problem are we trying to solve?” The ethical reasoning process incorporated with the MDMP is a developmental educational and training instrument, and it is intended to serve as an aid for reaching an ethically sound decision. This involves applying the rules from the Code of Conduct and rules laid down at multi-echelon levels. Examples include rules of engagement (ROE), status of forces agreement (SOFA), host nation agreements, airspace control/deconfliction [overflight permission, no-fly zones, no-strike zones, etc.], Geneva and Hague Convention considerations such as protected/restricted sites, and collateral damage estimate (CDE).

Ethical Reasoning Model

Step 1: Recognize the Conflict. Rest calls this moral recognition or awareness. Acknowledge that a moral conflict exists, define it, and identify the value or moral principles in conflict. If you cannot see the conflict or ethical challenge, you cannot do anything about it. So first you must recognize and report conflicts or challenges even if you are unsure what to do. This


requires knowledge of moral principles, yourself and your environment to develop the experience to recognize the ethical aspects of decisions and actions.

Step 2: Evaluate the Options. Rest calls this moral evaluation or judgment. It involves developing options or courses of action (COAs) by looking at the situation from various ethical theories or lenses and then evaluating which options are ethically sound.

Step 3: Commit to a Decision. Rest calls this moral motivation or intention. Now that you have evaluated the options, you choose a decision that is ethical, effective, and efficient. There is often risk and uncertainty standing in the way of our ethical decisions, but being committed means you accomplish the mission in the right way (i.e., the ethical, effective, and efficient way). Keep in mind that you will never fully eliminate risk or uncertainty.

Step 4: Act. Rest calls this moral courage or action. This step involves courage, determination, and the ability to follow through with the ethical decision even when presented with adversity obstacles, and challenges. We often call this “doing the harder right.” Throughout your military career, you will be confronted with the harder righter.

Reference: Rest, J.R. (1994). Background: Theory and research. In J.R. Rest and D. Narvaez (Eds.), Moral development in the professions: Psychology and applied ethics, (pp. 1-25). Hillsdale, NJ: Lawrence Erlbaum; and Rest, J.R. (1986). Moral development: Advances in research and theory. New York: Praeger.

Facilitator Note: The Ethical Reasoning Model has Ethical Lenses (i.e., perspectives or theories) that can be used to evaluate the COAs determined in the second step. The Ethical Lenses will assist in selecting the most ethical solution or COA.

Facilitator Action: show slide 18, Using the Ethical Lenses

Slide 18 – Using the Ethical LensesFacilitator Talking Points: Due to human neurology/neuroscience, we peer through various lenses to address the different aspects of an event or problem. We tend to solve problems in ways that are quick and/or have worked for us before. We may not always look for a rule, regulation, or professional norm that defines the solution, or consider the factors to produce the best outcome, or compare our personal virtues learning from similar situations.

Rules: Formal and Informal - are those specifications that a group agrees to follow. Is there a rule/regulation that applies to the COA? Look at laws, regulations, rules of engagement


(ROEs), policies, etc. Know the difference between guidance and orders. When you receive verbal or written guidance from your command, it is usually advice, constraints, or left and right limits that guide your actions rather than a set rule that must be followed without deviation. By contrast, orders are an authoritative direction or instruction to do something. There is much less room for deviation from orders unless the order conflicts with some higher-level order or is in itself illegal, unethical, or immoral.

In future classes for operations and planning, you will become more familiar with the terms constraint and restraint. The definitions provided below are taken from JP 1-02, DOD Dictionary of Military and Associated Terms (as of July 2019).

Constraint: In the context of planning, a requirement placed on the command by a higher command that dictates an action, thus restricting freedom of action.

Restraint: In the context of planning, a requirement placed on the command by a higher command that prohibits an action, thus restricting freedom of action

Outcomes: are the foreseeable results of action/behavior. Consider and compare possible outcomes for the COA. A COA benefitting the greatest number of affected persons may be the best solution. For future planning exercises, you will also discuss end state. An end state is the set of required conditions that defines achievement of the commander’s objectives (JP 1-02).

