The Air Force ( Eaf )

In this lesson you will continue to review the key agencies and major force management processes used in developing warfighting capability provided to combatant comman

In this report I will be going over the importance of training and education within the military, and how they both play very important roles to not only leaders, but the service members within our ranks. The military is constantly training and, we train as we fight. However, before soldiers train, they must be well educated in all areas in which they will be training. Proper education is the key to proper training. I will also discuss the importance of becoming better educated while serving in the military, as it will make transitioning back into the

Training objectives must support the mission profile and meet the commanders desired end state. Prior to the 56TH train up at the National Training Center (NTC) the deployment location changed from Iraq to Afghanistan (case study). Changes to mission essential tasks were not identified prior to NTC, resulting in the BCT training on collective tasks and validated during MRE based on the Iraq mission profile. However, the shift to the Afghanistan mission profile created gaps in training not identified until units arrived at Bagram Air Field (BAF). i.e. the BCT had to establish an MRAP drivers training program at BAF extending the RSOI process. Training gaps were not limited to company level shortfalls as battalion and brigade staffs were not able to anticipate potential threats and capitalize on opportunities. (case study 2)

For the next 10-15 years, leadership development is critical within the military. Training to develop agile leaders will yield a competitive advantage within both private and public organizations. Importantly, leadership training should mirror as if one would fight in the new Era International Security Environment. Such tenacity will confront limited engagements in the next 10 years, plus a great deal of offensive operations in the 15 years. Therefore, trained leaders are flexible to their changing missions, roles, and responsibilities, thus are more adaptive to compelling new conflicts.

The situation in today 's Army is clearly much different from what existed years ago. Many changes have occurred, moving the Army 's EO program from a strictly educational and training initiative to a multifaceted management program with clear goals and objectives. These goals and objectives are also an integral part of human relations and are nurtured and developed through a professional military education system.

On Nov 2013, the United States Air Force Academy (USAFA) awarded the contract to “modernize” its existing custom developed application Cadet Administrative Management Information System (CAMIS) II to the Solers Corporation (Solers Corporation, 2016). CAMIS was developed over several years and began to encompass support for many disparate business processes at the Academy, but primarily served as a Student Information/Management System. This modernization effort or CAMIS III was the third iteration of moving CAMIS from a legacy system to a new platform. Almost 2 years later: Mar 2016, this project ended with the government decision to discontinue the modernization effort. This was done by primarily not exercising option years and stopping funding on the modernization development line item of the contract. (Paulson, 2015) Despite modernization effort ending, the government continued to support the CAMIS III operations and support portion of the contract, as well as the legacy CAMIS II contract. This paper attempts to analyze why this software project failed, based on the personal experiences and perspectives from the overall combined team and attempts to understand why. The major reasons for failure included: gross underestimates (scope, cost, and schedule). However, there were opportunities to achieve a better outcome. These opportunities were failures by the program manager, vendor team, and management stakeholder expectations.

The department’s leadership is responsible for providing appropriate manpower and resources to each mission using an increasingly tight budget, while also following strict laws for high priority missions, such as nuclear defense, which mandate both high levels of training and manpower (Air Education Training Command, 2015). Additionally, warfare technology has become incredibly advanced. Due to this complication, the educational and technical requirements for military service members and employees are steadily increasing.

The purpose of this paper is to provide a summary of an Army white paper, the “Profession of Arms.” The U.S. Army should be “The Profession of Arms” and each soldier should be “The Professional Soldier.” (U.S. Army, 2010). It is important for “The Profession of Arms” to develop expertise, trust, development values, and service at the organizational level (U.S. Army, 2010) l. Also, it is crucial for “The Professional Soldier” to develop skill, trust, leadership, character, and duty at the individual level (U.S. Army, 2010). So, the “Profession of Arms” is comprised of experts and experienced soldiers who dedicate their lives to defend the U.S. Constitution and the American way of life (U.S. Army, 2010).

Summary: In this article the authors are addressing future leaders, and they immediately inform the reader that because there is more complexity considerably more complex issues and technologies than a century ago in the operational military environment, there is a great need for military leaders to achieve autonomy in terms of adapting to and learning about the evolving environment. In short, leaders must be smarter and better prepared for a changing world.

The Unites States Air Force is a huge organization that employs a huge workforce annually who works as its security forces. The organization's mission is to fly, fight, and win all battles in the air, cyberspace, and air. As a huge organization, it acts as one of the most attractive options for individuals who are seriously considering a career with the security forces. However, such individuals should conduct an adequate research before choosing to seek for job opportunities with the organization. This is largely because individual responsibilities in the United States Air Force contain various risks that are associated with different jobs.

The Aviation Branch of the U.S. Army, as we know it today, did not exist at the turn of the 1800 to 1900 centuries. The military did use a Balloon Corps and Detachment for the Civil and Spanish-American Wars respectfully. However, the Army deactivated both organizations after their usage in the campaigns. These artillery spotters and reconnoiters were helpful. However, the leadership did not see a usage for them outside of war. Therefore, it would take someone understanding the potential of air power to open a door for its peacetime usage. This occurred with the birth of the Signal Corps.

As stewards of our profession, commanders ensure that military expertise continues to develop and be passed on to aspiring professionals through operational development. It is during this developmental phase that Professional Soldiers put their knowledge and skills to the test. Operational Army units certify and recertify their Professional Soldiers through repetitive and realistic training events including the Combat Life Saver Course, platoon live fires, and exercises at the National Training Center. In the course of these challenging and realistic experiences, the Army’s operational units develop Soldiers and leaders prepared to maintain high standards, discipline, and operational readiness. Operational development and adaptability will continue to drive changes in Army doctrine, organization, leadership, and education as we enter the post-war era. Without this kind of development, the Army could not maintain a well-disciplined professional fighting force.

The instructors’ role in the foreign military classroom is to provide world class instruction to our North Atlantic Treaty Organization (NATO) alliance partners. In order to maintain this level of proficiency, instructors must continue to be the tip of the spear when it comes to the technological advances in Rotary Wing Aviation as well as staying abreast of the most current trends in adult education. Instructors must take into account the foreign military country and ensure that our instruction methods meet the training needs of our NATO allies. Instructors need to be flexible in their teaching styles and be capable of identifying possible learning barriers of the foreign military student. It is important for instructors to remember one style does not fit all.

The Army is a profession because it requires a collaboration of highly training Soldiers who possess specialized skills that combine to operate in complex situations in more complex environments. General Martin Dempsey stated that “The Profession of Arms requires expert knowledge, and that expertise is manifested as unique skills in the individual professional and by Army units.” For the purpose of this paper the operational definition of the term profession is: a type of job that requires special education training, or skill. In order to meet and maintain the demands of this definition, The Army has established the Army Development Model which consists of institutions, operational training, and self-development to create highly skilled service members.

The Army and the Air Force have many similarities and differences, some of the similarities are the troop’s dedication, diversity, and patriotism, and some of the differences are the way each branch trains, their respective customs, and quality life.