TRADOC Pam 525-3-7-01 - TRADOC - U.S. Army

TRADOC Pam 525-3-7-01Questions for Further Examination Should the Army continue to research biomedical and pharmaceuticals solutions thatmitigate or eliminate the factors that degrade Soldier morale? Should the Army continue to research biomedical and pharmaceutical solutions that assistin recovery (such as, fatigue, anxiety, fear, and sleep deprivation) and the short and longtermphysical and mental consequences, and their ethical implications? What are the potential pitfalls of biomedical or pharmaceutical solutions to mitigate oreliminate factors that degrade Soldier morale or assist in recovery? What is the most effective way to indoctrinate Soldiers with the warrior spirit and howcan the Army measure the success of indoctrination? How do unit rotation policies affect morale and ethical conduct of a force? How does stability of a command team, staff, or other group affect performance, morale,and unit effectiveness? Is the Army adequately preparing junior leaders to develop and sustain the warrior spirit,Soldier morale, resilience, unit cohesion, and command climate? In light of ethical failures and in spite of the Army’s dedication to its core organizationalvalues, what additional effort is required to determine the linkage of values toperformance and behavior? What are the most effective methods the Army can use to accomplish Soldiersocialization and identity development in IMT and in units? Which moral-ethical lessons learned from post cold war conflict need integrating intoofficer and NCO professional education? How does the modular, non-organic, and multi-component composition of most supportbrigades affect unit cohesion, morale, and performance? What is the proper balance between training for skills, knowledge, and abilities andorganizational socialization especially in IMT? How can leaders use simulations to strengthen Soldier decisionmaking in complex moralethical situations in order to integrate organizational values with individual values andimprove values based performance? What are the factors that positively affect Soldier moral-ethical behavior? How can the Army anticipate required language and cultural awareness requirements andthen target those most likely to be required for subsidized learning in the force? Should the Army constitute of a small number of standing linguist units capable ofmaintaining teams of experts with linguistic fluency and acting as cultural red teams toprepare units for deployment to ‘operations amongst the peoples?’ What should be the required level of language and cultural proficiency innoncommissioned and commissioned leaders? How should the Army organize and distribute linguists and cultural experts? How can training simulations be tailored to replicate future full spectrum operationsscenarios for preparing commanders, units and staffs? What are the challenges and solutions associated with the inculcation of Soldiersocialization and identity development as they relate to service in the reserve component?83