Virtues: are those components of “moral and good” human beings that transcend most cultural differences between civilized societies. Look at the COA in light of professional and personal virtues. COAs that seem to be applicable to a conflict, but cannot be reconciled with the moral principles of the Army Values and your personal core virtues are suspect for leading to moral/ethical error.

Reference: These three lenses are derived from Dr. Jack Kem’s Command and General Staff College paper entitled “Ethical Decision Making: Using the “Ethical Triangle.”

Note that it is important to “look” through all these lenses to ensure all aspects of the ethical situation are considered. Looking at the problem through multiple aspects or lenses helps individuals to decide on the best option. People decide on a course of action not only because it can solve the problem, but because it can do so ethically, in a way that is most consistent with the Army Values, applicable laws and rules, and the situation or operational environment (OE).

Ethical reasoning isn't a separate process used only when you have discovered an ethical problem. It is part of making everyday decisions.

Question: Why is it important to consider each lens to come to an ethical decision?Answer: Looking at the problem through multiple lenses helps us to decide on the best option by ensuring all aspects of the ethical situation are considered. Taken individually, each lens has some limitations without considering the others.


Instructor Note: Every choice – large or small – is guided by thinking which is critical and creative in varying degrees. As such, critical thinking is an inherent part of everything else we ask of Army officers throughout the rest of their careers. Applying Ethical reasoning will only enhance your critical thinking skills and biases. There is more detailed application of critical thinking and biases during lesson AP130. It may be appropriate to have the students reflect back on what they learned with respect to critical thinking that might apply here with ethical reasoning.

Question: What are the limitations of each lens?Answer: A person must understand the risks and his/her own bias toward only considering one of the lenses as an absolute theory of what is moral or ethical.

Rule-based morality by itself can be inadequate. Rules cannot account for every situation. Many times guidance is interpreted as rules.

Considering only the outcome can lead to a mentality that “the ends justify the means.” For example, the moral actor uses any method or resources to accomplish a just end, even if that method is itself immoral or the use of resources results in greater moral harm.

Consideration of only virtues assumes a common moral foundation for the community, which may not be the case, especially in different cultures. A virtue in one culture may not be a virtue in another culture.

BREAK (10 MINUTES)

l. Develop (5 minutes).

Facilitator Action: Show slide 19, Develop, and use the questions to have a discussion.

Slide 19 – DevelopInstructor action: Use the questions to drive discussion with the class.

Question: How could you use what you’ve learned today in the future?

Question: How will you make decisions in the future?


Question: How can you develop your subordinates to make right decisions?

Facilitator Note: Reinforce the relevance of being an ethical leader to their responsibilities as an Officer, a member of the Army Profession, and Soldier for Life beyond their performance of duty. Being an ethical leader requires character, empathy, morality, humility and discipline.

m. Apply Ethical Reasoning to Real-World Scenarios: Practical Exercise (40 minutes) – “Collateral” or “Social Media.”

Facilitator Talking Points: Now that we understand the Army Values and have an ethical reasoning model with different lenses, we’re going to put your ethical reasoning into action using real-world scenarios.

Facilitator Note: Engage the learners in a practical exercise (PE) that will give them an opportunity to apply everything they have learned in the lesson. The PE provides two real-world scenarios that allow the learners to apply their ethical reasoning skills. You can choose which case study is more relevant for your group. The Collateral videos are available on the CAPL website at https://capl.army.mil/case-studies/vcs-single.php?id=9&title=collateral for additional information. Copy and paste the URL into your browser.

Facilitator Action: Choose a case study. If selected, play the Collateral Intro video for the whole class (Slide 20). Break the learners into 4 equal groups. Give the groups 15 minutes to discuss the first set of questions on the student handout (Appendix D). They should record their answers using available white boards and/or easels. Then have each group present their answers to the class giving each group approximately 3 minutes to brief. Upon completion of the group briefings, watch the Collateral Conclusion video (Slide 21). As a class, discuss the second set of questions on the student handout, provided in Appendix D. Refer to Appendix B and C for the PE Solutions.

Slides 20 and 21 – Practical Exercise: Collateral


https://capl.army.mil/case-studies/vcs-single.php?id=9&title=collateral

Slides 22 Practical Exercise: Social Media

Instructor action: Discuss unethical conduct on social media with the class.

