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home > July 16, 2007 issue > article

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| Photography by Rick Steele |
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| The schools have a business model that worked well for the Industrial Age, but doesnt work well for the Information Age. John Gartska, Defense Department |
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Net-centric lesson plans in flux
 By Greg Slabodkin Special to Defense Systems
 The services’ war colleges continue to fine-tune their courses for the next generation of military leaders
 Nearly 10 years after the concept of network-centric warfare formally debuted, Defense Department leaders are still grappling with the ramifications.

In one sense, net-centricity has gone mainstream. The idea, first posited by the late Vice Adm. Arthur Cebrowski and John Garstka in their seminal article Network-Centric Warfare: Its Origins and Future (U.S. Naval Institutes Proceedings, January 1998), has become part of DOD parlance and a shaping force in current operations and long-term operational plans.

That was the thinking last year when Pentagon officials chose to disband the Office of Force Transformation, which DOD had created in 2001 under Cebrowskis leadership. Its mission was to champion the cause and jump-start key initiatives and it had succeeded, Pentagon officials said at the time. In short, OFT was so successful, it was no longer needed.

But the legacy is hardly complete, observers say. To truly transform military operations, the services must groom a new generation of leaders who know how to work in a net-centric environment. Only then can the military culture be transformed.

That is why Cebrowski made a point of extending OFTs influence to the war colleges.

There, DODs future leaders have an opportunity to absorb the principles of net-centric operations even as they master the intricacies of military doctrine. Cebrowski knew this well, having served three years as president of the Naval War College, during which time he made sure net-centric warfare was on the curriculum.

Under Cebrowskis leadership, for example, OFT established transformation chairs at the major military educational institutions. The new positions were intended to help inject more rigorous analysis of net-centric warfare principles into the more traditional studies of those institutions, helping create content for new transformation-related courses and research programs.

OFT is gone, but the legacy of that office and the future of net-centricity is still being worked out at the war colleges.

Extended studies
As part of the ongoing education reform, the war colleges have had to define the appropriate place for technology in the curriculum. Principle No. 1: The goal is not to turn future leaders into gadget geeks.

Its less about technology and more about strategic leadership and how you deal in the information domain, said Jeffrey Groh, professor of information and technology in warfare, at the U.S. Army War Colleges Department of Distance Education. Our graduates leave here and will be senior leaders, and most of them wont actually be technologically oriented but will have to deal comfortably in the information domain.

New technologies are part of the agenda. Students, for example, learn about the Warfighter Information Network-Tactical and the Force XXI Battle Command Brigade and Below programs. All those technologies are touched on, but only in that they enable the people in the process, Groh said.

In effect, the goal is not to teach the technology but to teach the changes brought about by technology. Now that they have access to that much more information, what do they do with it?

Our educational and training systems have to prepare officers to assume that they are going
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| Photography by Mark Schiefelbein/WPN |
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| Retired Army Maj. Gen. Ralph Doughty |
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to be surprised, and so they have to develop agile, flexible thinking that allows them to react to a situation that they had not been able to train for or necessarily plan for, said retired Air Force Col. Ted Hailes, transformation chairman at the Air War College. Thats a pretty dramatic change in the way weve been thinking about how we should be doing education.

We cant educate or train officers to build perfect ops plan, Hailes said. What we can do is train them on how to react rapidly and not be surprised by surprise and give them the tools to be able to deal with the very messy, ambiguous environment we operate in.

Transformed curricula
Garstka, who worked with Cebrowski at OFT, is concerned about how net-centricity is being integrated into the curriculum at the various colleges.

Right now, theres so much material that they need to cram into the curriculum that if the individual faculty members dont think its important then it doesnt get in there, Garstka said. Frankly, this is a situation that is going to take leadership at the individual institutions and potentially some directive from the top down.

Garstka is now director of forces transformation and resources of the Office of the Undersecretary of Defense for Policy.

But retired Army Maj. Gen. Ralph Doughty disagrees with Garstkas assessment. Doughty, transformation chairman at the U.S. Army Command and General Staff College since August 2005, said the transformation chairs have been successful during the past couple of years in getting transformation instruction into their core curricula.

Transformation research, for example, is where we get faculty or students involved in developing new information and new knowledge about transformation, Doughty said. Once we get that new information, then we fold it back into our education side and pass it along not only in our own institution but into the other institutions throughout the DOD network.

Doughty points to the establishment of the Digital Leader Development Center at the Army Command and General Staff College as an example of how this new knowledge is being integrated. The Digital Leader Development Center serves as the focal point for Army Battle Command Systems instruction, performance-oriented simulations and the conduct of exercises throughout the Command and General Staff College.

The Digital Leader Development Center has all of the Army Battle Command Systems, the Command Post of the Future, and simulations so we can now start to actually use NCW and other types of transformational technologies in our exercises, Doughty said.

In our core curriculum, we have all the things that majors will see in the two or three years after they leave us here, he said. We also have elective courses where we say what is coming down the pike in the future, such as the Army Future Combat Systems, and how it all ties into joint and interagency operations. So we have a mix of course work in both our core curriculum as well as electives.

Neveretheless, Garstka cautions that the right curriculum is not enough: You also need the right faculty. He said DOD schools are finding it
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| Photographyt by Stan Barouh |
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| Its less about technology and more about strategic leadership and how you deal in the information domain. Jeffrey Groh, U.S. Army War College |
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a challenge to hire faculty members who not only have the right teaching credentials but also the resources and incentives to collaborate in developing and offering courses and research on the fundamental elements of transformation.

You either have people that teach operations or people that understand technology, Garstka said. There are very few people that feel comfortable operating at the intersection of technology, process, organization and people which is what we are talking about when we talk about transformation. Thats a major part of the problem.

But professor Mike Felmly, who is transformation chairman at the Naval War College and a member of the Joint Military Operations department, diagrees with Garstka.

Felmly represents the operations side of the Naval War College in Newport, R.I., where they also teach strategy and warfare, which is a historical perspective that includes analysis of wars and battles in addition to the national decision-making process that focuses on force structure issues.

Our curriculum is more responsive to todays need where we focus more on the wicked problems, whereas in the past we would focus on the parochial military issues and conduct generic, conventional force-on-force planning, Felmly said.

The curriculum, for example, now focuses on teaching students the critical thinking skills they need to solve complex problems.
We then exercise that thinking in a war game here in a net-centric environment where we give our students the collaborative, distributive planning tools they need to try to solve complex problems using, Felmly said. Theres a lot to be said for network-centric operations enabling our force today.

Uncertain future
The educational reform, as instigated by OFT, appears to have an uncertain future, Garstka said.

OFT established and funded more than a dozen transformation chairs including those at the Air Force Institute of Technology, Air War College, Army Command and General Staff College, Army War College, Defense Acquisition University, National Defense University, Naval Postgraduate School, Naval War College, U.S. Military Academy and U.S. Naval Academy.

The Marine Corps University also has a chair of innovation and transformation, but it is privately funded, and other institutions might opt for a similar approach. OFT established and funded the transformation chairs at the DOD schools for three years. At that point, the individual services and institutions must decide if they want to continue with the chairs and the original mandates that were set forth.

In some cases, the services have not honored their commitments that they said they would and potentially some of these transformation chairs will simply go away, said Garstka.

Doughty, though, is more hopeful.

The plan is supposed to be that the Army would pick up the funding and carry it forward from there, he said.

Of course, they managed to get a weasel word in there that says subject to availability of funds, he said. After the third year, its still to be determined but we hope that were able
to get the Army and DOD in sync to continue the chair because
what were finding is that it does pay dividends.


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