Overview:
During the Theater Strategy and Campaigning (TSC) course, the Department of Military Strategy, Planning, and Operations will build on what you have already studied in the core curriculum as the basis for studying the implementation of national military strategy. TSC focuses on theater-strategic warfare and the Combatant Commands. While most students will have significant experience in the Military Decision Making Process (MDMP), a few will not. MDMP at the strategic level is titled the Joint Operational Planning Process (JOPP). Few students will have had personal experience at this level of planning. The focus of JOPP is on the interaction between an organization’s commander, staff, the commanders and staffs of the next higher and lower commands and supporting commander’s staffs. We will continuously ask ourselves “what is different at this level?” Of perhaps greater consequence is the introduction of Campaign Design. Campaign Design is a creative and cognitive commander-centric process that seeks to develop an understanding of the strategic (national and/or multinational) guidance and objectives combined with a thorough understanding of the operational environment prior to the initiation of campaign (contingency) planning. This process leads to the development of the commander’s vision for the conduct of the campaign which enables the application of operational art through the JOPP. The end result is an enduring strategic concept for sustained employment of military power to enable the accomplishment of national and/or multinational policy. We will apply strategic leader skills, the national security strategy and the national military strategy as we participate in an active learning environment designed to cause you to develop near- and long-term plans and programs. At the conclusion of the course, you will have studied and practiced the art and science of theater-strategic warfare. You will have translated strategic guidance into campaign plans which support national goals and objectives. There are no school solutions. You must actively participate, think creatively at the strategic and operational levels, and apply innovative solutions to complex problems created by uncertainty during a period of dynamic change in the world. The course is structured to flow from Campaign Design to Campaign Planning. Campaign Design provides the framing mechanism for Campaign Planning, thus translating the commander’s cognitive processes into guidance resulting in analytical staff and subordinate plans. A “carrier scenario” focusing on a fictitious African situation provides the basis for deliberate planning which is accomplished via several in-seminar exercises. The scenario emphasizes the importance of all of the Elements of Power. Vexing and complex problems associated with war, irregular warfare and stability operations, unified operations, theater of war organization, and multinational operations are addressed throughout the course.
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Purpose:
Critically examine the application of joint doctrine in planning and conducting unified and multinational operations and the processes through which national military strategy is translated in theater strategies, joint operations plans, and campaign plans. You will examine and evaluate the roles, capabilities, and cultures of the Services in providing ready forces to the Unified Commanders. |
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Structure:
The course is sequenced in five modules. Module I: “Initiation: Envision the Operational Environment,” provides an examination of guidance, the environment, and procedures which initiate planning actions by the Combatant Commanders. Module II: “Developing Campaign Focus,” initiates the Campaign Design as the Commander frames the problem and provides his vision. Module III: “Develop Flexible Options,” examines the process of developing and wargaming multiple courses of action. Module IV: “Develop Strategic Concept,” integrates effects-based thinking as an approved Course of Action is phased and subordinates are tasked to accomplish specific missions across the breadth of the campaign. Finally, Module V: “Approval and Plan Development,” examines the actions taken to finalize the contingency plan and reviews those actions necessary if the plan moves to crisis and the Crisis Action Planning system. Given a fictitious, but realistic, future scenario and a coalition force structure, students will examine and improve upon staff submitted products in an effort toward contingency planning. Throughout the course, students are caused to reflect, analyze and arrive at consensus during several mini-exercises, all of which provide a rudimentary concept of operations (CONOP).
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Scope:
TSC examines and applies joint doctrine in planning and conducting unified and multinational operations and the process through which national security strategy and national military strategy are synthesized and translated into theater strategies, joint operations plans, and campaign plans. You will study the relationships and support that the military departments, Services, and other functional components provide to Combatant Commanders. Recognizing that we exist in a dynamic international environment, your intellectual pursuits will encompass difficult issues such as the future nature of joint warfare and the complex issues involved when working with governmental and non-governmental agencies throughout the range of military operations. Recent and current events will be woven into the fabric of the course. |
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Objectives:
1. Analyze the CCDR relationship w/ the POTUS, SecDef, CJCS, Services, etc., in implementing the national military strategy.
2. Apply strategic and operational planning considerations.
3. Apply Adaptive Planning processes, translating strategic guidance into theater plans.
4. Apply joint and service doctrine to theater planning.
5. Apply senior-level leader competencies necessary at the Unified Command level.
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Curriculum Relationships:
Drawing from previous core courses, TSC applies the knowledge and skills derived from them. In turn, new skills are developed in TSC that are essential to developing the requisite expertise to function at the theater-strategic and operational levels of warfare. TSC integrates campaign design and operational art with the science of war in pursuit of national security and the concomitant application of the military instrument of power.
Theater Strategy and Campaigning is, in many ways, an application course. Specifically, TSC draws upon lessons in the Strategic Thinking course as a complex set of circumstances require senior officer decisions. Students are caused to examine a very “messy problem” using critical and creative thought, viewed through a systems lens and tempered by historical lessons and cultural realities. Additionally, TSC follows the Theory of War and Strategy and Strategic Leadership, both of which provide valuable tools when considering and constructing Theater level campaigns. Finally, the National Security Policy and Strategy course provides an excellent precursor to the environment of the Theater Commander, as he/she accepts, derives, and builds upon national guidance to accomplish theater requirements.