Link to access the video: https://capl.army.mil/case-studies/vcs-single.php?id=84&title=confronting-unethical-conduct-on-social-media

Copy and paste the URL into your browser.

n. Reflection/Summary (5 minutes).

Facilitator Action: Show slide 23, Reflection/Summary, and use the questions to reflect and summarize with the learners.

Slide 23 – Reflection/SummaryInstructor action: Use the questions to summarize key learning points with the class.

Question: What is the main takeaway from what you learned?

Question: Why do you think it is important to understand the material?

Question: How will this information benefit you in the future?

Summary: In this lesson, we covered six standards. Specifically, we covered: Trust and the Army Profession; the Army’s Framework for Character Development; Identity and the Army Profession; the Army Values; Army Culture and Unit Climate; and Ethical Reasoning.

You should take away from this lesson the importance of mutual trust and that Army leaders have to make ethical decisions every day. In order to be an ethical leader, the Army expects


https://capl.army.mil/case-studies/vcs-single.php?id=84&title=confronting-unethical-conduct-on-social-media



you to make right decisions – ethical, effective, and efficient. You need to understand the moral principles of the Army Values, and how to uphold them using an ethical reasoning model that looks at rules, virtues, and outcomes to make the best decision.

People generally make the better decisions if they consider multiple perspectives from different sources, before enacting a decision that narrowly applies one lens. Ultimately, the Army relies on Soldiers to make discretionary judgments and act in a way that they believe best upholds the Army Values. Army leaders have to exercise disciplined initiative, take prudent risk, and be accountable for their decisions and actions.

BACK-UP SLIDES

Slide 24 – Back-up Slides Instructor note: Instructors may use these slides at their discretion.

Depending upon the pace of the class and questions from students, instructors may use these back-up slides for deeper discussions.

Slide 25 – Army’s Four Strategic Roles Instructor note: Discuss the Army’s four strategic roles with the class, and how the roles impact the Army profession.


Facilitator Talking Points: Readiness for ground combat is and will remain the U.S. Army’s first priority. The Army accomplishes its mission by supporting the joint force in four strategic roles: shaping operational environments, preventing conflict, prevailing in large-scale ground combat, and consolidating gains. The strategic roles clarify the enduring reasons for which our Army is organized, trained, and equipped. Army forces are further organized, trained, and equipped to provide specific core competencies delivering essential and enduring capabilities aligned with joint doctrine. The Army’s operational concept of unified land operations described in ADP 3-0 is built on the conceptual framework established by the Army’s strategic roles and its core competencies. Title 10, USC, the National Military Strategy, and DODD 5100.01 provide the overall guidance on the capabilities that the Army must provide to the Nation. The Army shapes operational environments and prevents conflict based upon the requirements of combatant commanders. The ability to prevail against any enemy during large-scale ground combat is what provides the military credibility necessary to deter war. Every operation must consolidate gains to make temporary operational success enduring and set the conditions for a sustainable and stable environment. Our non-negotiable obligation to the Nation is to win by achieving the combatant commander’s operational objective when the Army is committed to any type of operation. Reference: ADP 1 para 2-4 (31 July 2019)

Slide 26 – US Army Core Competencies Instructor note: Make connections between the Army core competencies and the Army profession.

Facilitator Talking Points: Core competencies clearly express how the Army contributes to national defense and joint force operations. The Army’s five core competencies support the Army mission to ensure forces can achieve the Army’s strategic roles. A core competency is not a task; it is a capability stated in general terms. Reference: ADP 1 para 2-24 (31 July 2019)


Competence and Mission Command Instructor action: Discuss how competence relates to mission command.


Training and education that occurs in both schools and units provides commanders and subordinates the experiences that allow them to achieve professional competence. Repetitive, realistic, and challenging training creates common experiences that develop the teamwork, trust, and shared understanding that commanders need to exercise mission command and forces need to achieve unity of effort. (See ADP 7-0 for doctrine on individual and collective training.)

Leaders supplement institutional and organizational training and education with continuous self-development. Self-development is particularly important for the skills that rely on the art of command, which is further developed by reading and studying the art of war. These skills can also be developed through coursework, simulations and experience. (See chapter 2 for discussion on the art of command.)

