Managing Army Change

Purpose
This assessment measures your understanding of the ideas and concepts presented in the F100 lessons, F103 through F106. The assessment requires you to apply critical thinking skills by analyzing force management concepts and then answering a discussion topic.

General Instructions
• This assignment is worth 35% of the F100 block grade and is due after you havecompleted lessons F103-F106. Lesson F107 does not have a discussion topic requirement.

• The faculty feedback you receive for this assignment will better prepare you for the F108 Final Exam.

• You may use the F100 online lessons, readings, and references to help you answer the questions. Cite the sources you used to answer the discussion topics. Use either footnotes or end notes IAW the Turabian style of documentation; do not use parenthetical citations. This includes direct quotations, paraphrases, and summaries of the assigned readings, doctrinal references, or outside sources. You may use ST 22-2 as a reference for writing and citations.

• In academic writing, do not use first-person, passive voice, or contractions. Introduce acronyms before using them.

• Read the question thoroughly, and make sure you are answering the question being asked. The questions require you to authoritatively respond to the question based on Force Management lesson material, concepts, guidance and doctrine as you would as a staff officer preparing an “exsum” for a General Officer. As you formulate your responses, do not provide a simple summation to the question or your opinion. Use evidence (specific examples or concepts) from the F100 lessons as part of your answers. Imagine that you are submitting your answers to the first General Officer in your chain of command.

• Your answers must be typed and double-spaced. Use 12-point Times New Roman font and one-inch margins. Type your answers directly into the spaces provided. Write your responses as fully developed sentences and paragraphs; do not use bullet statements. Your answers should be focused and succinct and may be as long as two double-spaced pages including the specific endnote or footnote citations. Do not exceed two pages.

• All work MUST be your own. You may not discuss this assignment with anyone other than a DDE faculty member or your academic advisor. Refer to the F106 Grading Rubric.
CGSC does not tolerate cheating, plagiarism, or unauthorized collaboration. Therefore, you should review CGSC Bulletin #920, Academic Ethics Policy (February 2011) and the DDE Academic Ethics brief posted on the course information page. Violation of academic ethics will result in an investigation and possible removal from the course.
You MUST use the discussion paper framework provided below.

1) Introduction paragraph: The introduction paragraph will contain the bottom line up front (BLUF), in which you state your position. For example: “The objective of JCIDS is…” The BLUF is also known as the thesis, argument, or position in some academic works. In addition, you must include clarifying sentence(s), that is a sentence or two that provide the overarching “because” for your BLUF. Keep it concise; real estate is at a premium in these short papers. Finally, you do NOT need to restate the question in the introduction.

2) Develop paragraph: The develop paragraph is where you provide more depth to support or clarify your position to the reader. In this paragraph, you emphasize the importance of the subject you are addressing; depending on the specific question, you will differentiate a particular subject from other options. For instance, the F103 question asks you to explain which one of three phases will be the most impacted.

3) Application paragraph: The application paragraph is where you provide the “so what” or explain “how” the topic is applied or should be applied. This application is crucial because most senior officers are really looking for how something impacts them or their organization. You can include an example of how something is currently being done, or give a justification for how it should be done. For example in F101, you may have stated that developing adaptive leaders was the most important priority; however, you may not have provided an example of a capability that is doing this, or is recommended to do this. Simply stated, be prepared to provide evidence to support your position. Finally, provide a closing sentence; the closing sentence is the final sentence (maximum two) that restates or reinforces your position.
The discussion topics for F103-F106 are available below. Scroll to the next pages to view the topics.
F103
1. The force development process consists of five phases. Phase 3 is Develop Organizational Models; Phase 4 is Determine Organizational Authorizations; and Phase 5 is Document Organizational Authorizations. Argue why either Phase 3, Phase 4, or Phase 5 of the process is likely to be most impacted by the reading, General Odierno AUSA Winter Symposium.

F104
2. The first student reading, Materiel Development and Acquisition System, describes the established processes and systems that DOD and the Army use to develop materiel capabilities. The second student reading, CRS Report #7-5700, Twenty-Five Years of Acquisition Reform: Where Do We Go from Here, describes the challenges and issues associated with the ongoing attempts to reform the Defense Acquisition System.

Based on the first reading, explain what further adjustments to the process or the system are required. Alternatively, support the author of the CRS Report that the primary focus should be on establishing better authorities and accountability over the existing system. Include specific authorities and accountability actions as part of the answer.
F105
3. The first student reading, What Is Army Force Integration?, describes the newly proposed Army force generation model. As mentioned in the second student reading (Sep 18, 2013 – Statement by Gen. Odierno before the House Armed Services Committee), GEN Odierno describes multiple challenges that will impact Army resourcing.

Considering these challenges articulated by GEN Odierno, argue whether the newly proposed Army force generation model is sufficient to provide adequately manned, equipped, and trained Army forces to meet global requirements. Why or why not?
F106
4. Considering the ongoing budget cuts and force reductions, support whether the Army should or should not maintain its current level of reliance on contract support. As part of the answer, describe some mitigation strategies that could be used to support either an increased or decreased reliance on contract support.
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