Throughout the remainder of the academic year, during elective courses, Regional Studies, the Joint Warfighting Advanced Studies Program, the Campaign Analysis Course, and the Strategic Decision Making Exercise, you will use and apply the concepts and doctrine taught during TSC. TSC is a vital part of the holistic experience of the U.S. Army War College, helping to prepare you to function effectively as a senior leader. |
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Joint Professional Military Education (JPME):
Phase II, senior level, consists of 7 learning areas supported by 31 learning objectives that are focused primarily on the operational rather than the strategic level. All of the course objectives and lessons in TSC support one or more of the JPME Phase II learning objectives. Therefore, TSC achieves all PJME Phase II senior level learning objectives. Fifty percent of the
TSC teaching faculty are from the Navy, Marine Corps and Air Force. Jointness is integrated either directly or indirectly in every lesson in TSC. |
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Complementary Programs:
The Noontime Lecture Program is provided to offer supplementary material to TSC. Noontime lectures will be offered periodically in Wil Washcoe Auditorium. Attendees may bring and eat their lunch during the lecture. |
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On-Line Courseware:
TSC is supported by a suite of Service-specific courseware products. These products provide detailed information on service capabilities and employment considerations. All students were required to access and complete the courseware during the preceding Foundations of Military Power (FMP) course. The on-line courseware may be used to reinforce TSC instruction.
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Critique:
You will complete the computerized Course Critique prior to 13 February 2009. An AAR will be conducted at mid-course as well as at the end of the course. You may wish to provide feedback at any time during the course, and you are encouraged to do so. You may provide comments directly to your Faculty Instructor or the Course Director. |
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Requirements:
1. General. This course lends itself to the active learning process, requiring imaginative thought and student interaction. A simplified model to follow is to ask the WHAT of a topic or issue, the WHY of its significance and the HOW of its utility to professional military concerns. The answers to many of these questions are subjective; often no clear-cut solution exists. Don't feel uncomfortable with this; uncertainty and ambiguity are frequently the norm. Honing creative thinking skills is central to the educational experience of INMS. Meaningful research, diligent preparation, thought-provoking presentations, and your participation in seminar discussions are the principle ingredients in making the active learning process successful.
2. Daily Reading.
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a. Required Readings. This material will be read prior to the class. Seminar discussion will be based on the assumption that these readings have been accomplished. Readings are selected because they support lesson learning objectives. In general, readings can be completed in about two and one-half hours per one-half day seminar session. Readings provide knowledge and understanding of the topic. Follow-on discussions in the seminar room build upon that understanding and are designed to achieve analysis, synthesis and application of the lesson. On occasion, homework assignments will accompany the readings. Homework assignments provide the basis for subsequent seminar efforts. Homework products will be reviewed, refined, and integrated into seminar solutions for complex problems.
b. Suggested Readings. These readings provide material for additional research. Faculty Instructors may assign suggested readings to selected students and ask them to provide a brief oral report and analysis to the seminar. These reports may offer an opposing point of view from the required reading, provide a degree of understanding beyond that required in the learning objectives or support one or more of the "points to consider" for the lesson.
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3. Exercises.The mini-exercises, or practicum, will explore the characteristics of a hypothetical future conflict, which allows participants the opportunity to consider and discuss strategic and operational concepts in a realistic situation. The mini-exercises provide for the gradual building of a concept of the operation. You will be caused to examine “staff solutions” and build upon them to arrive at seminar consensus. Material from all preceding mini-exercises will be incorporated into your seminar solution. Written and oral responses will be required as products from the exercise.
4. Written and Oral Reports.
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a. Writing Requirement. Students will write a two-page point paper. The intent of the paper is to inform or advise the Joint Force Commander. Topics will relate to theater strategy and the operational art. You and your Faculty Instructor will work together while you select a topic during the first week of the course. A format will be provided. Papers will be due NLT 31 January, 2009 to the Faculty Instructor. Papers will be evaluated on three criteria: organization, content, and style. The Faculty Instructor will provide a copy of the evaluation to the students, identifying strengths, shortcomings and recommendations. Some students may be selected to discuss key points of their papers during appropriate lessons.
b. Oral Requirements. Students will routinely prepare and present short oral presentations to their respective seminars. At least one oral presentation will be evaluated by the faculty instructor based on these criteria: organization, content, and delivery. Students will be notified in advance of graded oral requirements.
c. Evaluation. Students will be evaluated on their ability to meet the TSC learning objectives. A series of mini-exercises are vehicles to assess student fulfillment of these objectives. Mini-exercises may incorporate homework assignments to be accomplished at the individual level. Follow-on seminar efforts will necessitate using these individual products and developing them into a seminar “best solution.” This will require leadership skills, negotiation, compromise, and judgment. Faculty members will assess individual student input via the homework products as well as contributions during the mini-exercises. All students are expected to contribute to the exercises. Active participation, as well as the products developed, will provide validation as to the achievement of course objectives. Finally, each student will be required to provide a minimum of one oral presentation and one written product during the course. Faculty Instructors will complete formal evaluations. These evaluations will be provided to each student and to the student’s Faculty Adviser in accordance with the directive guidance found in the USAWC Memorandum 623-1, “USAWC Student Academic Assessment and Evaluation.” A key ingredient of your final report is participation. Adult learning requires active participation in the seminar room. Student responsibility for preparing for seminar is inherent in the adult learning model.
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| 5. Additional Student Requirement. |
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a. Read the Nigerian Scenario NLT 10 Dec 2008. To be used for all subsequent lessons.
b. Faculty Instructors may designate individual or group projects for presentation to the seminar. |
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