Reference: ADP 6-0 para 1-27 thru 1-29 (31 July 2019)

Slide 28 – Mutual Trust and Mission Command Instructor action: Discuss how mutual trust relates to mission command.



Mutual trust is essential to successful mission command, and it must flow throughout the chain of command. Subordinates are more willing to exercise initiative when they believe their commander trusts them. They will also be more willing to exercise initiative if they believe their commander will accept and support the outcome of their decisions. Likewise, commanders delegate greater authority to subordinates who have demonstrated tactical and technical competency and whose judgment they trust.

Trust is based on personal qualities, such as professional competence, character, and commitment. Soldiers must see values in action before such actions become a basis for trust. Trust is built through shared experiences and training deliberately developed by commanders or through the conduct of operations. During shared experiences, two-way communication and interaction among the commander, subordinates, and Soldiers reinforces trust. Soldiers expect to see members of the chain of command accomplishing the mission while taking care of their welfare and leading by example through shared hardships and danger.

Reference: ADP 6-0 para 1-30, 1-31, and 1-34 (31 July 2019)

7. ASSESSMENT PLAN: See Appendix A.

8. ENVIRONMENTAL IMPACT STATEMENT: None.

9. RISK ASSESSMENT/RISK CONTROL MEASURES: None.



Mid-Grade Learning Continuum (MLC) for Captains Career CoursesCommon Core



Appendix AAssessment Plan

This lesson is assessed in accordance with the L100 Block Advance sheet based on your contribution to learning.






Appendix BSolution for Practical Exercise: “Collateral” Case Study

Link to the video: https://capl.army.mil/case-studies/vcs-single.php?id=9&title=collateral

"Collateral” Case Study Situation:

You are the Company Commander of a unit that is preparing to attack the command and control node (Silver Opel) of an insurgent operation. One of your sections mistakenly engages the wrong Silver Opel killing civilian non-combatants. Unit policies and procedures dictate you should report the incident, but you still have to complete the mission and attack the correct high value target. You are concerned reporting it will derail the mission. What will you do?

Watch the Collateral Intro video describing the situation in the words of CPT Gadoury. The video is 3:04 minutes long.

1. What is the Ethical Conflict?

Report the incident or not; essentially duty and integrity versus mission accomplishment.

2. Evaluate the Options in terms of the lenses. Explain what each lens would indicate you should do and what the limitation is of only using that lens.

a. Rules

Unit policies and procedures require you to report the incident.

Limitations: doesn’t take into account the possibility that reporting the incident will derail the mission to attack the high value target.

b. Virtues

At least two moral principles apply here. We take pride in honorably serving the Nation with integrity. We lead by example and demonstrate courage by doing what is right despite risk, uncertainty, and fear. By not reporting the incident, are you hiding the truth from your chain of command? What example are you setting for your Soldiers? In this case courage means the courage to tell the truth despite the inevitable investigation and uncertain consequences.



Limitations: doesn’t take the mission into account. Can you report the incident and still get the mission done?

c. Outcomes

If you report the incident, it could derail the whole mission allowing the insurgents to go free and kill more U.S. and Iraqi Soldiers. Reporting will also tie up the unit in an investigation potentially affecting morale. If you don’t report the incident, you have a higher chance of successfully completing the mission. However, what happens if the media reports civilian casualties? Or when an Iraqi comes to the command filing a claim for the wrongful killing of family members by U.S. Soldiers? Limitations: this reasoning is highly susceptible to bias and rationalization putting the mission and the good of many (your Soldiers) over the duty to report, which may cause you to commit an unethical act.

3. What is your decision? Why?

Best decision is to report the incident – either at the time or immediately after completing the mission. Reporting upholds the rules, virtues, and your integrity despite the risk and uncertainty involved with an investigation.

Your group has 15 minutes to complete this practical exercise. Record your answers to the questions using available white boards and/or easels.

You will have 3 minutes to present your findings to the class.

Watch the Collateral Conclusion video to see what CPT Gadoury did. The video is 3:51 minutes long. As a class, discuss the following questions.

