Sample Resume: Professional Military Education

I have held multiple positions within the United States Air Force Auxiliary, Civil Air Patrol, including the position of First Sergeant of the Valkyrie Cadet Squadron. My job was to provide a dedicated focal point for all readiness, to watch the health of cadets, boost the morale, ensure that operations flowed smoothly, and make sure the orders of the commander were carried out by the support staff. After nine months of being a First Sergeant, I was promoted to be the Executive Officer, which is the third in command of the 52-cadet squadron. Furthermore, the leadership skills I have attained in the Civil Air Patrol carries out to various parts of my life. Specifically, my job at Western Steel Inc., where I've been tasked to train employees

Performed duties of an SGL assigned to the Basic Leader Course (BLC) for the Fires Center of Excellence (FCOE). Served as the subject matter expert for all Course Management Plan (CMP) and Programs of Instruction (POI,) training and maintaining instructor certification. Responsible for the wellbeing, safety, professional development, and training of 16 Soldiers on a 22-day recurring cycle, performing nine cycles a year. During my tenure as a BLC SGL, I achieved numerous accomplishments and achievements. Received enormous praise from the United States Sergeants Major Academy (USAMA) for renovation of a Training Support Package (TSP) that was implemented across BLCs for the entire Army. Hand-picked as NCO of the Month for September 2015, selected

In the times in which we live technology, knowledge, development strategies and the environment involve a complex panorama that the U.S. Army must face. The most efficient way is through specialized training and looking for means to develop NCOs for the challenges of upcoming event. The NCO 2020 strategy changes the way we educate and train our Soldiers. The educational model used by the military in the last decade was the Noncommissioned Officer Education System (NCOES). This now going to be transformed into Noncommissioned Officer Professional Development System, or NCOPDS. One of the most important goals of this new educational model is that it will provide the Soldier with a long-term career focused on the training, education and experiences acquired during his career, being these institutional, operational or self-development.

For more than three decades, Army Non-Commissioned Officers (NCO) were part of an era of fast promotions through the NCO ranks, with some Military Occupation Specialty (MOS) seeing Soldiers make the rank of Sergeant First Class (SFC) with six to seven years time in service (TIS). Since the terrorist attack on September 11, 2001, the United States military was facing a challenge that produced two separate operations simultaneously in the same region of the world which called for thousands of additional service members, especially in the ranks of NCOs. While “fast tracking” was great for the individual, it left many enlisted Soldiers, as well as Officers angry and frustrated with the lack of knowledge these young NCOs were demonstrating when it came to basic Soldiering tactics and techniques. This stems from the decades old Sergeant and Staff Sergeant promotion boards, lack of leadership time, as well as lack of diversity within major Army Component Commands (COCOMS).

When a service member is addressed with the question, “Why do you want to be a military officer?” One should reflect fully on his/her decision to integrate into the position of an Officer in the United States Military. Each field within the Army, Air Force, Navy, and Marines, has their specific Officers, who are expected to conduct certain responsibilities within their Military Occupational Specialty (MOS). Being that each branch of military holds its historic position on the battlefield i.e. the Navy and Marines defend the beaches and land, the Army defends the land and the Air, and the Air Force secures our skies, every unique officer within our military must still adhere to one standard, a constant professional. In this informative essay, I am going to discuss why I want to be a military officer, and what society and my subordinates expect of me.

Served as the Senior Personnel Sergeant of a Battalion consisting of 1000 Soldiers. Advised and assisted the Commander, NCOs, and Soldiers on personnel matters; reviewed and consolidated reports, statistics, and personnel actions submitted to higher headquarters; assisted unit's with Military Personnel Record Jackets (DA 201 Files), pay and finance records, and medical and dental records; advised the commander on personnel strength, shortages, provided technical guidance and training a section of 6 Soldiers; supervised and managed the processing and tracking of all personnel actions, awards, NCOERs, OERs, promotions, leaves and passes; and processed and ensured SIDPERS transactions were submitted in a timely and efficient manner. Assisted

SNC delivered a confident and complete order successfully addressing all paragraphs of the five paragraph order. SNC assigned primary and secondary tasks to subordinates and reiterated the Enemy Situation. SNC properly controlled the fire team’s formation utilizing proper dispersion and smoothly transitioned from column to wedge. Upon enemy contact SNC relayed a clear and effective ADDRAC and directed SNC’s fire team to provide suppressive fire. SNC maintained mission focus when SNC’s fire team took a casualty. SNC directed his fire team in a tactically appropriate manner as they evacuated the casualty. Upon return to MA-2A SNC submitted the map to higher without being prompted by the evaluator. SNC displayed suburb leadership potential

