The Royal Military College as an Instrument for Molding Military Offices

Three qualities important in life, but even more so in being a successful USMA cadet and Army officer are honor, responsibility, and determination. These traits will allow a person to be a powerful leader, follower, and soldier in general.

The creed of the noncommissioned officer is a baseline for all noncommissioned officers Corporal all the way up to Sergeant Major, on how to conduct oneself in the leading of soldiers. It does not outline every single situation you may come into throughout your military career but if you live this creed then you should be set for success. In this paper we are going to take an in depth look into the creed and how you can apply every aspect of it to leadership.

Second, the Army is governed by two related ethos. On the first day of initial training Soldiers are taught the importance of the seven Army values and begin to memorize the Soldier’s Creed. Like doctors and lawyers, “the military is an expert group, charged by its client to conduct work governed by a professional ethic” according to Lieutenant General Robert Caslen. A recent study commissioned by the Army found that 93% of Soldiers share their personal with the one set by the Army. Again, according to Caslen “the Army Values have sustained our institution through some of our most difficult years and will continue to be the foundation of our profession.”

Army leaders must balance the link between the Army’s culture and it’s climate and institutional practices. When there is a proper balance it has a huge impact on the mindset of the Army’s Soldiers. Their actions or inactions impacts the five key attributes of the profession, and the four fields of expertise, and have long term effects on the Army’s culture and climate. These actions influence Soldiers’ perceptions that they are serving professional who have answered the call of service to the republic, it is important that Soldiers understand that their role is a calling and not just a job.

Although the training First Year Orientation Progam (FYOP) officer cadets receive is not exactly the same as that conducted at the now defunct Cornwallis training base, the principles remain the same. The biggest challenge observed in the early days of training was to get a group of people to act as one team. Each person arrived as an individual with their own set of values, behaviours and regional characteristics. These individuals were then subdivided into platoons, squads, or sections. During this integration process the instructors ensured stress levels remained consistently high through the use of yelling, inspections that found minute faults that were exacerbated through the dismantling of our bunk space, and decreased sleep. I now realize that these simulated or over exaggerated stresses are required to provide an indication of future tolerance for this in operations.

“The academic setting is completely different than the military setting. The personalities, the ideals, the philosophies are completely different. The way people interact with

Being both active on the college campus and in the community, ROTC can help fill the civilian-military gap through the education of the civilian population. Public knowledge needs to be increased through positive experiences between the civilian populace and the military. Being a programed designed for the commissioning of officers, ROTC trains civilian students as military officers equipped with the knowledge to train future soldiers on civil-military relations. Being such an important bridge between the civilian and military world, this paper will cover the first introduction of military training on the college campus through the Morrill Act. Despite this Act being enacted before the official gathering of ROTC, the military training it

This start with artifacts, which make up the base level of what a Soldier is. (CG TRADOC, 2010, p.10) These artifacts then feed into the beliefs and values of the organization. If artifacts and values to not line up there will be an undermining of the authority within the organization. The next piece in the defining what it means to be a professional Soldier falls into three cultural dimensions; the personal identity, the community, and the hierarchy. (CG TRADOC, 2010, p.10-11) These three domains of culture do not always fall directly in line and do change over time. It a leader’s job to shape the interaction between them. This shaping is most evident in times of change when the largest schism between the three dimensions is likely to

Tradition has always been a part of my family, from the order we open Christmas presents to our annual family reunion. West Point has a tradition of merit, one that exceeds other service academies, while compelling other universities to follow in its footsteps. While I aspire to become a part of the long standing tradition of West Point, I also wish to create a tradition

In the thirty years after the War of 1812, the United States gradually and painstakingly developed its army from a nascent confederation of independent state militiamen, volunteers, and a disproportionately smaller group of regular soldiers into a corporate body of professionals with seemingly common standards of training, doctrine, and, arguably, discipline. Referred to as the “Thirty Year’s Peace,”

A good applicable theory involved in this case is that of legitimate power. In legitimate power circumstances in the military you are ordered and described in detail exactly how to do every part of your life, someone else is in control of how you are supposed to be and act. At West Point Academy this holds very true. The reasoning behind the legitimacy, especially at a military academy, comes from the fact that the people involved know what they are getting into and accept this.

The United States Military Academy (USMA) in West Point, New York is viewed as one of the most honorable universities in the America. The Academy graduated its first student in 1802, and thousands there afterward, but it wasn't until 1976 before the first females would be allowed to enter. 1976 was a monumental achievement for women’s rights in that time, but this was something that was being fought for, for 200 years. After fighting for so long to gain this right, the inaugural class still had its work cut out for them.

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.

The Army is a way of life; a culture designed to understand, embrace, and demonstrate its understanding. Throughout the entire existence of the Army its culture has been based on elements such as oaths, creeds, the Warrior Ethos and the Army Values. The elements of the Army’s culture are the basis for ethical conduct. Soldiers have been taught to uphold and live by the Army Values but they have not necessarily been taught to remain a professional while upholding these standards. By instilling ethical and moral value into the professional soldier the military is ensuring that all soldiers, even lower level soldiers, are able to make complex and tactical decisions for a strategic effect. If the Army has unethical soldiers they risk failure. Failure due to unethical soldiers can have strategically far reaching implications for the Army, our client nation, and international allies.

Organisation culture at Quinlan’s Organisation culture can be defined as the set of key values, beliefs, understandings and