1. Do you agree with CPT Gadoury’s decision and actions?

The learners may agree with some of his reasoning and considerations, but should disagree with the way he handled the incident. Why didn’t the CPT report the incident after the fact? He never corrected the SIGACTs, instead talking personally to the civil affairs personnel about the Iraqi family members claim for wrongful death. If you believe in your decision, why wouldn’t you explain it and be accountable for it? If you don’t report it, you risk the perception that you are trying to cover something up when it inevitably comes to light. It’s also important to point out that it is much easier to make a decision in hindsight. CPT Gadoury’s decision doesn’t make him a bad person. He is making a discretionary judgment in the heat of combat. However, part of being a trusted Army professional is reflecting on our decisions and aspiring to make better decisions in the future. This is a “so what” of the lesson. We aspire to uphold the Army Values with our decisions and actions, and don’t lie to ourselves that we always have.

2. If not, what would you do differently and why?


The learners may suggest a way to report the incident either at the time or after the fact, while still accomplishing the mission, but all should find a way to uphold duty and integrity.

3. You are getting ready to report the incident and your First Sergeant stops you saying: “Sir, you can’t do this to our Soldiers. This is combat and people get killed. An investigation will tear this company up. We need to focus on the mission. If you do this, the whole company will lose confidence in your ability to command.” What will you do now? Why?

This is where Step 4 of the ethical reasoning model comes into application. How do you act to uphold your decision despite risk, adversity, and challenge – in this case, the pressure your First Sergeant puts on you to not report the incident. The learners will probably have different ways to handle this varying from ignoring the First Sergeant to explaining your decision to him and your Soldiers so they understand your ethical reasoning. If you cross the First Sergeant, he may be unhappy with you, but loyalty to the organization and profession outweighs loyalty to an individual.






Appendix CSolution for Practical Exercise: “Social Media” Case Study

Link to the video (copy and paste into your browser): https://capl.army.mil/case-studies/vcs-single.php?id=84&title=confronting-unethical-conduct-on-social-media

“Social Media” Case Study Situation:

Place yourself in MSG Moerk’s position. You have come across an offensive video and entries on a community Facebook site. You can tell this primarily involves Soldiers to include some NCOs on your installation. You post comments to let these people know the video and entries are offensive. They respond by posting personal attacks on your character.

Watch the video, Confronting Unethical Conduct on Social Media, describing the situation in the words of MSG Moerk. Watch the first part of the video (3:25 minutes long). What will you do?

1. What is the Ethical conflict?

Do you try to correct the NCOs or just let it go?

2. Evaluate the options in terms of the lenses. Explain what each lens would indicate you should do and what the limitation is of only using that lens.

a. Rules

There is policy guidance telling Soldiers and Army Civilians that they are expected to meet the standards of professionalism while on social media. However, rules are less clear since this is a new form of media. Do these postings meet the standard of sexual harassment or are they merely bad humor? Do you have an expectation of anonymity on social media? What about the personal attacks? Since they happened on a Facebook posting, do they qualify as conduct unbecoming an NCO? Disrespect to a senior NCO?

Limitations: doesn’t clearly prescribe rules for every situation on social media including this one.

b. Virtues




At least two moral principles apply here. In war and peace, we recognize the intrinsic dignity and worth of all people, treating them with respect. We embrace and uphold the Army Values and standards of profession. The Facebook postings clearly do not uphold the Army Values.

Limitations: is this just political correctness? Can we be so virtuous, that we stifle all humor and freedom of expression? Isn’t freedom of speech a protected right under our Constitution?

c. Outcomes If you confront the NCOs and report them, they may be investigated and disciplined by their chain of command. You may be negatively labeled by other Soldiers who do not agree with you and get treated as a pariah. By confronting them, it may pre-empt the postings from going even further making things worse. If you do nothing, what standard have you set?


Best decision is to report the incident. You know who these Soldiers are, and you know what unit they belong to. So either report it to their chain of command, or you can report the incident to your SHARP office.


You will have three minutes to present your findings to the class.

Watch the rest of the video (video timer 3:25 through 13:57) to see what MSG Moerk did. As a class, discuss the following questions.

