TRADOC Pam 525-3-7-01 - TRADOC - U.S. Army
TRADOC Pam 525-3-7-01 - TRADOC - U.S. Army TRADOC Pam 525-3-7-01 - TRADOC - U.S. Army
TRADOC Pam 525-3-7-01challenging but rewarding way of life, and not simply in a job. The family’s responsibility in thispartnership is to support the Soldier and other unit families and to participate in building andsustaining healthy, supportive Army units and organizations. The military’s responsibility is tocreate an environment where families and family members expect a good quality of life andopportunities to realize their potential.In order to achieve this vision, the Army must establish an environment where the Soldierand the family believe it possible to be a great father, mother, husband, wife, as well as a greatSoldier. Army leaders through their knowledge, skills, abilities, and decisions will have thegreatest impact on the lives of Soldiers and their families. Leaders must also recognize that they,“…must develop the expert knowledge and abilities necessary to create both the perception andreality of caring for families and understand how they can improve their Soldiers’ and theirSoldiers’ families’ satisfaction with military life.” 172 If they fail, Soldiers both married andunmarried will be more likely to conclude being a Soldier is incompatible with family life and itis unlikely the Army will be able to raise and sustain the force required to meet the challenges ofthe future operating environment.7-6 The Tempo of Army ServiceHigh operational and personnel tempos characterized service in the Army over the lastdecade. Beginning with the 2004 Army Posture Statement, Senior Army leaders recognized thestrain this tempo placed on the Army, Soldiers, and their families. Personnel managementinitiatives to support the future Modular force promise to provide some stability, but the Armymust anticipate that Soldiers and families will continue to experience frequent deployments.Similarly, Soldiers in generating force assignments currently work long hours in support of themodular force, and in some cases, join the operating forces during the conduct of operations.Such factors will continue to stress to the force. The Army will experience this stress in differentways—in individual Soldiers and families as well as stress on the Army institution at large.Beyond operational stressors, there will be a continued need for professional education andtraining—a critical requirement in the future operating environment. If collectively, asmentioned above in the discussion of the Army family, these demands exceed the Soldier's abilityto cope and meet his obligations to family, the Army may lose the Soldier's dedicated serviceeven though he may believe it to be a rewarding life that is worthy of the Soldier’s service.Therefore, in addition to developing policies and capabilities that address the elements of thehuman dimension, it is also important to address the issue of force size to ensure that the Armyhas sufficient numbers of Soldiers and resources to meet the demands of the OPTEMPO.Developing policies and capabilities across DOTMLPF alone is insufficient if the force is toosmall to adequately meet strategic requirements, staff both the operating and generating forces,provide the opportunity for quality training and education, and have adequate reset time betweendeployments and quality of life for both Soldiers and families. Examining these dynamic andinterdependent factors determines how they should influence the size of and retention in thefuture force.162
TRADOC Pam 525-3-7-017-7. ConclusionThe complex operating environment of the twenty-first century demands innovativeapproaches to personnel management. Many of the suggestions in this chapter echo elsewhere inthe Human Dimension study and other concepts. New personnel management systems mustbalance the needs of the Army with the needs of the individual and families. The Army’spolicies and systems to promote, assign, and educate leaders are keys to the success ofoperational units and the effectiveness of the Army as an institution. The Army will continue toconsist of dedicated men and women in the active and reserve Army serving as Soldiers,government civilians, and contractors. Taking care of people and insuring missionaccomplishment includes providing them with the best and most modern equipment andfacilities. The next chapter presents a look at how S&T contributes to this aspect of the humandimension.VignetteLieutenant Colonel Rick Stacy finished the pre-command course and was really excited abouthis assignment to the 4 th Infantry Division. He’d served with the division as a lieutenant in Iraq.Getting to command one of the new FSV combined arms battalions was a dream come true.Stacy had had an interesting career path—unconventional most would say. He was in the yeargroup that first went through the 360-degree rating and local selection for promotion to Major.Being an instructor at West Point at that time didn’t bode well for him and his contemporaries,or so he thought. The officers on the staff and faculty at the academy were out of themainstream. Worse still their 360-degree cohort included mostly fellow instructors all of whomwere as competitive as the dickens and most of whom were ensconced in the academicdepartment stovepipes. Few really knew other department instructors. Stacy thought the 360-degree idea had its place, but at the U.S. Military Academy were they going to let the cadets“rate” their instructors?Stacy and all but one of the eligible captains at the Academy that year made the Major’s list.They attributed this to their prior assignments, but failed to appreciate how the personnel systemhad really changed and how assignments like teaching in ROTC or the academies reallymattered.Years later as he looked back at Intermediate Leaders Education at Fort Leavenworth andhis subsequent assignment as an industrial intern, he really wondered what the West Pointexperience did to his career. Here he was a junior major nearly five years away from troops andthey were sending him to Detroit?Actually, he’d enjoyed the time with General Motors. It was only six months, after all, and hegot the S3 operations officer slot in a Fort Riley combined arms battalion. He also got to be hisbattalion’s executive officer and did two turns at the National Training Center, one as the S3,163
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<strong>TRADOC</strong> <strong>Pam</strong> <strong>525</strong>-3-7-<strong>01</strong>7-7. ConclusionThe complex operating environment of the twenty-first century demands innovativeapproaches to personnel management. Many of the suggestions in this chapter echo elsewhere inthe Human Dimension study and other concepts. New personnel management systems mustbalance the needs of the <strong>Army</strong> with the needs of the individual and families. The <strong>Army</strong>’spolicies and systems to promote, assign, and educate leaders are keys to the success ofoperational units and the effectiveness of the <strong>Army</strong> as an institution. The <strong>Army</strong> will continue toconsist of dedicated men and women in the active and reserve <strong>Army</strong> serving as Soldiers,government civilians, and contractors. Taking care of people and insuring missionaccomplishment includes providing them with the best and most modern equipment andfacilities. The next chapter presents a look at how S&T contributes to this aspect of the humandimension.VignetteLieutenant Colonel Rick Stacy finished the pre-command course and was really excited abouthis assignment to the 4 th Infantry Division. He’d served with the division as a lieutenant in Iraq.Getting to command one of the new FSV combined arms battalions was a dream come true.Stacy had had an interesting career path—unconventional most would say. He was in the yeargroup that first went through the 360-degree rating and local selection for promotion to Major.Being an instructor at West Point at that time didn’t bode well for him and his contemporaries,or so he thought. The officers on the staff and faculty at the academy were out of themainstream. Worse still their 360-degree cohort included mostly fellow instructors all of whomwere as competitive as the dickens and most of whom were ensconced in the academicdepartment stovepipes. Few really knew other department instructors. Stacy thought the 360-degree idea had its place, but at the U.S. Military Academy were they going to let the cadets“rate” their instructors?Stacy and all but one of the eligible captains at the Academy that year made the Major’s list.They attributed this to their prior assignments, but failed to appreciate how the personnel systemhad really changed and how assignments like teaching in ROTC or the academies reallymattered.Years later as he looked back at Intermediate Leaders Education at Fort Leavenworth andhis subsequent assignment as an industrial intern, he really wondered what the West Pointexperience did to his career. Here he was a junior major nearly five years away from troops andthey were sending him to Detroit?Actually, he’d enjoyed the time with General Motors. It was only six months, after all, and hegot the S3 operations officer slot in a Fort Riley combined arms battalion. He also got to be hisbattalion’s executive officer and did two turns at the National Training Center, one as the S3,163