SPC XXXXXXX achieved the XVIII Airborne Corps Noncommissioned Officer Basic Leader Course graduation requirements with an overall XXXXX% grade point average. SPC XXXXX was a motivated leader that participated in all classroom discussions. His determination to seek self-improvement and work as a team player was unparalleled throughout the course. He displayed exceptional drill and ceremony skills while flawlessly inspecting and marching a squad size element. His ability to assimilate new information and present it in a military manor was evident during his oral history brief. He demonstrated comprehensive knowledge in all academic areas, excelling in communicating in writing, and conducting individual training. As squad leader during the

He states that Professions have four common tendencies: they generate uniquely expert work, they require years of study and practice, they earn the trusts of their clients through their Ethic, and they motivate their laborers through extrinsic means (Dempsey, 2010, p. 2). The paper establishes that the Army is a Profession of Arms due to our work being combat operations. The Profession of Arms is defined as a craft consisting of experts in applying lethal force, or “land combat power” (Dempsey, 2010, p. 4). The Professional Soldier is defined as “an expert, a volunteer, certified in the Profession of Arms” (Dempsey, 2010, p. 4). These definitions help characterize the conditions needed to create Army leaders.

0915 – 1030 Orientation/Training: The assigned member will work with recruits. They will establish what the recruits know about the ACOS and their mission, discuss the organizational chart and then discuss what their section does to support the mission. Ideally this member will be a junior enlisted member who can take this time to get to know the recruits as their new peers. This is an opportunity for junior enlisted members to develop their leadership and mentorship skills. Section supervisors need to recognize that this is as an opportunity for their members to learn as well as a way to welcome our new

I would like to introduce myself as the 201st Regiment (MF) QA OPNS NCO. I am MSG Otoniel Rivera and have recently joined the quality assurance roles and responsibilities. I will be assisting our commander in assessing the quality of our institution’s ability to meet the Army standards in the development, education, and training of Soldiers and leaders. I am extremely motivated to develop and maintain a collaborative working relationship with your command group in order to continue fostering a culture of continuous improvement and shared added values (best practices).

Recognized for incredible attention to detail and hard work during Change of Command inventories being awarded the Army Achievement Medal. Selected to perform duties as Ceremony Usher NCOIC and Funeral Detail NCOIC due to my attention to detail. Selected as MICO Team Leader and responsible for the health, welfare, and morale of 2 Paratroopers resulting in 1 Paratrooper re-enlisting. Participated in one Brigade exercise All American in which the Trojan Spirit, Trojan Lite, and Prophet Spiral were kept fully operational allowing for increased mission readiness throughout the Brigade and subordinate Battalions. Selected to attend the Trojan Spirit Operators Course over peers and more senior Noncommissioned Officers graduating at the top of the

All leaders in the group will concentrate on the mental and physical wellness of Soldiers and subordinate officers. Contingent upon the recent training and the information acquired from the previous deployment, commanders and NCOs continue to arrange and plan for reintegration of Soldiers and families, recuperation of gear and new hardware preparing, and the accession of new Soldiers. All collective training requirements above section or team level for units will stop. Subordinate officers and NCOs develop, arrange, perform, and evaluate training in fundamental skills at the individual, crew and section level. Management of the unit will decentralize, giving junior officers the scope to oversee training within the brigade commander's objective. Leaders direct Soldiers to professional military education and functional training to cover the capacity gaps experienced in the previous deployment. Officers create and execute their tactics to prepare, teach, and give the right encounters to subordinate officers, which for the most part is individual training and education, team building, and developing the 4th ABCT to conduct collective training in the next phase. Officers and NCOs evaluate the development, formulation, and implementation of the individual and small-team training done by juniors and give

o demonstrated exceptional technical proficiency during two SAV battalions on ELM programs; raised OR readiness by 25%

While serving as a Squad Leader in a 70-man Small Unit Ranger Tactics program (SURT), I was responsible for the individual and collective training of a 13-man Infantry Squad. I performed as an instructor as well as a Platoon and individual assessment evaluator. I was responsible for the accountability and maintenance of all assigned equipment in excess of $200,000 and capable of deploying worldwide in 18 hours as a member of the Regimental Headquarters Security Team. While assigned to SURT I helped to bring up the graduation rate of Rangers through Ranger School from 55% to 73%. I helped to prepare over 960 Soldiers for integration into the Ranger Leadership School over 16 SURT classes. I carried out the additional duties as a Company Jump