1. Do you agree with MSG Moerk’s decisions and actions?

The learners should agree with her decision to confront the NCOs rather than ignoring the problem. They may have different opinions on who she should have gone to once the NCOs started personally attacking her. They may disagree with reporting the incident to the SHARP Director before exhausting other options moving up the chain of command.


The learners may have done some different things than MSG Moerk. For example, they may have contacted the chain of command, or the installation command, instead of the Army SHARP Director. But they should generally agree that correcting the misconduct on social media is the right decision.

3. Your Company Commander pulls you aside and tells you that you are overreacting. This is simply a case of bad humor and no harm was done. Bringing it to the SHARP Director’s attention just gives the unit a “black eye.” She tells you to drop it. What will you do given her guidance? Why?


This is where Step 4 of the ethical reasoning model comes into application. How do you act to uphold your decision despite risk, adversity, and challenge – in this case, the pressure your commander puts on you to drop it. The learners will probably have different ways to handle this varying from dropping it, to telling the commander why you won’t drop it, to elevating it beyond the commander. If you cross the commander and don’t drop it, she may be unhappy with you, but she will clearly be putting herself at risk if she tries to take retribution against you. Ultimately we want officers and NCOs to be aspirational and make corrections when they see others acting unprofessionally whether on or off duty and whether in person or through social media. Part of being an ethical leader is developing the confidence to do the right thing despite risk, adversity, and challenge.






Appendix DStudent Handouts


Student Handout 1PRACTICAL EXERCISE - “Collateral” Case Study

Situation:

Link to the video: https://capl.army.mil/case-studies/vcs-single.php?id=9&title=collateral

You are the Company Commander of a unit that is preparing to attack the command and control node (Silver Opel) of an insurgent operation. One of your sections mistakenly engages the wrong Silver Opel killing civilian non-combatants. Unit policies and procedures dictate you should report the incident, but you still have to complete the mission and attack the correct high value target. You are concerned reporting it will derail the mission. What will you do?

Watch the Collateral Intro video describing the situation in the words of CPT Gadoury. The video is 3:04 minutes long. 1. What is the Ethical Conflict?2. Evaluate the Options in terms of the lenses. Explain what each lens would indicate you should do and what the limitation is of only using that lens.

a. Rulesb. Virtuesc. Outcomes



You will have 3 minutes to present your findings to the class.

Watch the Collateral Conclusion video to see what CPT Gadoury did. The video is 3:51 minutes long.

As a class, discuss the following questions.

1. Do you agree with CPT Gadoury’s decision and actions?


3. You are getting ready to report the incident and your First Sergeant stops you saying: “Sir, you can’t do this to our Soldiers. This is combat and people get killed. An investigation will tear this company up. We need to focus on the mission. If you do this, the whole company will lose confidence in your ability to command.” What will you do now? Why?



Student Handout 2PRACTICAL EXERCISE - “Social Media” Case Study

Situation:

Link to the video (copy and paste into your browser): https://capl.army.mil/case-studies/vcs-single.php?id=84&title=confronting-unethical-conduct-on-social-media

Place yourself in MSG Moerk’s position. You have come across an offensive video and entries on a community Facebook site. You can tell this primarily involves Soldiers to include some NCOs on your installation. You post comments to let these people know the video and entries are offensive. They respond by posting personal attacks on your character.

Watch the first part of the video (3:25 minutes long) describing the situation in the words of MSG Moerk. What will you do?

1. What is the Ethical conflict?2. Evaluate the options in terms of the lenses. Explain what each lens would indicate you

should do and what the limitation is of only using that lens.d. Rulese. Virtuesf. Outcomes



You will have three minutes to present your findings to the class.

Watch the rest of the video (video timer 3:25 through 13:57) to see what MSG Moerk did.

As a class, discuss the following questions.

1. Do you agree with MSG Moerk’s decisions and actions?


3. Your Company Commander pulls you aside and tells you that you are overreacting. This is simply a case of bad humor and no harm was done. Bringing it to the SHARP Director’s attention just gives the unit a “black eye.” She tells you to drop it. What will you do given her guidance? Why?

4. As a leader, what are your responsibilities and obligations not only to the individual, but to the SHARP program holistically?




5. How will this comment shape the SHARP climate in your unit? How could you prevent this in the future?


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